Contextual Learning Model to Realize Islamic Moderation in Islamic Religious Education

Abstract

The application of contextual learning models can be an effective means of moderating religious understanding among students. This model provides learning experiences that are more relevant to everyday life, allowing students to develop a moderate attitude towards their religious values. This study aims to analyze the effectiveness of contextual learning models in fostering religious moderation, emphasizing the role of curriculum design, teacher facilitation, and student engagement. Using a qualitative approach, data were collected through classroom observations, interviews with educators, and student surveys. The findings indicate that a well-structured contextual learning model significantly enhances students’ ability to interpret religious teachings with a balanced perspective, reducing tendencies toward extreme views. Furthermore, the study highlights the need for continuous teacher training and curriculum adjustments to optimize the implementation of this approach. The implications of this research contribute to curriculum development, teacher education, and educational policy, supporting pedagogical strategies that promote religious moderation in academic settings.