IMPLEMENTASI NILAI-NILAI MODERASI BERAGAMA DALAM PENDIDIKAN AGAMA ISLAM PERSPEKTIF BUYA HAMKA

Abstract

Religious moderation has become a crucial necessity in Islamic Religious Education (PAI) amidst the diversity of Indonesian society and the rapid development of information technology. Religious education aims not only to cultivate students with a robust understanding of Islam but also to foster attitudes of tolerance, fairness, and balance, as well as respect for differences. This study aims to analyze the values ​​of religious moderation from Buya Hamka’s perspective and their implementation in Islamic Religious Education within the current educational context. The research employs a library study method, examining Buya Hamka’s works—specifically *Tafsir Al-Azhar*, *Falsafah Hidup*, *Lembaga Hidup*, and *Pelajaran Agama Islam*—alongside other relevant scholarly literature. The findings indicate that the values ​​of moderation in Hamka’s thought are reflected in balance, justice, tolerance, moral character, the use of reason, respect for humanity, and the rejection of violence. Implementation within PAI can be achieved through curriculum content and learning objectives, dialogic methods, teacher role-modeling, school culture, and religious digital literacy. Hamka’s thought serves as a relevant foundation for developing PAI that shapes students who are religious, critical, morally upright, and tolerant, and who are capable of living peacefully amidst diversity.