The Role of Islamic Education in Strengthening Religious Moderation among Generation Z
DOI:
https://doi.org/10.59689/incare.v7i2.1429Keywords:
Character Education, Generation Z, Islamic Religious Education, Religious Moderation, ToleranceAbstract
Generation Z is a generation born and raised amid the rapid development of digital technology. The ease of access to information has brought positive impacts on the learning process; however, it also has the potential to facilitate the spread of extreme, intolerant, and radical religious ideologies. Therefore, Islamic Religious Education (IRE) plays a strategic role in instilling the values of religious moderation among students. This study aims to examine the role of Islamic Religious Education in strengthening religious moderation among Generation Z. The research employs a library research method by analyzing various literature sources, including academic journals, books, and policy documents related to religious moderation. The findings indicate that Islamic Religious Education contributes significantly to fostering tolerance, respect for diversity, non-violent attitudes, national commitment, and appreciation of local culture. The implementation of religious moderation in Islamic Religious Education can be carried out through the integration of moderation values into the curriculum, teachers’ role modeling, dialogical learning approaches, and the wise utilization of digital technology. Thus, Islamic Religious Education serves as an important instrument in shaping a religious, moderate, tolerant, and socially responsible Generation Z capable of living harmoniously within a multicultural society. Religious moderation itself is understood as a perspective, attitude, and practice of religion that emphasizes justice, balance, respect for humanity, and the promotion of the common good.
Downloads
References
Adiprasetio, J. (2026). Genealogy of Indonesian Harmony: Ambivalence and the legacy of the authoritarian regime. Indonesia and the Malay World, 54(159), 288–313. https://doi.org/10.1080/13639811.2026.2650947
Agama, K. (2019). Moderasi beragama. Kementerian Agama.
Ahmmad, M., Shahzad, K., Iqbal, A., & Latif, M. (2025). Trap of Social Media Algorithms: A Systematic Review of Research on Filter Bubbles, Echo Chambers, and Their Impact on Youth. Societies, 15(11), 301. https://doi.org/10.3390/soc15110301
Aini, R., Muhlisin, Sholehuddin, M. S., Syukur, F., & Zubaidi, M. F. bin. (2026). Integration of Environmental Stewardship Issues in Islamic Education Curriculum: An Ecotheological Review with a Humanist Paradigm. MUMTAZ : Jurnal Pendidikan Agama Islam, 6(1), 223–241. https://doi.org/10.69552/mumtaz.v6i1.3610
Ainiyah, N. (2024). The Manifestation Of Religious Moderation As A Middle Way To Face Left And Right Extremism Within The Scope Of State Islamic Religious University. Moderatio: Jurnal Moderasi Beragama, 4(2), 169–183.
Alabdulhadi, M. M. J., & Alkandari, K. M. (2024). Practices of Islamic education teachers in promoting moderation (wasatiyyah) values among high school students in Kuwait: Challenges and obstacles. Cogent Education, 11(1), 2365577. https://doi.org/10.1080/2331186X.2024.2365577
Amal, M. K. (2021). The Role of Islamic Religious Higher Education in the Revitalization of Religious Moderation in Indonesia. Dialogia, 19(2), 293–325. https://doi.org/10.21154/dialogia.v19i2.3327
Bazzi, S. (2025). How to Build a Diverse Nation: Lessons from the Indonesian Experience. Bulletin of Indonesian Economic Studies, 61(3), 379–416. https://doi.org/10.1080/00074918.2025.2582855
Creswell, J. W., & Poth, C. N. (2018). Qualitative Inquiry and Research Design: Choosing Among Five Approaches. Sage Publications.
Faridah, A., Ruzakki, H., Rosyidah, U., & Al Farizi, M. (2025). Integrating multicultural education and Islam wasathiyah: Strategies for fostering inclusive children’s educational environments. Al-Ishlah: Jurnal Pendidikan, 17(2), 2626–2637.
Fatah, N., Pane, I., Lestari, W., & Aisyah, S. (2023). Revitalisasi Makna Rahmatan Lil ‘Alamin dalam Implementasi Kurikulum Merdeka Kementerian Agama. Al-Aulia: Jurnal Pendidikan Dan Ilmu-Ilmu Keislaman, 9(2), 92–101. https://doi.org/10.46963/aulia.v9i2.1246
Fathurrozi, M., Anam, N., & Alfabanni, T. A. (2025). Deradicalization Strategy: A Wasathiyah Curriculum for Gen Z in Islamic Boarding Schools. Fenomena, 24(2), 225–240. https://doi.org/10.35719/fenomena.v24i2.609
Grizzle, A., Moore, P., Dezuanni, M., Asthana, S., Wilson, C., Banda, F., & Onumah, C. (2014). Media and information literacy: Policy and strategy guidelines. Unesco.
