Publisher

PUSMEDIAPUSMEDIA

Journal Journal of Education and Teacher Training InnovationJournal of Education and Teacher Training Innovation Abstract

This study presents a Systematic Literature Review (SLR) of 224 Scopus-indexed academic articles addressing religious moderation in the context of Islamic education. The primary problem examined is the persistent gap between the normative proclamation of wasatiyyah (Islamic moderation) as an educational ideal and its actual operationalization in pedagogical practice. The central research questions are: (1) What are the dominant thematic clusters in the existing literature on religious moderation in Islamic education? (2) What learning strategies and teacher roles have been identified as effective in internalizing moderation values? (3) What research and pedagogical gaps remain unaddressed, particularly at the primary school level? The method employed is a PRISMA-guided Systematic Literature Review (SLR), drawing on data extracted from the Scopus database using the Bibliometrix R-package and covering the publication period 2015-2026, combining bibliometric analysis with inductive-deductive thematic synthesis. The findings reveal five major thematic clusters: the wasatiyyah paradigm and moderation theology; tolerance and pluralism; multicultural learning strategies; teacher roles and character education; and implementation challenges. The review identifies a critical research gap at the primary education level, indicating that this educational stage remains the least explored within the literature on religious moderation in Islamic education. Drawing on evidence synthesized from the broader body of literature, this study formulates pedagogical implications for primary education, including curriculum reform in Islamic Religious Education, the adoption of dialogical and cooperative learning approaches, systematic teacher professional development incorporating moderation competencies, and the integration of digital literacy to strengthen students resilience against extremist online narratives.

Conclusion

The systematic literature review has successfully mapped the research landscape of religious moderation in Islamic education through the synthesis of 224 Scopus-indexed articles.The findings affirm that religious moderation is not merely a policy program but a pedagogical paradigm rooted in the Islamic theological tradition with concrete operational implications for every aspect of education, from curriculum and learning methodology to teacher competence and school culture.The key findings indicate that research on religious moderation in Islamic education has experienced accelerative growth since 2020, with major thematic clusters encompassing tolerance and pluralism, Islamic education and curriculum, and multicultural education.Among the various findings, the most academically significant is the research gap at the primary education level - the most strategically important yet least investigated level in the existing literature.For education practitioners, this review recommends transforming IRE pedagogical approaches from transmissive to dialogical and participatory, strengthening teacher competencies through structured professional development programs, and building school climates that consistently practice moderation values in daily institutional life.For researchers, it recommends developing empirical studies focused on the primary education context, diversifying methodology toward experimental and longitudinal designs, and developing valid and reliable moderation attitude measurement instruments applicable across diverse Islamic educational contexts.

Future Research

Based on the findings of this review, several directions for future research emerge. Firstly, there is a pressing need for empirical studies focused on the primary education context, as this level remains underrepresented in the existing literature on religious moderation in Islamic education. Secondly, the review highlights the importance of diversifying research methodology, particularly by incorporating experimental and longitudinal designs to demonstrate the causal effectiveness of pedagogical interventions for religious moderation. Additionally, the development of valid and reliable measurement instruments to assess moderate attitudes and behaviors across diverse Islamic educational contexts is recommended. Furthermore, the review underscores the significance of teacher professional development, specifically in the dimension of religious moderation, as a strategic priority. Finally, the review emphasizes the need for constructive dialogue to bridge national educational objectives with diverse theological perspectives, ensuring that religious moderation is understood as an integral Islamic value rather than an externally imposed agenda.

References

1. Religious moderation of Islamic university students in Indonesia: Reception of religious texts | Afwadzi... doi.org/10.4102/hts.v80i1.9369Religious moderation of Islamic university students in Indonesia Reception of religious texts Afwadzi doi 10 4102 hts v80i1 9369
2. Trends and Developments in Gamification for Science Education: A Bibliometric Review from 2019 to 2023... doi.org/10.29303/jppipa.v11i1.10169Trends and Developments in Gamification for Science Education A Bibliometric Review from 2019 to 2023 doi 10 29303 jppipa v11i1 10169
3. MULTICULTURAL EDUCATION IN SALAF PESANTREN AND PREVENTION OF RELIGIOUS RADICALISM IN INDONESIA | Jurnal... journal.uny.ac.id/index.php/cp/article/view/22900MULTICULTURAL EDUCATION IN SALAF PESANTREN AND PREVENTION OF RELIGIOUS RADICALISM IN INDONESIA Jurnal journal uny ac index php cp article view 22900

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