KONSEP PENDIDIKAN AGAMA ISLAM BERBASIS MODERASI BERAGAMA PERSPEKTIF KH. ALI MAKSUM DAN KONTRIBUSINYA TERHADAP PEMBELAJARAN MENDALAM (DEEP LEARNING)

Muhammad ’Ainun Na’iim, NIM.: 22204011068 (2026) KONSEP PENDIDIKAN AGAMA ISLAM BERBASIS MODERASI BERAGAMA PERSPEKTIF KH. ALI MAKSUM DAN KONTRIBUSINYA TERHADAP PEMBELAJARAN MENDALAM (DEEP LEARNING). Masters thesis, UIN SUNAN KALIJAGA YOGYAKARTA.

	Text (KONSEP PENDIDIKAN AGAMA ISLAM BERBASIS MODERASI BERAGAMA PERSPEKTIF KH. ALI MAKSUM DAN KONTRIBUSINYA TERHADAP PEMBELAJARAN MENDALAM (DEEP LEARNING)) 22204011068_BAB-I_IV-atau-V_DAFTAR-PUSTAKA.pdf Download (5MB)
	Text (KONSEP PENDIDIKAN AGAMA ISLAM BERBASIS MODERASI BERAGAMA PERSPEKTIF KH. ALI MAKSUM DAN KONTRIBUSINYA TERHADAP PEMBELAJARAN MENDALAM (DEEP LEARNING)) 22204011068_BAB-II_sampai_SEBELUM-BAB-TERAKHIR.pdf Restricted to Registered users only Download (8MB) | Request a copy

Abstract

This research is grounded in the increasing challenges posed by a plural society and religious extremism, which demand the strengthening of religious moderation within Islamic Religious Education (Pendidikan Agama Islam/PAI). Deep learning is considered relevant to addressing these challenges through the reinforcement of meaningful, mindful, and joyful learning dimensions. However, studies integrating deep learning with religious moderation in PAI remain limited, constituting the research gap addressed by this study. Furthermore, existing research on KH. Ali Maksum has predominantly focused on his biography, the history of his pesantren, and his socio-religious role, while his intellectual contributions to deep learning remain largely unexplored. This study aims to describe the concept of Islamic Religious Education based on religious moderation from the perspective of KH. Ali Maksum Krapyak and to analyze its contribution to the development of deep learning. This research employs a library research method with a historical-philosophical approach. Primary data consist of the works of KH. Ali Maksum, particularly Hujjah Ahlussunnah wal Jama'ah and Ajakan Suci. Secondary data comprise relevant books, scholarly articles, theses, and dissertations. Data were analyzed using the interactive content analysis model of Miles, Huberman, and Saldana, encompassing data condensation, data display, and conclusion drawing and verification. The findings indicate that the concept of Islamic Religious Education based on religious moderation from the perspective of KH. Ali Maksum comprises six pillars: the wasathiyah paradigm in Islamic education, the internalization of wasathiyah values within the pesantren curriculum, a humanistic-dialogical approach in teaching methods, the dialectic between tradition and modernity in educational reform, the reinforcement of tasāmuḥ (tolerance) and ukhuwah (brotherhood) as the foundation of moderate education, and the synthesis of religiosity and nationalism in Islamic education. This concept contributes to the development of deep learning, as manifested in value internalization, dialogical learning, critical-reflective thinking, and the connection of learning to real-life contexts. These findings result in an integrative conceptual model of Islamic Religious Education based on religious moderation that is relevant to the development of deep learning.

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