Universitas Islam Internasional Indonesia Repository
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Recent Submissions
Teachers as agents of religious moderation : insights from Indonesia as a multicultural country
Ade Husna; Andar Nubowo; Salaeh, Yamudin (UIN Siber Syekh Nurjati Cirebon, 2025-04-01)
This study explores the role of teachers from diverse religious backgrounds in promoting religious moderation and tolerance in Indonesia, a nation characterized by its multicultural and multi-religious composition. Drawing on qualitative research methods, the study examines how teachers' personal beliefs, professional practices, and educational frameworks contribute to fostering interreligious harmony and peaceful coexistence. The research highlights the importance of religious moderation, particularly in the context of Indonesia's educational system, which emphasizes tolerance as part of national policy. By analyzing the perspectives and strategies employed by Islamic, Christian, Catholic, Hindu, Buddhist, and Confucian educators, the paper identifies key practices and challenges in cultivating inclusivity within classrooms and communities. The findings underscore the critical role of teachers as moral role models and agents of societal change, offering valuable insights for policymakers and practitioners aiming to advance harmony in Indonesia's pluralistic society. This research has significant implications for educational policy and curriculum development, suggesting that integrating structured interfaith dialogue, values-based education, and teacher training programs can further strengthen religious moderation efforts. Additionally, it provides a framework for other multicultural societies seeking to implement effective strategies for fostering tolerance and reducing sectarian divides through education.
The impact of religious moderation in school uniform policies : a mixed-methods analysis on student well-being in Indonesia
Ade Husna; Zahrotus Saidah; Sri Widyastri; Hilwah Hawaassa Asmawi (Badan Litbang dan Diklat Kementerian Agama RI, 2025-12-31)
This study examines how religious moderation is operationalized through school uniform policies and how these policies influence student well-being in Indonesian public senior high schools and vocational schools. Although previous research has explored religious moderation in madrasahs and the politics of hijab regulation, limited studies have integrated religious moderation policy, uniform regulation, and student well-being within a single analytical framework. This study addresses that gap by analysing how inclusive uniform rules shape students’ daily experiences, identity expression, and sense of belonging. A mixed- methods design was employed, combining survey data from 110 students across four schools in West Sumatra and Central Java with qualitative interviews and document analysis. Quantitative data were analysed descriptively, while qualitative responses were coded thematically. The findings show three key results. First, uniform regulations that neither mandate nor prohibit religious attire are widely perceived as supportive, with 99.1 percent of students reporting no disruption to their school activities. Second, 98.2 percent believe that current policies reflect multicultural values, indicating alignment with national religious moderation guidelines. Third, wearing the hijab has become a personal habit for most Muslim female students, suggesting that policy neutrality does not diminish religious identity. These findings demonstrate that inclusive uniform policies strengthen students’ psychological comfort, social cohesion, and cultural respect. The study concludes that schools should maintain flexible uniform regulations and integrate religious moderation principles to promote equitable and harmonious learning environments.
Religion and education : a comparative analysis of Indonesian and Tunisian religious moderation policies
Ade Husna; Muhammad Zuhdi (Badan Litbang dan Diklat Kementerian Agama RI, 2024-01-27)
Indonesia and Tunisia offer distinct cultural, political, and educational environments related to religious moderation, despite having predominantly Muslim populations. The two nations' divergent approaches to religion show their attempts to take a moderate stance. Focusing on the dynamics of modern educational standards, the paper examines the nuanced policies employed by the two nations to encourage religious moderation in their educational systems. This study utilized a qualitative method by conducting interviews, analyzing literature, and taking a few key points from formal events pertaining to this subject. By contrasting the experiences of Tunisia and Indonesia, this study seeks to clarify the different strategies for promoting religious moderation and fostering a friendly, inclusive learning environment. The main result of this research is that Indonesia inserted religious moderation into its educational curriculum. Unlike the state policies in Tunisia, which don't make a specific curriculum about religious moderation in the educational aspect but make some conferences and forums related to this issue. The research findings contribute to the global conversation on harmonizing religion and education.
The role of school leaders in creating a motivational environment for teachers : the case of upper basic schools in The Gambia
Jallow, Amadou F.; Jallow, Fatoumatta J. (Fakultas Tarbiyah dan Keguruan, Universitas Islam Negeri Mataram, Indonesia, 2025-06-26)
Students' academic success and failure are often attributed solely to the shoulders of their teachers. This perspective neglects school leaders' critical role in creating an environment that fosters teacher motivation and self-efficacy. Teachers and students operate directly under the guidance of principals, highlighting their significant role in ensuring both teachers and students have access to an environment conducive to effective teaching and learning. This study explores the strategies principals in upper-basic schools in the Gambia employ to foster a motivational environment for their teachers. Employing a qualitative research approach and a case study design, data were collected through semi-structured interviews with school principals and analyzed thematically. Guided by Deci and Ryan’s SelfDetermination Theory, findings reveal that principals cultivate a motivational environment by maintaining an open-door policy, facilitating professional development, and implementing rewards and awards programs. These strategies portray school leaders' significant role in enhancing teachers’ intrinsic, professional growth, and job satisfaction. From these findings, the researcher concludes that fostering such an environment improves teaching quality and has broader implications for other professions with similar structures. These results provide insights into leadership and motivation, contributing to both practical and theoretical understanding for educational administrators and policy-makers in developing effective practices that promote teacher motivation, effective leadership, and performance tailored to local contexts.
Classroom-based assessment practices and perceptions of primary school teachers in Rural Gambia
Jallow, Momodou S.; Jallow, Amadou F. (Anfo Publication House, 2025-09-08)
This study explored how primary school teachers in rural Gambia perceive and implement classroom-based assessment (CBA). With growing emphasis on formative assessment in global and national education policies, understanding how teachers apply CBA in low-resource contexts is essential. Using a qualitative case study design, the study engaged teachers from Cluster One in the Central River Region Five South through semi-structured interviews. The findings revealed that teachers view CBA as a practical tool for understanding and monitoring learners' progress. This helps to inform teachers on key decisions related to their teaching styles and promoting students to the next level. The study indicates that challenges such as inadequate teacher training, limited resources, and contextual language barriers undermine the consistent and equitable implementation of CBA. Despite all these challenges, teachers demonstrated a strong commitment to effectively using CBA. The implications from this study highlight the need for systemic professional development and contextually appropriate resources to ensure the equitable implementation of CBA in rural Gambian schools.