INTRODUCTION
The
essence of the development of the educational process in higher education is
related to the development of student mindsets in order to produce reliable,
intelligent, intellectual and competitive human resources. However, the
student's mindset seems very idealistic and without direction, as a result,
college graduates' out cames are considered irrelevant to the needs of the
community (Andriany, 2016). One of the weaknesses of higher education is that it
produces the best graduates by showing the highest value in mastery of science
in the midst of declining student attitudes and behavior
Higher education is allegedly a field to plant and grow
the roots of radicalism and religious intolerance which are very strong. In
2018, based on research results, it was found that 31% of students in Indonesia
had an intolerance attitude (Etikasari, 2018). Meanwhile, the
Center for Islamic Studies and the community at UIN Jakarta stated that 69.83%
of students had a high attitude of religious tolerance. Meanwhile, 30.16% have
a low tolerance attitude (PPIM UIN Jakarta, 2020).
The radical attitude and intolerance that develops in
universities proves that higher education still fails to give attention and
assistance to students in shaping their mindset and character
(Purwanto et al., 2019). If the educational process in higher education is more
concerned with changes only in the mastery and application of knowledge. then
assume that educating students' character is not the responsibility of
lecturers, so that education in higher education has the potential to destroy
the dimensions of student character. Students develop knowledge but have a personality that
does not blend with a positive character (Sumadi, 2018).
Responding to the strengthening of radical elements and
intolerance in the world of education, the Ministry of Religion of the Republic
of Indonesia has included a program of religious moderation in the education
sectorPresidential Decree No. 18 of 2020 concerning
the Strategic Plan of the Ministry of Religion 2020-2024 whi ch plans the
implementation, socialization and strengthening of religious moderation on an
ongoing basis, both by religious leaders, State Civil Apparatus and in the
field of education. The follow-up to the religious moderation program is the
publication of a religious moderation book which contains a detailed
explanation of the concept, empirical experience of religious moderation and
its implementation. Meanwhile, the conceptual part consists of national commitment
with 4 (four) indicators of religious moderation, namely: 1) national
commitment; 2) tolerance; 3) nonviolence; and 4) accommodating to local culture
(Ministry of Religion of the Republic of Indonesia, 2019)
Related to the implementation of religious moderation
in the field of education, the educational situation in higher education is
still weak in cultivating a situation that familiarizes students with behavior
with positive character considerations (Sihombing, 2020).
The results of research on the application of character
education in universities by Anna Inhardayaningsih found that the
implementation of character education in universities cannot be carried out
instantly but takes a long time.to produce students
who are ethical, responsible and become good citizens.
However,
due to academic pressure, lecturers often neglect character education and spend
a lot of time dealing with mastery of science alone. In fact, universities as
scientific craters are obliged to educate students' autonomy in thinking,
maturation and self-identification to think religiously, nationally and be
moderate as early as possible. With the aim of preventing students from
thinking hard-line ideologies that can damage the character of students.
Education can change the mindset of students to liven up feelings to live
together (society, social) and pattern intelligent character and manners (Sutrisno, 2019).
There are three reasons why character
education in higher education needs to be focused on religious moderation
teaching materials, namely: 1) although the character of students has been
formed before students enter college and students already have a personal area
that becomes a lifestyle. But character as a dynamic condition in the structure
of the human personality, if it continues to be educated and patterned, then
life behavior becomes increasingly integral and there is continuous
self-improvement, 2) there is community expectation that ensures that
universities can produce intellectual graduates with moderate mentality as the
key to addressing and managing religious diversity in Indonesia, and 3) because
character is a term that refers to a particular religion or ideology, students
with high reasoning power and sharp analysis can inspire,
That character education in higher education can change
the mindset of students is not limited to the cognitive aspect. Although the
cognitive aspect plays a role in shaping attitudes, this role does not
guarantee that the mindset and behavior can function correctly and
appropriately in society. Weak character education development in universities
can weaken students' ethical and critical behavior in responding to future
orientations, values and the world of work (Zuhra & Ridha, 2021).
An important need in developing religious moderation in
higher education is to take an integration and internalization approach in
implementing religious moderation. Curriculum development based on KKNI and
SNPT can express the content of religious moderation in the formulation of
attitudes, knowledge, and special skills as institutional characteristics. The
contents of the formulation are then distributed into study materials that can
be harmonized into sub-subjects to relevant courses so that they become a
prominent feature of the institution of a higher education institution. In
order to practice religious moderation values, religious moderation values need
to be implicitly included in character education courses and Semester Learning
Plans (RPS) so that they become a reminder signal and are not forgotten in the
lecture process (Waseso & Sekarinasih, 2021).
