Building Moderate Islam through Islamic Education

Abstract

This study examines the internalization of moderate Islamic values at University of Muhammadiyah Malang (UMM) and analyzes its underlying mechanisms through the IIIMAN value framework. The study adopts Muhaimin’s three-stage theory of value internalization -transformation, transaction, and transinternalization -integrated with Yusuf al-Qaradawi’s principles of Islamic moderation, namely al-ta‘addudiyyah (plurality), waqi’ bi masyi’atillah (divinely willed diversity), ka usrah wahidah (humanity as a single family), and takrim al-insan li insaniyyatih (human dignity). A qualitative phenomenological approach was employed to explore the lived experiences and practices of value internalization within the academic context. Data were collected through in-depth interviews with lecturers and students, classroom observations, and document analysis of curricula and institutional policies, and were analyzed using an interactive model. The findings indicate that the internalization process operates through three interconnected dimensions: the integration of the core IIIMAN values (Ikhlas, Ihsan, Itqan, Ma’iyyah, Amanah, and Nazahah) within the AIK curriculum; the implementation of dialogical learning that encourages openness toward diversity; and the habituation of values through student activities and an inclusive academic culture. This process fosters not only cognitive understanding but also attitudinal transformation toward openness, tolerance, and respect for human dignity. The study further reveals that UMM has developed a systemic and integrative model of moderate Islamic value internalization structured across three dimensions: the IIIMAN-based curriculum (structural-academic dimension), the educational ecosystem (cultural-practical dimension), and the embodiment of moderation values within students’ identities and habitus. This study contributes a conceptual framework for value internalization in higher education by demonstrating how the integration of curriculum, pedagogy, and institutional culture shapes students’ religious and social habitus. The findings contribute to contemporary scholarship in Islamic education, particularly in advancing moderate and inclusive academic environments.