Pedagogi Moderasi Beragama dalam Pendidikan Agama Islam di Era Digital: Model Internalisasi Nilai Toleransi, Keadilan, dan Anti-Kekerasan

Abstract

The rapid development of digital technology has transformed the ways in which students access, interpret, and disseminate religious knowledge. While digital platforms provide opportunities for broader and more interactive Islamic learning, they also expose students to religious polarization, intolerance, hate speech, and violent narratives. In this context, Islamic Religious Education (IRE) requires a pedagogical transformation that moves beyond the transmission of religious knowledge toward the systematic internalization of religious moderation values. This study aims to conceptualize a Religious Moderation Pedagogy model for Islamic Religious Education that integrates the values of tolerance, justice, and non-violence within digitally mediated learning environments. The study employs a qualitative literature review approach by synthesizing recent scholarly studies on religious moderation, Islamic education, digital pedagogy, character education, and value internalization, with particular attention to studies published in internationally recognized and Scopus-indexed journals. The analysis indicates that effective internalization of religious moderation requires the integration of curriculum content, dialogical and critical learning strategies, teacher modelling, digital literacy, collaborative learning, and authentic assessment. Tolerance is developed through meaningful interreligious and intercultural dialogue; justice through critical reflection on equality, rights, and social responsibility; and non-violence through digital ethical awareness, empathy, conflict resolution, and resistance to extremist narratives. Based on these findings, this study proposes a pedagogical framework consisting of five interconnected stages: digital religious awareness, critical interpretation, dialogical engagement, value internalization, and reflective practice. The proposed model positions teachers not merely as transmitters of religious knowledge but as facilitators, role models, and mediators of constructive digital religious discourse. The study contributes theoretically by linking religious moderation with contemporary digital pedagogy and practically by providing a conceptual framework for strengthening inclusive, critical, peaceful, and contextually relevant Islamic Religious Education in the digital era.