This article emphasizes the importance of integrating Islamic Religious Education (IRE)with the principles

education plays a crucial and strategic role in developing a generation that is tolerant, peaceful, and culturally

aware. The study uses a library research approach, analyzing primary and secondary sources related to Islamic

education, peace, and multicultural values. The findings show that traditional models of religious education

often focus only on doctrinal and ritual aspects, neglecting to cultivate values of empathy, coexistence, and

mutual respect. Therefore, incorporating moderation into IRE is essential to counter the rise of radical

In Surah Al-Hujurat (49:13), Allah Ta‘ala clearly states that humans were created with inherent differences.

However, these differences hold deep beauty and purpose. Just as a painting made of various colors creates a

masterpiece of great value, diversity among humans is a divine blessing. Life would lose its richness if people

were all the same, like factory products shaped in uniform patterns (Mario, 2025).God created humankind into

nations and tribes so that they can know each other, fostering relationships through communication and social

interaction. These interactions, whether two-way or multidirectional, inevitably involve both understanding

and misunderstanding (Ummy Syaidah, 2022). Despite cultural and religious diversity, most nations

acknowledge a higher power beyond themselves; however, the ways they worship and express reverence vary.

while committing immoral acts, which fundamentally contradicts the core of any faith. Regardless of the

motive, violence, especially random killings, cannot be justified. Theological disagreements should be

addressed through dialogue and mutual respect, not hostility.The growing trend of SARA-based (ethnic,

religious, racial, and inter-group) violence in Indonesia shows a decline in the country's appreciation for

diversity. In fact, difference is a sunnatullah, a divine law, that has always existed throughout human history.

However, the values of pluralism and multiculturalism are not always well understood or fully embraced by

society. Baidhawy (2005) highlights three key indicators of this lack of multicultural awareness: limited

understanding of other religions and ethnicities, low interest in learning about different cultures, and

inadequate respect or tolerance for diverse beliefs.

Ultimately, the increase in violence and conflict across the archipelago comes from social prejudice. As Truna

The high rate of SARA-related violence and conflict in several parts of Indonesia may reflect flaws in

religious, particularly Islamic, education in fostering tolerance and multicultural awareness among students.

Several concerns have been raised about the implementation of religious education. Historically, during the

New Order regime, Islamic education often served as a tool of indoctrination to uphold political stability and

the rulers’ status quo (Baidhawy, 2005). Even today, religious education in many institutions remains mostly

exclusive, emphasizing claims of truth and salvation while reducing respect for other faiths (Dute, 2021).

Furthermore, current practices in religious education tend to emphasize ritual performance over the

internalization of religious and ethical values (Sman & Lebong, 2024). Lessons are often focused on laws,

rules, and prohibitions, neglecting the deeper spiritual aspects of faith, hope, and compassion. This approach

encourages having a relationship with a religion rather than being religious. Such a model benefits individuals

emphasizes memorization over internalization. Students may perform well on exams, but their knowledge

often does not lead to moral behavior. Religious education should aim to foster moral values, positive attitudes,

doctrinal transmission. Teachers serve as the main authority figures, while students passively receive

information. This “banking system” of education, as described by Paulo Freire, limits students’ critical

thinking and reflection on their faith. Third, many programs focus too much on religion, its rituals and dogma,

and neglect the broader educational goal of fostering understanding, empathy, and ethical behavior. Fourth, the

learning process still relies heavily on memorization assessments, with success mainly measured through final

exams that test rote memorization rather than comprehension or application.

Fifth, religious education in Indonesia often lacks a connection to universal human values such as social,

emotional, spiritual, and communal aspects. Sixth, the internalization of religious teachings is hindered by

weak support systems and unfavorable environments, whether in schools, peer groups, or the broader

community. Zubairi (2023) emphasizes that religious education should not stop at simply imparting

knowledge; it must also touch the soul, inspiring students toward personal transformation. Successful religious

education, therefore, should balance three aspects: intellectual (cognitive), behavioral (affective), and practical

skills, neglecting moral and spiritual development. As a result, it produces intelligent individuals who may lack

ethical grounding or social responsibility.

To address these challenges, it is essential to promote and implement religious education based on moderation

serious challenges. These groups have increasingly infiltrated various sectors of Indonesian society, including

previously moderate communities. Therefore, as Zuhri (2022) emphasizes, strengthening Islamic moderation

in Indonesia requires ongoing revitalization and recontextualization, ensuring that Islam wasathiyyah remains

the main character of Indonesian Islam.

This study uses a library research method, which mainly depends on written sources to gather data and insights.

As defined by Rohayu Fadilla (2021), library research involves direct engagement with texts, documents, and

numerical data rather than field observations or eyewitness accounts.The researcher employed this method to

explore and analyze a range of relevant references, both primary and secondary, in order to gain a deeper

understanding of how the spirit of peace can be promoted through moderate Islamic religious education. The

The weaknesses of current religious education systems in fostering respect for diversity reveal the urgent need

for a pluralistic and moderate approach to teaching Islam. In a multi-religious country like Indonesia, religious

education that emphasizes moderation is essential for maintaining social harmony (Rozak et al., 2023).

respect and understanding. In this context, moderate Islamic education (Pendidikan Agama Islam wasathiyyah)

plays a vital role in developing a generation that values peace and coexistence. Arifudin (2022) argues that the

limitations of current Islamic education models, particularly their failure to produce tolerant and multicultural-

minded students, demand structural reform and innovation. This reform involves integrating values of

tolerance and peace into the core curriculum of Islamic education, rooted in the concept of wasathiyyah.

Islamic education guided by moderation not only encourages mutual respect but also promotes persuasive and

compassionate communication strategies that help internalize the values of coexistence amid religious

high school students, taking advantage of their limited religious understanding and emotional instability to

influence their beliefs. These groups sometimes aim to control student organizations like Rohis (Islamic

student associations), promoting strict and exclusionary interpretations of Islam. This situation demands

serious attention from schools, governments, and parents alike. Susanto (2022) emphasizes the importance of

balanced and reflective religious instruction. Without these efforts, the seeds of radicalism and intolerance can

easily take root in educational settings. Faozan (2022) warns that when educational institutions are affected by

violence or intolerance, the goal of creating a generation that values diversity becomes impossible. Instead,

schools may produce individuals who lack respect for differences, endangering Indonesia’s social harmony and

national unity.

life. An Islamic education model grounded in respect and moderation serves as an effective medium for

cultivating tolerance and appreciation for religious diversity among students. Such education not only

strengthens interfaith harmony but also counters the influence of extremist ideologies that continue to spread

among youth.

18. Ummy Syaidah. (2022). Akulturasi Budaya Mappalili Dengan Nilai-Nilai Pendidikan Islam di Desa

19. Yunaidi, H. M. (2011). Konsep Pluralisme Abdurrahman Wahid dalam Perspektif Pendidikan Islam.

20. Zubairi, M. P. I. (2023). Strategi Pembelajaran Pendidikan Agama Islam. Penerbit Adab.

21. Zuhri, A. M. (2022). Islam moderat: konsep dan aktualisasinya dalam dinamika gerakan Islam di