Developing an Integrative-Inclusive Qur'an-Hadith Learning Model for Strengthening Religious Moderation in Madrasah Aliyah
DOI:
https://doi.org/10.54956/edukasi.v14i1.952Keywords:
Qur'an-Hadith Learning, Integrative-Inclusive Learning, Religious Moderation, Critical Religious Literacy, Digital Radicalism, Madrasah AliyahAbstract
The increasing exposure of students to digital religious radicalism presents significant challenges for Islamic education in fostering balanced religious understanding and social cohesion. Previous studies have discussed integrative learning, inclusive education, religious moderation, and Qur'an-Hadith instruction separately, yet few have systematically integrated these perspectives into a unified pedagogical framework. This study aims to develop an Integrative-Inclusive Qur'an-Hadith Learning Model for strengthening religious moderation in Madrasah Aliyah. Using a qualitative library research design, the study systematically reviewed scholarly books, peer-reviewed journal articles, educational policy documents, and classical as well as contemporary Islamic educational literature. The selected literature was analyzed through qualitative content analysis involving thematic categorization and conceptual synthesis. The study produced a conceptual model comprising six interconnected components: (1) Qur'anic and Prophetic epistemological foundations, (2) an integrative-inclusive pedagogical framework, (3) a theoretical mechanism linking integrative learning, holistic religious understanding, inclusive interaction, critical religious literacy, and religious moderation, (4) a six-stage learning syntax, (5) curriculum alignment with KMA No. 347 of 2022, and (6) multidimensional implementation indicators. Unlike previous studies that address these dimensions independently, the proposed model integrates theological foundations, pedagogical processes, curriculum implementation, and measurable learning outcomes within a single conceptual framework. This study contributes a theoretically grounded and pedagogically operational model that provides a reference for strengthening religious moderation and enhancing students' resilience to digital radicalism through Qur'an-Hadith learning.
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