Students Understanding of the Value of Religious Moderation in School Differences in Fiqh Subjects Class XII MAN 2 Semarang City
(Pemahaman Peserta Didik terhadap Nilai Moderasi Beragama dalam Materi Perbedaan Mazhab pada Mata Pelajaran Fikih Kelas XII MAN 2 Kota Semarang)
Keywords:
Religious Moderation, Tolerance, Differences in Sects, Fiqh, StudentsAbstract
This study aims to analyze students’ understanding of the values of religious moderation in the material of different sects in the subject of Fiqh class XII MAN 2 Semarang City. The background of this research departs from the weakening of the value of religious moderation in the Islamic education environment which triggers intolerance and fanaticism of the sect. This study uses a descriptive qualitative approach with observation, interview, questionnaire, and documentation techniques, as well as data analysis of Miles and Huberman’s interactive models. The results of the study show that Fiqh teachers have succeeded in integrating religious moderation values such as tawassuth (middle way), tawazun (balance), i’tidal (fairness), and tasamuh (tolerance) in learning. Most students (70–85%) have understood the difference in madhhab as a justified effort in Islam and show tolerance, openness, and rejection of extremism. However, about 15–25% of students still tend to be exclusive in understanding differences of views.
Abstrak
Penelitian ini bertujuan menganalisis pemahaman peserta didik terhadap nilai-nilai moderasi beragama dalam materi perbedaan mazhab pada mata pelajaran Fikih kelas XII MAN 2 Kota Semarang. Latar belakang penelitian ini berangkat dari melemahnya nilai moderasi beragama di lingkungan pendidikan Islam yang memicu sikap intoleransi dan fanatisme mazhab. Penelitian ini menggunakan pendekatan kualitatif deskriptif dengan teknik observasi, wawancara, angket, dan dokumentasi, serta analisis data model interaktif Miles dan Huberman. Hasil penelitian menunjukkan bahwa guru Fikih berhasil mengintegrasikan nilai-nilai moderasi beragama seperti tawassuth (jalan tengah), tawazun (keseimbangan), i’tidal (adil), dan tasamuh (toleransi) dalam pembelajaran. Sebagian besar peserta didik (70–85%) telah memahami perbedaan mazhab sebagai ikhtilaf yang dibenarkan dalam Islam dan menunjukkan sikap toleran, terbuka, serta menolak ekstremisme. Namun, sekitar 15–25% siswa masih cenderung eksklusif dalam memahami perbedaan pandangan.
References
Abdul Hamid. “Metode Internalisasi Nilai-Nilai Akhlak dalam Pembelajaran Pendidikan Agama Islam di SMP Negeri 17 Kota Palu.” Jurnal Pendidikan Agama Islam 14, no. 2 (2016): 198.
Abdullah, M. Amin. Islam sebagai Ilmu: Epistemologi, Metodologi, dan Etika. Yogyakarta: Pustaka Pelajar, 2020.
Abdullah, Mohd Asri, dan Mushaddad Hasbullah. Wasatiyyah Pemacu Peradaban Negara. Negeri Sembilan: Institut Wasatiyyah Malaysia, 2013.
Al-Qaradawi, Yusuf. Fiqh al-Wasatiyyah al-Islamiyyah wa al-Tajdid. Cairo: Dar al-Shuruq, 2009.
Al-Qaradawi, Yusuf. The Lawful and the Prohibited in Islam. Indianapolis: American Trust Publications, 1994.
Anwar, Syamsul. Studi Hukum Islam Kontemporer. Jakarta: RM Books, 2007.
Azra, Azyumardi. Islam Nusantara: Jaringan Global dan Lokal. Bandung: Mizan, 2002.
Azra, Azyumardi. Moderasi Beragama dalam Perspektif Islam. Jakarta: Kementerian Agama Republik Indonesia, 2019.
Badan Nasional Penanggulangan Terorisme (BNPT). Laporan Indeks Potensi Radikalisme di Indonesia Tahun 2022. Jakarta: BNPT RI, 2022.
Departemen Pendidikan Nasional. Kamus Besar Bahasa Indonesia. Jakarta: Balai Pustaka, 2008.
Echols, John M., dan Hassan Shadily. Kamus Inggris-Indonesia: An English-Indonesian Dictionary. Jakarta: Gramedia Pustaka, 2009.
Esposito, John L. Islam: The Straight Path. 5th ed. Oxford: Oxford University Press, 2016.
Fahri, Mohamad, dan Ahmad Zainuri. “Moderasi Beragama di Indonesia.” Jurnal Intizar 25, no. 2 (2019): 95–100. https://doi.org/10.19109/intizar.v25i2.5640.
Faisal, F., dan N. Hidayati. “Implementasi Nilai Moderasi Beragama di Madrasah: Studi Analisis Kebijakan Pendidikan Islam.” Jurnal Pendidikan Islam Indonesia 6, no. 2 (2021): 145–160. https://doi.org/10.36769/jpii.v6i2.176.
