Institutional Mechanisms for Internalizing Religious Moderation in Pesantren Education: Curriculum, Exemplarity, and Culture
DOI:
https://doi.org/10.57255/jemast.v4i2.1925Keywords:
Religious Moderation, Value Internalization, Institutional Culture, Pesantren Education, Multicultural Islamic EducationAbstract
Religious moderation has become an important concern in Islamic education, yet limited evidence explains how moderation values are institutionally embedded through curriculum, educator practices, daily routines, and organizational culture in pesantren-based education. This study examines the institutional mechanisms through which religious moderation is internalized in multicultural-oriented Islamic Religious Education at Salafiyah Wustho Islamic Center Bin Baz Yogyakarta, Indonesia. Using a qualitative case study design, data were collected through in-depth interviews with teachers, institutional administrators, students, and pesantren caregivers, participant observation of classroom and daily pesantren activities, and analysis of curriculum materials, institutional programs, and related documents. The data were analyzed thematically to identify recurring patterns and mechanisms of value internalization. The findings identify three interconnected institutional mechanisms. First, curriculum integration provides a cognitive foundation by embedding the principles of balance, tolerance, and justice within Islamic Religious Education content and learning activities. Second, habituation and educator exemplarity reinforce affective and behavioral dimensions by translating these principles into recurring practices and socially modeled conduct. Third, an inclusive institutional culture, supported by participatory practices, institutional routines, and norms of mutual respect, provides a social environment in which moderation is continuously experienced and reinforced. These findings indicate that religious moderation is internalized not through classroom instruction alone but through institutional alignment among curriculum, educator practices, daily routines, and organizational culture. The study contributes an institution-level explanation of value internalization in pesantren education and highlights the importance of coordinated curriculum design, educator role modeling, habituation, and inclusive institutional culture for Islamic educational institutions seeking to strengthen religious moderation in diverse social contexts.
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