Narasi Moderasi Beragama dan Kontra Radikalisme di Lembaga Pendidikan Islam

Abstract

This study aims to analyze the narratives of religious moderation and counter-radicalism in Islamic educational institutions in Semarang City, Central Java Province. This issue is important because Islamic educational institutions play a strategic role in shaping students’ religious attitudes amid the rise of exclusive religious narratives and the spread of religious information through digital media. This study used a qualitative approach with a case study design. Data were collected through semi-structured interviews, limited participatory observation, and documentation in an Islamic senior high school, an Islamic boarding school, and an Islamic higher education institution from September to November 2025. The participants included institutional leaders, Islamic education teachers, religious mentors, curriculum managers, student organization advisors, and students actively involved in religious activities. The data were analyzed using thematic analysis through data condensation, data display, and conclusion drawing and verification. The findings show that religious moderation narratives are shaped through the meaning of balanced religious attitudes, dialogical learning, institutional culture, and digital literacy. These findings indicate that counter-radicalism becomes more effective when developed through reflective, critical, and contextual educational processes. This study contributes to Islamic education studies by emphasizing that religious moderation is both a narrative and practical process that requires support from sustainable policies, curriculum design, and institutional culture.