Robbin Dayyan, Yahuda (2026) Pembelajaran Moderasi Beragama Dalam Tinjauan Paradigma Kesalehan Multikultural Di Pascasarjana Iain Ponorogo Dan Insuri Ponorogo. Masters thesis, UIN Kiai Ageng Muhammad Besari Ponorogo.
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Abstract
Religious moderation has become a crucial issue in Islamic higher education as a response to the growth of extremism, intolerance, and religious disorientation in a pluralistic society. Problems arise because the implementation of religious moderation in higher education differs and has its own unique characteristics, both in terms of learning formats, curriculum orientation, and its implications for students' socio-religious lives. Therefore, a study is needed that can analyze the implementation of religious moderation learning in greater depth through the perspective of a multicultural piety paradigm, thus understanding its direction, character, and contribution to the formation of religious perspectives in society.
This research employed a qualitative approach with a multi-site study at IAIN Ponorogo and INSURI Ponorogo. Data collection techniques included observation, in-depth interviews, and documentation. Data analysis employed an interactive model encompassing data condensation, data display, and conclusion drawing. Data validity was tested through triangulation of sources, techniques, and time. This research also employed a multicultural piety paradigm to examine the relationship between religious moderation learning and the dimensions of human relationships with God, human relationships with fellow human beings, and human relationships with the environment.
This study aims to: (1) describe the implementation of religious moderation learning at IAIN Ponorogo and INSURI Ponorogo; (2) analyze religious moderation learning within the context of multicultural piety paradigms at both universities; and (3) analyze the implications of religious moderation learning on religious perspectives in society. Therefore, this study aims to identify the characteristics, relevance, and contribution of religious moderation learning in the context of Islamic higher education.
The results show that: First, the implementation of religious moderation learning at IAIN Ponorogo is implemented through structured special courses, while at INSURI Ponorogo it is implemented through the integration of religious moderation values into various Ahlussunnah an-Nahdliyah-based courses. Second, in the review of the multicultural piety paradigm, religious moderation learning at IAIN Ponorogo and INSURI Ponorogo is mapped into 3 dimensions, namely hablun minallāh, hablun minannās, and hablun minal ‘ālam, where the dimension of hablun minallah at IAIN Ponorogo carries a spiritual-reflective-integrative spirit, while at INSURI Ponorogo it carries a spiritual-tasawuf spirit. Meanwhile, hablun minannas and hablun minal 'alam at IAIN Ponorogo explore nine norms of religious moderation, while INSURI Ponorogo emphasizes 4 elements, namely tasamuh, tawazun, tawassuth and ukhuwah Islamiyah. Third, the implications of religious moderation learning at IAIN Ponorogo and INSURI Ponorogo on religious perspectives in society are evident in the formation of wasathiyah, traditional, conservative, spiritual, and social perspectives that encourage students to have a more moderate, tolerant, inclusive religious attitude and are able to contribute to maintaining social harmony in society, with the uniqueness of IAIN Ponorogo in the pluralistic perspective of Islam, while INSURI Ponorogo in the pluralistic perspective of Islam according to Ahlussunnah wal Jama'ah al-Nahdliyah.
| Item Type: | Thesis (Masters) |
|---|---|
| Subjects: | 13 EDUCATION > 1399 Other Education > 139999 Education not elsewhere classified |
| Divisions: | Program Pascasarjana > Program Studi Magister Pendidikan Agama Islam |
| Depositing User: | Perpustakaan Pusat |
| Date Deposited: | 03 Jun 2026 01:09 |
| Last Modified: | 03 Jun 2026 01:09 |
| URI: | http://etheses.uinponorogo.ac.id/id/eprint/38544 |
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