The Concept of Religious Moderation as an Instrument for Moderate Character Education in Schools
Abstract
Background: Religious, ethnic, and cultural plurality in Indonesia demands an educational foundation capable of preserving national harmony. Phenomena of intolerance and exclusivism frequently seep into school environments, while conventional character education often remains trapped in curriculum formalistic routines that are less responsive to socio-religious dynamics. Therefore, religious moderation (wasathiyah) emerges as a strategic instrument to revitalize the orientation of character education, yielding students who are tolerant, inclusive, and fair without losing their religious identity. Methods: This is a qualitative research using a library research approach based on phenomenological study. Data sources were gathered from published scientific literature ranging from 2017 to 2026, including Sinta- and Scopus-indexed journal articles, textbooks, and curriculum policy documents. Data were collected through documentation techniques and analyzed using the interactive model of Miles, Huberman, & Saldaña as well as thematic analysis by Braun & Clarke. Data validity was maintained through source triangulation techniques. Results: The findings indicate that the concept of religious moderation functions effectively as an instrument for forming moderate character. The internalization of wasathiyah values is carried out in an integrated manner through academic subjects, the Project for Strengthening the Profile of Pancasila Students (P5), and a hidden curriculum in the form of school culture. The success of this instrument is supported by teachers' pedagogical role-modeling, interactive dialogue, and an inclusive educational ecosystem. Moderate character education based on religious moderation is proven to build students' mental immunity and strengthen the climate of social harmony in schools.
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