The Model of Moderate Islam Education

The research at Bahrul Maghfiroh Cinta Indonesia (BMCI) and Selamat Pagi Indonesia (SPI) High School has spesific focusses on the concept of moderate Islam; moderate Islam education; and the Implication of moderate Islam education to the student moderate behavior. This is qualitative research specified on multicase study type. Data collection is conducted by observation, interview and documentation. Data analysis is conducted by various steps, including organizing, reading and memoing, coding, interpreting, and representing the research data. The research finding shows that 1) BMCI and SPI share that moderate Islam is another term of Islam rahmatan lil ‘alamin which is practically implemented in peacefulness and flexibility. Moderate Islam values is expressed in various characters such as loving the homeland, loyalty, avoiding fanatics and the most right yourself, and tolerance, justice, mutual respect, togetherness, cooperation, responsibility, discipline, independence, honesty, seeing other perspectives, and accepting diversity. 2) Moderate Islam education implemented in BMCI is nationalist-religious educated in four steps containing briefing application, reinforcement, monitoring and evaluation. Whereas moderate Islam education implemented in SPI is nationalist-humanistic educated in three steps containing orientation, application and evaluation. 3) The implication of the students in BMCI is thought on Islam as rahmatan lil ‘alamin and comprehensive religion teaching good relationship towars human beings, animals and even plants. Moderate Islam values they learn in BMCI as moslem are politeness, friendliness, discipline, independence, tolerance, keep calm during umbragious things, sharing and discussion of diversity, being gentle, and sympathy. The students in SPI express moderate Islam values by making friends with no selection and keep holding the faith, flexible and loyal towards diversities, and seeing eagerness of worshipping form others, discipline, commitment on religious obligation, tolerance, respect, avoiding egoistic, and sharing and discussion on diversities.


Introduction
Various extremist acts occured in several places of Indonesia with partial excuses of religious ideology. One of those was self-bombing of three churces in Surabaya (14 May 2018) held by five people as a family consist of wife-husband and four children (Tribunnews.com, n.d.). It risked a lot of innocent people lifes to be acquised. As reported, the sacrifies reached 56 people consist of 14 people lost their life and 42 were injured (Manado, n.d.). In Istana Bogor, the president of Indonesia held an important meetings to inform 100 moslem figures in the world to spread moderate-Islam or Islam wasathiyah over the world. It is essential thing to do especially in Indonesia as representative country has the biggest percentage of moslem society in the world (mediaindonesia.com, n.d.). As a representative of moslem, Indonesia is a model shows the peaceful and lovely face of Islam (Harahap, n.d.). One of supporting steps on moderate Islam that the minister of religion, Lukman Hakim, asked is the Islamic educational institution to keep implementing moderate-Islam. Moderate-Islam implemented in Indonesia is being essential as representative for moslem in the world (Republika, n.d.).
Pesantren, the oldest educational institution in Indonesia become an important part that cannot be separated in developing a civilization nation of Indonesia is a necessity. It is evident that since the kingdom of Islam in Aceh at the first centuries of the Hegira, then continued in the era of Walisongo until the beginning of the 20th century many religious leaders and scholars became the forerunner appears as a new village. Islamic traditional education institution has evolved, particularly in Java-Madura for centuries. As a traditional Islamic education, pesantren has a great influence on the spread of moderate-Islam (wasathiyah) in Java (Hakim & Aksa, 2021).
The explanation of phenomenon above shows intereting side that the research titled "The Model of Moderate-Islam Education in PP Bahrul Maghfiroh Cinta Indonesia and SMA Selamat Pagi Indonesia" is essential to do. In Islamic concept, moderation is explained in various terms. One of them is "wasathiyyah" means middle. Islam has two main sources, Qur'an and hadith, which teaches all living aspects including to act moderately. On the other hand, even all moslem have the same source as guidance of life, al Qur'an and Hadith, many people or Islamic organizations take a look through different ways.
Moderate-Islam paradigm is absolutely necesary to develop considering that radicalism, fundamentalism, and religion-based terorism are stil a serious threat to the nation. The characteristics of this radical group are absolute textual. Textual is understanding the Qur'an and hadith literaly without loking at the socio-cultural and political seting when the text was born. Absolute is to believe in the truth that he

