Education matters in the process of community peace building and in generating tolerance through the implementation of Islamic moderation values. It argues that the practice of community tolerance, especially by the Muslims, has been based on the good understanding of the theology of Islamic education moderation. Ĭontribution: Scholars in the fields may benefit from the findings of the research as it provides a new perspective of the Islamic educational moderation theory grounded from the field research. Hopefully, such implementation patterns can be imitated and modified by policyholders to realise Islam rahmatanlil ‘alamin.

These implementation patterns encourage religious communities to develop and maintain healthy social relationships. This study shows that these strategies and methods, implemented through a flexible, straightforward and easy-to-implement model are relevant to the fundamental values of Islamic education and offer a means of forming a complete and comprehensive network. Using grounded research analysis, the authors found three structured patterns: implementation strategies (as related to vision, mission, position, programme and impact), implementation processes (as related to main actors, levels of success and obstacles) and implementation patterns.

This article explores the trends in the implementation of Islamic moderation through aqidah and sharia in Singkawang, as it is considered the most tolerant city in Indonesia based on a research report published in 2019. This is an Open Access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. Lailial Muhtifah, Zaenuddin Hudi Prasojo, Sukman Sappe, Elmansyah Elmansyah The theology of Islamic moderation education in Singkawang, Indonesia: The city of tolerance & Elmansyah, E., 2021, ‘The theology of Islamic moderation education in Singkawang, Indonesia: The city of tolerance’, HTS Teologiese Studies/Theological Studies 77(4), a6552. Muhtifah, L., Hudi Prasojo, Z., Sappe, S.

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