Hanif, M. (2025). Islamic Education Design for Generation Z. Asian Journal of Natural Sciences, 4(2), 77–92. https://doi.org/10.55927/ajns.v4i2.31
Hasan, K., & Juhannis, H. (2024). Religious education and moderation: A bibliometric analysis. Cogent Education, 11(1), 2292885. https://doi.org/10.1080/2331186X.2023.2292885
Hasanah, U., & Sukri, M. (2023). Implementasi Literasi Digital Dalam Pendidikan Islam: Tantangan dan Solusi. Equilibrium: Jurnal Pendidikan, 11(2), 177–188. https://doi.org/10.26618/equilibrium.v11i2.10426
Kandiri, K., Arfandi, A., Zamili, M., & Masykuri, M. (2021). Building Students’ Moral Through Uswatun Hasanah Principles: A Systematic Literature Review. Nadwa: Jurnal Pendidikan Islam, 15(1), 109–128. https://doi.org/10.21580/nw.2021.15.2.8179
Khosiin, K., Tobroni, T., & Khozin, K. (2023). The Rahmatan Lil-’Alamin Paradigm as an Approach to Islamic Education in Muhammadiyah Institutions. Progresiva : Jurnal Pemikiran Dan Pendidikan Islam, 12(01), 133–146. (Research Article). https://doi.org/10.22219/progresiva.v12i01.29382
Masri, D., & Warsodirejo, P. P. (2023). The Implementation of the Tabayyun concept in learning Islam to enhance attitudes of religious moderation. Al-Ishlah: Jurnal Pendidikan, 15(1), 853–862.
Masruha, M., Munawar, S., Zulmi, F., Abdullah, A., & Husaini, H. (2025). Digitization of Fatwas and Religious Authority: A Study on the Role of Social Media in the Interpretation of Islamic Law. Journal of Mujaddid Nusantara, 2(2), 99–113. https://doi.org/10.62568/jomn.v2i2.421
Prasetyo, G., Fauziah, Y. R., & Syafii, A. (2025). From Policy to Pedagogy: Religious Moderation as a Counter-Radicalization Strategy in Islamic Education — A Systematic Literature Review. Jurnal Pendidikan Islam, 14(2), 233–251. https://doi.org/10.14421/jpi.2025.142.233-251
Pusvisasari, L., Herliyanto, H., Faqih, F. A., & Hudallah, H. (2025). Islam Nusantara: The Local Expression of Islam within the Context of Tradition and Modernity. Lentera Peradaban: Journal on Islamic Studies, 1(2), 40–47. https://doi.org/10.61166/lpi.v1i2.9
Qadri, S. S., Hussin, N. S., & Dar, M. M. (2024). Countering extremism through islamic education: Curriculum and pedagogical approaches. Journal on Islamic Studies, 1(1), 74–89. https://doi.org/10.35335/r182s939
Rajaminsah, R., Amirudin, A., Rukajat, A., Hidayat, C., Sueb, S., & Saepudin, S. (2024). The Role of Islamic Education in Preventing Radicalism among Youth. International Journal of Education and Digital Learning (IJEDL), 2(3), 67–76. https://doi.org/10.47353/ijedl.v2i3.188
Risdiani, N., Hermawan, W., & Fakhruddin, A. (2025). Integration of Islamic Religious Education Values in the Adiwiyata Program as an Effort to Develop Students’ Environmental Piety. MUMTAZ : Jurnal Pendidikan Agama Islam, 5(1), 083–107. https://doi.org/10.69552/mumtaz.v5i1.3069
Ruswandi, A., Junaedi, D., & Rahmatullah, A. A. K. (2022). Uswah Hasanah as a Methodology of Islamic Education. TARBAWY: Indonesian Journal of Islamic Education, 9(2), 168–183. https://doi.org/10.17509/t.v9i2.46384
Subchi, I., Zulkifli, Z., Latifa, R., & Sa’diyah, S. (2022). Religious Moderation in Indonesian Muslims. Religions, 13(5), 451. https://doi.org/10.3390/rel13050451
Sudrajat, T., Supiana, S., & Zakiah, Q. Y. (2021). Higher Education, Nation Character, and Religious Moderation Program: A Public Policy Perspective. Journal of Asian Social Science Research, 3(1), 73–92. https://doi.org/10.15575/jassr.v3i1.35
Upenieks, L., & Hill, T. D. (2026). Religion and Social Media Use: Protective Factors for Youth Well-Being in the Digital Age? Journal of Psychology and Theology, 54(2), 109–128. https://doi.org/10.1177/00916471251404432
Utami, L. D., Nursiah, & Sabililhaq, I. (2023). Konsep Uswatun Hasanah Dalam Pendidikan Islam Pada Era Society 5.0 Perspektif Al-Quran Dan Hadis. Jurnal Al-Murabbi, 8(2), 84–100. https://doi.org/10.35891/amb.v8i2.4406
Wahyudi, & Umar, A. (2026). Integration of Islamic law and customary law and its application in the Indonesia legal system: Opportunities and challenges. Sortuz: Oñati Journal of Emergent Socio-Legal Studies, 16(1), 89–111. (España, Internacional). https://doi.org/10.35295/sz.iisl.2422
Wajdi, M., Susanto, B., Sumartana, I. M., Sutiarso, M. A., & Hadi, W. (2024). Profile of generation Z characteristics: Implications for contemporary educational approaches. Kajian Pendidikan, Seni, Budaya, Sosial Dan Lingkungan, 1(1), 33–44. https://doi.org/10.58881/kpsbsl.v1i1.8
Zed, M. (2014). Metode Penelitian Kepustakaan. Yayasan Obor Indonesia.
Zulkifli, Z., Kafid, N., Nanang, H., & Fahri, M. (2023). The Construction of Religious Moderation among Indonesian Muslim Academics. Teosofi: Jurnal Tasawuf Dan Pemikiran Islam, 13(2), 337–366. https://doi.org/10.15642/teosofi.2023.13.2.337-366
Downloads
Published
Issue
Section
License
Copyright (c) 2026 erna rosdiana
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