Other elements that are believed to be able
to support students' critical awareness in understanding and implementing
religious moderation are, 1) creating interactions in the environment as part
of society by patterning interactions and relationships with justice and
tolerance, 2) preparing learning spaces and resources that motivate students to
transform their values. So that religious moderation can be
institutionalized, and 3) compromising the ethics of religious moderation is
more imperative so that lecturers and students are responsible for consciously
and orderly moderate behavior (Sutarto, 2022).
In addition to the three elements above as
supporters of the application of religious moderation in universities, students
also need to be given character strengthening as human resources to have good
insight and application of religious moderation. One of the strategies that can
be used by lecturers is to develop teaching materials. Teaching materials are a
set of teaching materials that students learn because they provide a complete
description of the competencies to be mastered (Maria et al., 2021).
In addition, the teaching materials contain
forms, concepts, facts, data, processes, and skills that are arranged
systematically. IInternalizing the values
of religious moderation through teaching materials will help
students have confidence and awareness of the truth and the benefits of
moderation which are manifested in behavior. Through teaching materials,
students can internalize the value of religious moderation into their hearts/
feelings so that they experience rational and emotional
appreciation before making decisions (Kristayulita, 2020).
In order to internalize
the study of religious moderation in character education, through teaching
materials students can be active and find their own way of learning
(Nashohah, 2021). That knowledge of religious moderation cannot be
transferred just like that but students must be mentally active in building
their own knowledge structure. One of the learning resources needed in
developing the maturity of knowledge and real experience. Teaching materials
can be used as information material in carrying out teaching and learning activities
both in written and unwritten (Sugiman, 2017).
There are at least 3 needs to develop religious
moderation teaching materials in character education by paying attention to the
three pillars of moderation, namely, 1) teaching materials will help the
repetition and meaning of moderate religious thought with the character of
human values related to oneself, God the One Student, fellow
human beings, the environment and national nationality, 2) teaching materials
can provide a room for positive feedback from students on the moderation
movement in the spread of religion with the aim of inviting goodness, and 3)
teaching materials help students easily study moderation in religious
traditions and practices. Students have the opportunity to learn independently
in strengthening relations between religions.
The Ambon State Christian Institute (IAKN) as a higher
education institution within the Ministry of Religion has the function of
cultivating the principle of religious moderation as well as supporting the
Minister of Religion Decree Number 529 of 2021 concerning the Working Group on
Strengthening Religious Moderation Programs at the Ministry of Religion.The development
of religious moderation teaching materials in character education courses at
IAKN Ambon aims to:encourage the
internalization of religious moderation programs for students byplacing
religious moderation as a science and material that needs to be taught. At the
same time instilling the content of religious moderation in a measurable manner
at the level of mastery of learning outcomes.
METHOD
The research conducting a literature review with the aim of finding various
literatures that help review and analyze competency standards, basic
competencies, indicators and character education which includes religious
moderation (Creswell, 2012). Activities at the research site are seeking,
gathering information and taking actions to identify learning situations by
characterizing the characteristics of character education with religious
moderation content (Sugiyono, 2014). The design stage, making learning tools in
the form of lesson plans, teaching materials, evaluation instruments and
questionnaires. The development phase includes, Draft 1: expert validation,
test questions, limited trials and field trials. Expert validation aims to get
suggestions for improvement and provide an assessment of the learning design. Draft
2: expert validation for content, illustration and language. The results of the
trial were limited to the class then analyzed and revised the learning tools
and submitted for Draft 3. Draft 3 in large groups through the learning
process. After completing the learning process, it is continued with reflection
as the basis for revision of learning tools. The test was carried out twice,
namely limited trial and field test. Limited testing to validate the content of
teaching materials.The research
subjects are material experts and media experts to test the feasibility of
teaching material products. Small group trial of 6 people. Student group of
Faculty of Religious Social Sciences, Christian Guidance and Counseling Study
Program and large group of 25 students of IAKN Ambon Faculty of Christian
Education, Christian Early Childhood Education Study Program. The research
instrument is adjusted to the development research stage. The aim of the
research is to develop teaching materials for religious moderation in character
education courses for students and lecturers to use. The instruments used
consisted of documentation studies, interview guidelines, expert judgment
questionnaires and student questionnaires for the feasibility of teaching
materials. Questionnaire for experts to assess the content, language and images
of teaching materials. Data collection is a documentation study to study
material about religious moderation. Aspects of teaching materials consist of
the relevance of the material, grammar and weight of the material. Design
aspects consist of writing, language and layout, image illustrations and color
combinations. The response assessment questionnaire uses the Likert scale
rating criteria. Highest score using 4 choicesie 4
(Very good); 3k(Well);
2 (Enough); 1o(Not
enough).Calculating the average score of each aspect can use the
equation:
Information:
X= Average score of expert assessment
∑x =
Total score obtained from the expert
N= Number of questions
����������� Provisions for giving meaning and
making decisions use the provisions in table 1:
Table 1
Achievement Level
Criteria
|
Level
Qualification
Achievement
|
Qualification
|
|
90% - 100% Very good
|
Excellent
|
|
75% - 89% Good
|
Very good
|
|
65% - 74% Enough
|
Good
|
|
55% - 64% Less
|
Fair
|
|
0 - 54% Less Revised
|
Poor
|
The
results of teaching materials are declared good, feasible and interesting if
the qualification results are at a good minimum qualification so they do not
need to be revised.
