Implementation of Inclusive Islamic Education for Strengthening Religious Moderation in East Java Madrasah

Abstract

Purpose – This study analyzes the implementation of inclusive Islamic education in strengthening religious moderation within madrasahs in East Java. The research investigates how inclusive educational practices foster tolerant attitudes and peaceful coexistence among students from diverse social backgrounds.

Design/methods/approach – The study adopted a qualitative descriptive approach involving interviews with madrasah principals, teachers, students, and education stakeholders in East Java. Data collection methods included observations of classroom learning and institutional policy analysis.

Findings – The findings indicate that inclusive Islamic education significantly contributed to strengthening students’ understanding of religious moderation, tolerance, and democratic values. Approximately 85% of participants stated that inclusive learning activities improved social interaction and reduced discriminatory attitudes among students. However, unequal teacher competencies in implementing inclusive pedagogy remained a challenge in several institutions.

Research implications/limitations – This study focused on selected madrasahs in East Java and may not fully reflect conditions in other provinces. The findings imply the necessity of enhancing teacher training programs related to inclusive and moderate Islamic educational approaches.

Originality/value – This study contributes to the growing literature on inclusive Islamic education by providing empirical evidence regarding its effectiveness in promoting religious moderation within formal Islamic educational institutions.