Hallaq, Wael B. A History of Islamic Legal Theories: An Introduction to Sunni Usul al-Fiqh. Cambridge: Cambridge University Press, 1997.
Hefner, Robert W. Civil Islam: Muslims and Democratization in Indonesia. Princeton: Princeton University Press, 2000.
Junaidi, dan Tarmizi Ninoersy. “Nilai-Nilai Ukhuwwah dan Islam Wasathiyah: Jalan Moderasi Beragama di Indonesia.” Jurnal Riset dan Pengabdian Masyarakat 1, no. 1 (2021): 98. https://journal.arraniry.ac.id/index.php/jrpm/article/view/660.
Kamali, Mohammad Hashim. The Middle Path of Moderation in Islam: The Qur’anic Principle of Wasatiyyah. Oxford: Oxford University Press, 2015.
Karim, Hamdi Abdul. “Implementasi Moderasi Pendidikan Islam Rahmatallil ‘Alamin dengan Nilai-Nilai Islam.” Jurnal Ri’ayah 4, no. 1 (2019): 16–17. https://doi.org/10.32332/riayah.v4i01.1486.
Kementerian Agama Republik Indonesia. Implementasi Moderasi Beragama dalam Pendidikan Islam. Jakarta: Kementerian Agama RI, 2021.
Kementerian Agama Republik Indonesia. Moderasi Beragama. Jakarta: Badan Litbang dan Diklat Kementerian Agama RI, 2019.
Madjid, Nurcholish. Islam, Kemodernan dan Keindonesiaan. Bandung: Mizan, 2008.
Mujiburrahman. “Understanding Religious Moderation in Indonesia.” Al-Albab: Borneo Journal of Religious Studies 9, no. 1 (2020): 1–18. https://doi.org/10.24260/alalbab.v9i1.1763.
Nugraha, Dera, et al. “Implementasi Nilai-Nilai Moderasi Beragama dalam Pembelajaran PAI di SMP Islam Cendekia Kabupaten Cianjur.” Jurnal Pendidikan Islam 10, no. 2 (2022): 215–230.
Nugroho, Puspo. “Pendidikan Kerukunan Umat Beragama: Telaah Konsep Kerukunan Umat Beragama Perspektif Pendidikan Islam.” Jurnal Mudarissa 4, no. 2 (2012): 306.
Rabbani, Muhammad Rifqy, dan N. Alfianika. “Metode Penanaman Akhlakul Karimah dalam Membentuk Moral Siswa: Studi Kasus MI Darul Ulum Wates Ngaliyan.” Journal Central Publisher 2, no. 3 (2024): 1780–1795. https://doi.org/10.60145/jcp.v2i3.402.
Rabbani, Muhammad Rifqy, dan R. Muthia. “Strategi Dakwah dalam Simbolisasi Masjid Agung Demak: Kajian Islam Inklusif dan Akulturasi Budaya.” Journal Central Publisher 2, no. 8 (2024): 2406–2419. https://doi.org/10.60145/jcp.v2i8.497
Rahman, Fazlur. Islam and Modernity: Transformation of an Intellectual Tradition. Chicago: University of Chicago Press, 1982.
Rahman, Fazlur. Major Themes of the Qur’an. 2nd ed. Chicago: University of Chicago Press, 2009.
Rohmat. “Integrasi Nilai Moderasi Beragama dalam Pendidikan Islam di Madrasah.” Tarbiyah: Jurnal Pendidikan Islam 8, no. 2 (2019): 201–217.
Sachedina, Abdulaziz. The Islamic Roots of Democratic Pluralism. Oxford: Oxford University Press, 2001.
Saeed, Abdullah. Islamic Thought: An Introduction. London: Routledge, 2006.
Shihab, M. Quraish. Wasathiyyah: Wawasan Islam tentang Moderasi Beragama. Jakarta: Lentera Hati, 2019.
Wahyudi, A. “Penguatan Moderasi Beragama di Lembaga Pendidikan Islam melalui Kurikulum dan Kegiatan Pembelajaran.” Jurnal Pendidikan dan Studi Islam 15, no. 1 (2023): 55–70.
Woodward, Mark R. Islam in Java: Normative Piety and Mysticism in the Sultanate of Yogyakarta. Tucson: University of Arizona Press, 2011.
Zuhdi, Muhammad Harfin. “Moderasi Beragama dalam Perspektif Keindonesiaan.” Jurnal Pendidikan Islam 8, no. 1 (2019): 45–60.
Downloads
Published
Issue
Section
License
Copyright (c) 2026 M Rifqy Rabbani Rabbani, Irfa'i (Author)
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
This work is licensed under the Creative Commons Attribution-ShareAlike 4.0 International License.
You are free to:
- Share — copy and redistribute the material in any medium or format for any purpose, even commercial purposes.
- Adaptation — mixing, changing, and developing materials for any purpose, even commercial ones.
Under the following terms:
- Attribution — You must give appropriate credit , provide a link to the license, and indicate if changes were made . You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
- ShareAlike — If you remix, transform, or build upon the material, you must distribute your contributions under the same license as the original.
- No additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.
