Pedagogi Dialogis Berbasis Narasi Lintas Iman untuk Mereduksi Polarisasi Keagamaan Siswa

Abstract

This study aims to develop a dialogic pedagogy model based on interfaith narratives as an instrument for deconstructing theological classroom structures in order to reduce students’ religious polarization. The study employs a qualitative approach using a library research method by analyzing relevant scholarly literature on dialogic pedagogy, religious education, religious moderation, multicultural education, and narrative approaches in learning. Data were analyzed using thematic analysis and conceptual synthesis techniques to construct a comprehensive and applicable instructional model. The findings reveal that the developed model consists of four main components: interfaith narratives, reflective dialogue, interreligious empathy, and religious moderation, implemented through six instructional stages, namely dialogue orientation, narrative exploration, individual reflection, collaborative dialogue, perspective reconstruction, and reflective action. The model is designed to create a dialogic, inclusive, and reflective classroom environment where students can develop a deeper understanding of religious diversity. The results indicate that integrating interfaith narratives reduces stereotypes, enhances intergroup empathy, and strengthens students’ moderate attitudes. The study concludes that dialogic pedagogy based on interfaith narratives is an effective conceptual framework for reducing religious polarization and strengthening peaceoriented religious education in the digital era