Peer Religious Support As A Strengthener Of Students’ Religious Moderation: An Islamic Religious Education Perspective In Madrasah

Abstract

Background and research gap – Peer interactions can shape students’ religious attitudes alongside formal instruction. This study examines how peer religious support contributes to the internalisation of moderation values, a question relevant to religious education beyond the local madrasah context.

Purpose – To analyse the role of peer religious support in strengthening students’ religious moderation from an Islamic Religious Education (PAI) perspective.

Design/methodology/approach – Qualitative field research was conducted at MTs. Ainul Yaqin An Nurhafi in March 2026. Data were collected through observation, interviews, and documentation involving five students and three teachers selected purposively. Analysis involved data reduction, data display, and conclusion drawing. Credibility was assessed through source and methodological triangulation.

Key findings – The findings suggest that efforts to strengthen religious moderation require supportive peer relationships alongside teacher–student interactions.

Research limitations/implications – The single-site design and eight purposively selected informants limit the transferability of the findings. The study suggests incorporating supportive peer interactions into moderation-oriented PAI practices.

Originality/value – The study offers a contextual account of peer religious support as a social mechanism for internalising moderation values. Its conceptual contribution links peer support with role modelling, mutual reminders, dialogue, acceptance of differences, and positive behavioural habits.