EKOLOGI MODERASI BERAGAMA DALAM RUANG PENDIDIKAN MULTIKULTURAL

Abstract

This study aims to analyze the ecology of religious moderation in multicultural education spaces and its implications for strengthening students’ national character. The study departs from the problem that student diversity cannot be managed merely through normative teaching of tolerance; it requires an educational ecosystem that connects curriculum, school culture, teacher exemplarity, institutional policy, local wisdom, and digital literacy. This research employs a qualitative library research design using conceptual-critical analysis of journal articles, multicultural education theory, and studies of religious moderation in Islamic education. The findings indicate that religious moderation becomes effective when understood as a value architecture embedded in learning experiences rather than as an additional teaching topic. Multicultural education functions as a medium for internalizing tolerance, justice, balance, equality, dialogue, and national commitment. The study implies the need to reconstruct contextual Islamic religious education, strengthen inclusive school culture, develop dialogical pedagogy, and foster critical digital literacy so that students can respond to difference ethically, fairly, and peacefully.