Muhammad Hashim Kamali explains in his book titled "The Middle Path of
Moderation in Islam: The Qur'anic Principle of Wasatiyyah" that moderation etimologically means middle or point. It also nearly aligned with the word "justice", and tend to be the middle position between extremities. This term is intercangable with several words sech as "average", "standard", "heart" and "non-aligned" (Kamali, 2015). Wasatiyyah is arabic term of moderation. Several arabic terms as synonim are tawassut, i'tidal, tawazun, iqtisad (Kamali, 2015). Tawasut has the same root as wasatiyyah, means mediate. I'tidal comes from the word 'adl (fair), means moderation. The root form of tawazun is wazn, means balance. And basic form of iqtisad is qasd (intention), means economics, which is intended to have a good management. Commonly the last term is used to show moderation in finance.
Being moderate or wasat is the best choice, not to incline between excesses.
As said in hadith shows prophet Muhammad is moderate offspring.
Moderate-Islam is making sense of Islam with no excess, neither being too much textual nor contextual. Taking textual interpretation only without considering nowadays context is not always answer the contemporary problems, because of the different context at the moment of the text being sent down and that of nowadays. This verse of Qur'an is an inter-civilizational context, shows the word wasatiyyah is an atribute of muslim community in a plurality with communities and nations (Kamali, 2015). This verse taught us the moderate-Islam values from being witness. And there are characters need to hold as moderate witness. General conclution of this verse of moderation is that there are several manners of commitment normally expected to do as witness, which are being upright, trustful, brave to say the truth when it comes to serve the cause of justice (Kamali, 2015).

2) Application
The next step after briefing is application of moderate Islam education in which conducted in three programs. Fisrtly, religious program including praying together five tomes a day, qiyamul lail, fasting on Monday and Thursday, khalwat (meditation) and Islamic special day celebration. The second program is generationcare program realized through rehabilitation of the society who are addicted by the drugs. BMCI helps to recover, gives basic religious education and support in order to be able to continue survive independently. The third program in applying moderate Islam education is through plurality based program which conducted through scout once a semester. Scout is part of extracurricular programs included in formal education of BMCI giving the insight to the students about diversity. Through the program of scout, the students are being blended in one area with lots of diversities from various schools and sociocultures, which next they could learn and understand the importance of peacefulness within diversity.

3) Reinforcement
The third step of moderate Islam education is reinforcement for student which is conducted in sharing and discussion. It is informal activity excluding boarding school or even school. It is attended among students whole they have spare time and talk each other. Even it is a relax activity, it impacts on student understanding toward others. During spare time, we are commonly play each other among friends,

Rohana Dwi Kartikawati
Santri: Journal of Pesantren and Fiqh Sosial 93 and talk especially to understand more detail character of people aroung us.
Through this way, we could see the diversity among us especially in personal one (Muthohirin, 2018).

4) Monitoring and Evaluation
The last step of moderate Islam education implemented in BMCI is monitoring and evaluation. It is conducted in two ways. Fisrtly, while being the student of BMCI, monitoring and evaluation is done by the organizer through monthly meeting.
Monthly meeting is an evaluation program attended by the organizer to discuss the progress of the students including supporting and blocking factors, and faind the appropriate solution tp solve the problems. We, organizers of BMCI, have the evaluation agenda through monthly meeting. It is attended by sharing and discussion during running the programs for students in a month. We discuss any problems and progress of the students to see the effectiveness of the programs (Firdaus, 2018).
Secondly, monitoring is still continued even the students of BMCI are graduated. The simple goal of education in BMCI is supporting and delivering students to continue higher education for capable students, and determining employment in BMCI for the students who want to continue working after the school. We monitor our students by seeing them after graduation, such as continuing to higher education like State Islamic University, Islamic University and so on (Humaidi, 2018). We are trying to monitor our students, especially who live in Malang, by keep in contact with them and make sure if they are fine and consistent as the simple goal of BMCI, supoorting them who are capable to continue higher study, and determining the job for the students who want to continue working after high school through various entrepreneur programs in BMCI (Bari, 2018).

