A Systematic Literature Review on Implementing Religious Moderation Education in Islamic Educational Institutions in Indonesia

Abstract

Religious moderation education has become a global concern as plural societies confront intolerance, polarization, and digital extremism. Indonesia is a relevant locus because its Islamic educational institutions operate within diverse religious, cultural, and ethnic settings. However, existing systematic and bibliometric reviews have not synthesized how religious moderation is implemented across pesantren, madrasah, and Islamic higher education as interconnected institutional settings. This review examines the challenges shaping implementation in these institutions and strategies adopted to address them. A systematic literature review (SLR) used the Reporting Standards for Systematic Evidence Syntheses (ROSES) protocol for transparent, auditable, and replicable reporting. Research questions were formulated through the PICo (Population, Interest, and Context) framework, focusing on implementation problems, strategic responses, and Indonesian Islamic educational institutions. Searches of Scopus, ERIC, and Google Scholar identified 346 records published between 2016 and August 2025; after screening, eligibility assessment, Mixed Methods Appraisal Tool (MMAT) quality appraisal, and thematic synthesis, twenty-two empirical studies were included. The synthesis identified five recurring challenges: ideological rigidity and textualism, fragmented curricular mainstreaming, limited educator and institutional capacity, difficulties in managing diversity, and exposure to online radical narratives. It also identified seven strategic pathways: integrated curriculum development, contextual reinterpretation of Islamic sources, educator and leader modeling, collaborative culture building, gradual evaluation, transformative pedagogy, and digital engagement. The novelty lies in a cross-institutional, implementation-focused synthesis that translates Indonesian evidence into potentially transferable lessons for plural education systems. This review contributes a conceptual framework for strengthening faith-based, peace-oriented, and prevention-oriented education while maintaining religious legitimacy and promoting inclusive citizenship.