Paradigma Moderasi Beragama dalam Pendidikan Islam: Analisis Komparatif Pemikiran M. Quraish Shihab dan Azyumardi Azra

Abstract

Religious moderation in Islamic education has become an important issue amid the rise of intolerance, digital radicalism, and socio-religious polarization in Indonesia. Islamic education is not only aimed at shaping individual piety, but also at fostering tolerance, inclusiveness, and respect for diversity. This study aims to analyze the concept of religious moderation in the perspectives of M. Quraish Shihab and Azyumardi Azra and examine its relevance to contemporary Islamic education.This study employs a library research method with a qualitative-comparative approach. The data were analyzed through hermeneutic and content analysis approaches based on the works of both scholars and other relevant literature. The findings reveal that Quraish Shihab views religious moderation through the concept of wasathiyyah, which emphasizes spiritual, moral, and intellectual balance. Meanwhile, Azyumardi Azra emphasizes the socio-historical dimension, multiculturalism, and national values in religious moderation. Although they have different approaches, both scholars consider Islamic education as a strategic instrument for developing religious, tolerant, and anti-extremist character. This study finds that the synthesis of both scholars’ thoughts can formulate an integrative paradigm of moderate Islamic education through the strengthening of spirituality, tolerance, digital literacy, and national commitment. This paradigm is relevant in addressing the challenges of digital radicalism and socio-religious crises in the modern era