1) Orientation
The firts step of moderate Islam education in SPI is orientation conducted by socialization. Socialization is the basic way to support the student understanding. In SPI it is realized through mind setting. It is given in SPI during the early time after recruitment of the new students. All new members of SPI are taught and given the insight that they would live with friends from various hometowns and religions in Indonesia. This is based on interview data as follow: Since early time of students recruitment, we taugh the students by giving new mind set or insight. "you will live with friends from various islands and religions in Indonesa, even so, you will learn a lot and could live in a peaceful life" (Amalia,

2) Application
The next step after orientation is application of moderate Islam education. It is realized through three programs. Firstly, religious program containing praying three times a day, improving reading Qur'an, istighotsah and tahlil, Islamic special day celebration, and short course in ramadhan. The second program is plurality based program containing two sub-program within, plurality in one room and multicultural theater. SPI sets their students in each room with plurality consisting of various hometowns and religions. The program of plurality in one room is expectedly motivating the students to learn and have high tolerance character by side to side to diversities and understanding others. Another program is multicultural theater. Multicultural education held by SPI is showed through performance in theater, even it is included in sorts of entrepreneur program named "Kampoeng Kidz", but still it support moderation in plurality by performing the multicultural theater to the viewers as insight to show the representation of Indonesia.
The third program of application is institutional unwritten rule. All disciples, as being the students of SPI, are not allowed to convert their religion. This program aims to antisipate a unconscious conversion due to plurality within, or in other words, SPI does not wish the students convert their religion which is not based on heart confidence or conscious awareness due to high availability of instability, even  (2022) the students of high school are going to have mature mind, but still plurality around them could not enough to bring a deep understanding of a specific religion.

3) Evaluation
The last step of moderate Islam education implemented in SPI is evaluation.
SPI realized it through two kinds of evaluation, P.A.K.S.A and reward punisment method. P.A.K.S.A is a method implemented in SPI to monutor and evaluate the student character containing character of pray, attitude, knowledge, skill and action.
It is as motivation for students to keep improving to do charity works and appropriate attitude to others. All students in SPI competitively improve their ability, wether in study or work with motivation of P.A.K.S.A. It really support the students and applied effectively (Qorina, 2018).
Reward and punishment is continued evaluation of P.A.K.S.A method. Reward is delivered to the students who get a good evaluation by giving them chance to study tour or join short course abroad freely. The country being visited is classified, and they would get it based on their level of achievement. The students who do their best and get achievement that evaluated through method of P.A.K.S.A would get feedback as reward, it is by getting opportunity to go abroad and learn something good in country being visited. Not all of students get this chance. And the achievement is classified in levels, a good level brings them opportunity to visit a good country as well such as China and Japan, and so on (Qorina, 2018).

for you is your religion, and for me is my religion"
In SPI, we live in diversity. We need to communicate each other, thefore we make friends to all of them with no selection.

Conclusion
Both BMCI and SPI share that moderate Islam is another term of Islam rahmatan lil 'alamin which is practically implemented in peacefulness and flexibility.
Moderate Islam values in BMCI is expressed in various characters such as positive thinking towards Allah decision, loving the homeland, loyalty, avoiding fanatics and the most right yourself, and tolerance. Whereas in SPI, moderate Islam values is expressed through the characters of tolerance, justice, mutual respect, togetherness, cooperation, responsibility, discipline, independence, ownership, honesty, seeing other perspectives, ability to differ tolerance and mixing the faith and accepting diversity. Moderate Islam education implemented in BMCI is nationalist-religious model in which being applied through four steps containing briefing, application, reinforcement, monitoring and evaluation. Whereas moderate Islam education implemented in SPI is nationalist-humanistic model in which being applied through three steps containing orientation, habituation and evaluation.
The implication of moderate Islam education in BMCI and SPI is to support students to understand the essence of Islam and apply moderate Islam values. The students in BMCI thought that Islam is rahmatan lil 'alamin and comprehensive religion teaching good relationship towars human beings, animals and even plants.
Moderate Islam values they learnt in BMCI as moslem are politeness, friendliness, discipline, independence, tolerance, keep calm during umbragious things, open minded, being gentle, and sympathy. Whereas in SPI, students thought that Islam is a safe religion teaching tolerance without ignoring the religious principles. The students in SPI express moderate Islam values by making friends with no selection and keep holding the faith, flexible and loyal towards diversities, and seeing