Pesantren and Social Resilience in Strengthening Religious Moderation in Contemporary Indonesia

Abstract

This study aims to explore how Islamic Religious Education contributes to the formation of moderate Muslim identity among Generation Z. The issue is important because young Muslims increasingly construct their religious understanding through both formal education and digital religious content. This study used a qualitative approach with a phenomenological design to examine students’ lived experiences in learning Islam, interpreting moderation, and negotiating religious messages in school and digital contexts. Data were collected through semi-structured interviews, limited participant observation, and document analysis involving Generation Z students, Islamic Religious Education teachers, and school stakeholders. The data were analyzed using reflexive thematic analysis. The findings reveal four main themes: dialogical Islamic learning, teacher mediation in interpreting religious values, negotiation with digital religious content, and moderation as everyday practice in school life. These findings show that moderate Muslim identity is not formed only through doctrinal instruction, but through reflective learning, social interaction, critical engagement with digital media, and school culture. This study contributes to Islamic education and religious moderation studies by placing students’ lived experiences at the center of analysis. The findings imply that Islamic Religious Education should strengthen contextual pedagogy, digital religious literacy, and inclusive school practices. Future research may compare different educational settings to deepen understanding of moderate Muslim identity formation among Muslim youth.