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This study employs a phenomenological approach using in-depth interviews in two public universities in Balikpapan and Samarinda to examine policymaking on mainstreaming Islamic moderation. It also investigates implementation steps—planning, teaching-learning execution, and evaluation—within Islamic Religious Education (PAI) through observation, field notes, and document analysis. Barriers faced by PAI lecturers are highlighted, revealing moderation values through hidden curriculum and course practices.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/dinamika-ilmu-vol-22-no-1-mainstreaming-islamic-moderations-values-in-higher-education/601326/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/dinamika-ilmu-vol-22-no-1-mainstreaming-islamic-moderations-values-in-higher-education/601326.png","ImageObject",300,407,{"name":92,"@type":93},"hdkawk","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-03","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How did the researchers study mainstreaming Islamic moderation in the universities?","Question",{"text":112,"@type":113},"The study used a phenomenological approach with in-depth interviews. It also used direct observation, field notes, and document analysis to examine how Islamic moderation is implemented in PAI teaching-learning activities.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What areas of the PAI course were explored in relation to Islamic moderation?",{"text":117,"@type":113},"The research explored planning, implementing, and evaluating the teaching and learning process of Islamic Religious Education (PAI). It also examined how moderation appears through the hidden curriculum.",{"name":119,"@type":110,"acceptedAnswer":120},"What challenges did PAI lecturers face when mainstreaming Islamic moderation?",{"text":121,"@type":113},"The lecturers encountered eight barriers when implementing Islamic moderation during the PAI course, which became a key focus of the study’s findings.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},601326,1792191673,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},3985747859855,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","DINAMIKA ILMU  \nVol. 22 No. 1, 2022  \nP-ISSN: 1411-3031; E-ISSN: 2442-9651  \ndoi: [http://doi.org/10.21093/di.v22i1.](http://doi.org/10.21093/di.v22i1.3679)[3679](http://doi.org/10.21093/di.v22i1.3679)  \nMainstreaming Islamic Moderations Values in Higher Education: Policy, Implementation, and Challenges  \nTiti Kadi  \nSultanAji Muhammad Idris State Islamic University  \n[titikadi@gmail.com](titikadi@gmail.com)  \nAbstract  \nIslamic moderation is highly vital in any field of life especially in higher educational context. In the context of this study, the researcher employed phenomenological study by the aim to investigate policy made by policy makers in two public universities in Balikpapan and Samarinda regarding the mainstreaming Islamic moderation in their universities by using in-depth interview. Additionally, the implementation of Islamic moderation was also explored especially on the steps of planning, implementing, and evaluating the teaching and learning process of Islamic Religious Education course or what so called by Pendidikan Agama Islam (PAI) course by utilizing direct observation, field-notes, and added by document analysis. Finally, in-depth interview was conducted to highlight the challenges faced by the PAI lecturers in mainstreaming Islamic moderation in Islamic Religious course. As a result, Islamic moderation was reflected in the policy made by the policy makers at both public universities in terms of hidden curriculum. Moreover, Islamic moderation values was also revealed in every aspect of teaching and learning of Islamic Religious course including planning, implementing, and evaluating. Lastly, the Islamic Religious lecturers encountered eight barriers when implementing Islamic moderation during PAI course. Novelty and pedagogical implications were also emphasized in this research.  \nKeywords: challenges, Islamic moderation values, Islamic Religious course, policy  \nA. Introduction  \nLiberalism and radicalism are both threats for the ideology of religion and nation where its existence becomes a negative stigma in almost all countries in the world including Indonesia. These two groups are considered to be hazardous because their extreme characters where liberal people tend to practice religion freely whereas radical people hold extreme principles strictly (Ismail et al., 2012) . In this case, the role of third party i.e. moderate (wasath) stream which can resolve this matter is necessary where the existence of moderation means combining two or more perspectives in practicing religion (Subandi et al., 2020) . Moderate also means reluctance in seeing a phenomenon from only one side, therefore, moderate people will collect some perspectives and consider the most objective to the answer of the problems faced. Theoretically and empirically, moderation can play its role globally in politics, economics, government policies, partnership, and law (Gutkowski, 2015) . Moderation will provide a decent value on keeping the balanced and suitable judgement for humans’ daily behaviors since its present facilitate people with vary academic perspectives from different media both from East and West sides (Islam & Khatun, 2015) .  \nIn the context of moderation in practicing religion, mainstreaming the moderation in Islamic studies is important to encounter extremism problems e.g. liberalism and radicalism. Failure to understand and accept moderation concept is possible to make a Muslim categorized as an extremist (Rashid et al., 2020) . The existence of moderate Muslims is considered to be non-radical and can match with government, any social and political groups, and anti-extremism (Scharbrodt, 2011) . In this case, educational institutions are the right place in mainstreaming Islamic moderation. There are two categories of Islamic moderation practices, i.e. passive and active Islamic moderations. Passive religious moderation is done by an educational institution in order to fulfill individual needs as the foundation of perspe","cbCaisupwraGKjUA","https://ap.wps.com/l/cbCaisupwraGKjUA","pdf",343833,15,"English","# Abstract\n# A. Introduction\n## Threats of liberalism and radicalism\n## Mainstreaming Islamic moderation in education\n## Passive vs active moderation practices\n## Rationale for the research setting","[{\"question\":\"How did the researchers study mainstreaming Islamic moderation in the universities?\",\"answer\":\"The study used a phenomenological approach with in-depth interviews. It also used direct observation, field notes, and document analysis to examine how Islamic moderation is implemented in PAI teaching-learning activities.\"},{\"question\":\"What areas of the PAI course were explored in relation to Islamic moderation?\",\"answer\":\"The research explored planning, implementing, and evaluating the teaching and learning process of Islamic Religious Education (PAI). It also examined how moderation appears through the hidden curriculum.\"},{\"question\":\"What challenges did PAI lecturers face when mainstreaming Islamic moderation?\",\"answer\":\"The lecturers encountered eight barriers when implementing Islamic moderation during the PAI course, which became a key focus of the study’s findings.\"}]","DINAMIKA ILMU - Vol. 22 No. 1 - Mainstreaming Islamic Moderations Values in Higher Education | PDF",1792092412,38]