THE ROLE OF TEACHERS IN PROMOTING RELIGIOUS MODERATION IN ISLAMIC BOARDING SCHOOLS

Abstract

Teachers play a central role in shaping students’ character and attitudes, particularly in the context of religious moderation in Islamic education. This study aims to analyze the role of teachers in promoting religious moderation in Islamic boarding schools by examining their pedagogical practices, professional responsibilities, and ethical engagement with students. This study employed a qualitative approach within a community service framework, focusing on teachers’ involvement in mentoring, guiding, and modeling moderate behavior in daily educational activities. Teachers function not only as knowledge transmitters but also as role models who influence students’ attitudes through interaction, communication, and example. The findings indicate that teachers play a significant role in fostering religious moderation by integrating values of tolerance, balance, and inclusiveness into both formal and informal learning processes. Teachers’ professional competence, ethical awareness, and relational approach contribute to the development of students’ moderate and socially responsible behavior. This study concludes that teachers are key agents in promoting religious moderation in Islamic boarding schools. Their role extends beyond instruction to include moral guidance and character formation, making them essential in developing inclusive and balanced religious understanding among students.