SIKAP MODERAT DALAM BERAGAMA MAHASISWA BARU UNIVERSITAS ISLAM NEGERI SUNAN KALIJAGA YOGYAKARTA

Wendi Saputra, NIM.: 23204011029 (2025) SIKAP MODERAT DALAM BERAGAMA MAHASISWA BARU UNIVERSITAS ISLAM NEGERI SUNAN KALIJAGA YOGYAKARTA. Masters thesis, UIN SUNAN KALIJAGAYOGYAKARTA.

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Abstract

Religious moderation attitudes refer to beliefs, feelings, and behavioral tendencies that are fair and balanced. The concept of religious moderation is a government initiative in response to radicalism issues in Indonesia, particularly within educational institutions. This concept has been adopted as one of the Priority Programs in the Technocratic Design of the Medium-Term Development Plan (RPJMN) 2020-2024. This study generally aims to evaluate the success of strengthening religious moderation in educational institutions. To achieve this, the study measures the level of religious moderation attitudes among new students across each attitude component and indicator of religious moderation. Furthermore, this study compares the levels of each component and indicator to determine which is the strongest. To gain broader insights, the study also compares students' religious moderation attitudes based on faculty and educational background (Islamic-based schools and general schools), both in terms of components and indicators of religious moderation. This study employs a quantitative approach using a survey research design. New students serve as the research subjects to obtain more comprehensive data on religious moderation at the secondary and higher education levels. A questionnaire (Likert scale) is used as the data collection instrument. The collected data is then presented using descriptive statistics and analyzed with relevant inferential statistical methods. The study results indicate the following: 1) Overall, the level of religious moderation attitudes among new students at UIN Sunan Kalijaga Yogyakarta is very high, both cumulatively, per attitude component, and per religious moderation indicator. 2) In terms of attitude components, the cognitive component is higher than the affective component, and the affective component is higher than the conative component. 3) Regarding religious moderation indicators, the tolerance indicator is higher than the national commitment, anti-violence, and accommodative attitudes toward local culture indicators, while the latter three indicators are relatively equal. 4) Based on faculty, there are no significant differences in any component or indicator. 5) Based on educational background (Islamic-based schools and general schools), there are also no significant differences in any component or indicator. Keywords: New Students, Religious Moderation, Religious Moderation Attitudes

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