Religious Moderation in Islamic and Civic Education: A Literature Synthesis on Religious-Civic Identity Formation
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Abstract
Religious moderation is essential in Islamic education to foster religious commitment, respect for diversity, and social responsibility. However, the relationship between Islamic education, religious moderation, and civic education in shaping religious-civic identity requires further conceptual integration. This study aims to synthesize relevant literature and develop a conceptual framework for religious-civic identity formation. Using a qualitative library research approach, the study analyzes literature on Islamic education, religious moderation, civic education, and identity formation through thematic comparison and conceptual synthesis. The findings position Islamic education as the foundation of religious values, religious moderation as an integrative mechanism promoting justice and inclusivity, and civic education as a means of actualizing these values in public life. The study proposes five interrelated dimensions of religious-civic identity: religious, moderate, inclusive, national-civic, and participatory. Its originality lies in integrating these three domains into a unified framework that explains how religious commitment can coexist with respect for diversity, national commitment, and civic responsibility. The synthesis contributes to the development of Islamic education by connecting religious value internalization with identity formation and social participation. Practically, it highlights the importance of dialogic learning, educator role modeling, and an educational culture that respects diversity. Future research should empirically examine the framework across different educational contexts.
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