Internalization Of Religious Moderation In SMAN Kota Tasikmalaya

Dede Aji Mardani; Egi Muhammad Ramdan; Alya Iza Hamdani; Rona Rahmat Muttaqin; Elin Amalia; Ilis Ubaidilah

doi:10.31943/afkarjournal.v9i2.2118

Authors

Dede Aji Mardani STAI Tasikmalaya
Egi Muhammad Ramdan Institut Agama Islam Tasikmalaya
Alya Iza Hamdani Institut Agama Islam Tasikmalaya
Rona Rahmat Muttaqin Institut Agama Islam Tasikmalaya
Elin Amalia Institut Agama Islam Tasikmalaya
Ilis Ubaidilah Institut Agama Islam Tasikmalaya

DOI:

https://doi.org/10.31943/afkarjournal.v9i2.2118

Keywords:

Religious Moderation, Regulation, Tasikmalaya, SMAN

Abstract

Every school, including Tasikmalaya High School, faces various challenges in its implementation. Schools must instill in students to appreciate and respect each other without discriminating between religions, races and ethnicities. The purpose of this study is to analyze the pattern and application of religious moderation in SMAN ota Tasikmalaya. This research is a descriptive qualitative research by taking locations in some of the high schools in Tasikmalaya City. Namely at SMAN 1 Tasikmalaya, SMAN 2 Tasikmalaya, SMAN 3 Tasikmalaya, and SMAN 5 Tasikmalya. Interviews were conducted with school principals, students from various religions. Data collection was carried out by means of observation, interviews and documentation to find out religious moderation in high school education regulations. The results of his research show that from the perspective of regulation, religious moderation is regulated both in the Quran as a guideline for Muslims and in the Government Constitution which has been stipulated in article 29 paragraphs 1 and 2. Meanwhile, in implementation, the four SMANs in implementing religious moderation are the enforcement of formal juridical regulations and scriptures, the enforcement of religious freedom and the protection of individual rights; holding regular-social-religious activities, reciting for Muslim students and reading books for non-Muslim students, protecting students from hate speech and discrimination, discipline in maintaining harmony between students of different religions and races, providing equal rights and obligations to all students, creating an inclusive atmosphere, affirming the need for sanctions for perpetrators of crimes/bullying, holding religious activities collaboratively. With this religious moderation, students are used to coexisting with mutual respect, tolerance, and mutual benefits for all students.

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