Peace-Oriented Pedagogy in Religious Education: A Learning Model forInternalizing Students’ Moderate Character

Abstract

This study aims to analyze the design, implementation, and effectiveness of a Peace Oriented Pedagogy-based religious learning model as an instrument for internalizing moderate character among students. The study employs a qualitative approach with an evaluative-interpretive design focusing on learning processes, pedagogical interactions, and meaning-making practices within religious education. Data were collected through observations, in-depth interviews, and document analysis and were analyzed using thematic analysis techniques. The findings reveal that Peace-Oriented Pedagogy transforms religious education from a predominantly doctrinal approach into a more dialogical, reflective, and peace-oriented learning process. The model is structured around four core components: critical dialogue, empathy development, value reflection, and constructive conflict resolution. Its implementation contributes to the enhancement of tolerance, respect for diversity, critical thinking skills, and commitment to religious moderation values. The findings suggest that integrating peace education principles into religious learning provides an effective pedagogical strategy for developing students who are religiously committed, inclusive, and capable of contributing to social harmony within pluralistic societies. Therefore, Peace-Oriented Pedagogy offers a relevant instructional framework for strengthening moderate character education in an increasingly complex and diverse global context.