Improving Moderate Attitudes among PGMI Students at UIN Sunan Gunung Djati Through Internalizing the Values of Religius Moderation in Fiqh Education Courses
DOI:
https://doi.org/10.22373/ujhk.v9i1.34546Keywords:
Religious moderation, internalization, moderate attitudes, fiqh educationAbstract
Higher education institutions, as intellectual spaces, should ideally serve as environments where the values of religious moderation are developed among students, including values such as national commitment, tolerance, national insight, non-violence, and respect for diversity. However, in practice, the phenomenon of a low level of understanding of religious moderation is still found across various campuses, including in the Primary Islamic School Teacher Education (PGMI) program at UIN Sunan Gunung Djati. This study aims to examine the effectiveness of the internalization of religious moderation values in enhancing students’ moderate attitudes, with the following research questions: Is there an improvement in the moderate attitudes of PGMI students after the internalization of religious moderation values? To what extent is the level of PGMI students’ moderate attitudes based on the four pillars of religious moderation, namely national commitment, tolerance, anti-violence, and accommodation of local culture? How does the process of internalizing religious moderation values occur among PGMI students at UIN Sunan Gunung Djati Bandung? A mixed-methods approach is employed, combining quantitative and qualitative data to provide a comprehensive understanding of both the outcomes and the process of internalization. The findings of this study indicate a significant increase in the high and very high categories (85.1%). The scores for each indicator of religious moderation namely national commitment, tolerance, anti-violence, and accommodation of local culture show a substantial improvement. These findings are supported by qualitative results based on observation and interview data, which reveal that students undergo an internalization process during the Fiqh course through three main stages: understanding, internalization (value appreciation), and application.
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