RESULTS AND DISCUSSION
A. Planning
Stage
1. Define the Scope
a)
Front-End Analysis
The main analysis
was conducted to find the problems faced in learning character education for
students in responding to religious differences in the IAKN Ambon environment.
This finding was found by the researcher by asking students to fill out a
questionnaire.The initial analysis was carried out by
searching for and finding problems related to the views or opinions of students
on the attitude of religious moderation. The results of interviews with
students show: 1) students think that inter-religious conflict is something
that is natural because each religion needs to defend the truth of its own
religion, 2) rejecting the interpretation of other religious teachings is a
behavior that must be maintained, 3) responding to differences in religion,
still cannot compromise with the differences in the content of religious
teachings. Based on this data, the author wishes to develop a product of
religious moderation teaching materials in character education courses.
b)
Learner Analysics
The students in
this study were first semester students of the Faculty of Christian Education,
IAKN Ambon, study program for Early Childhood Christian Education and Christian
Counseling Guidance. Characteristics of students in terms of cognitive,
affective, and psychomotor development, students have not mastered the correct
definition and application of religious moderation. The level of mastery is
still weak and requires a learning process that specifically characterizes the
value of religious moderation.
c)
Task Analysis
In the task analysis, the researcher identifies the main
skills that must be mastered by students according to the teaching materials
developed by the researcher. The contents of the skills possessed will later be
compiled with the knowledge and skills that have been previously owned by
students. Important reviews are given in the form of assignments in teaching
materials. The tasks assigned are in accordance with competency standards and
basic competencies which are translated into indicators. The form of paper
assignments, making videos, observations, reports on the results of
discussions, presentations and making reports on observations.
d)
Concept analysis
In the concept analysis, the researcher made a
concept map of religious moderation teaching materials consisting of religious
studies, the personality of religious people, religious moderation and national
values in religious moderation.Based on the KKNI IAKN Ambon Faculty of Christian Education, the following
formulation was obtained:
1)
Examining the concept of religious moderation behavior according to human
personality traits in
2)
Making conclusions about the way of life of religious people with the
characteristics of religious moderation
3)
Theory
4)
Personality and behavior in religious moderation
5) In the soul, the character is a constant balance between
a person's inner life and all his actions
6) In the soul, moderate character is a constant balance
between one's inner life and all kinds of actions
e)
Specifying Instructional Abjectives
Analysis of
learning objectives is carried out to determine indicators of learning
achievement that must be carried out based on the material and curriculum. The
formulated objectives can help researchers describe what studies should be
studied more deeply for each chapter, including compiling a grid of questions
that provide an overview of the learning objectives to be achieved.
1)
Identify Learner Characteristics
Characteristics of users of interactive religious
moderation teaching materials in character education courses are lecturers and
students at the Ambon State Christian Institute (IAKN) Faculty of Christian
Education, Christian Early Childhood Education Study Program.
2)
Produce A Planning Document.
Before developing
the product, prepared or planned materials or scripts, animations, pictures,
test questions, product displays presented in interactive teaching materials
3)
Determine and Collect Resources.
Three types of
sources are used in this development, namely: 1) elements that are relevant to
the material, 2) elements that are relevant to the development and learning
process, 3) elements that are relevant to the presentation in interactive
teaching materials, between sources that are in accordance with SK and KD in
the curriculum and other references in addition to textbooks
4)
Conduct Initial Brainstorming.
Brainstormnamely providing guidance for students of the
Ambon State Christian Institute (IAKN) Faculty of Christian Education Study
Program Christian Early Childhood Education Class C related to interactive
teaching materials of religious moderation in character education courses.
B.
Findings of the Development Phase of Teaching
Materials
1.
Teaching Material Products
This research and
development produces a product in the form of interactive teaching materials
for religious moderation in character education courses at IAKN Ambonlinking the personality of religious people with religious moderation
behavior. The description of this teaching material begins with the basic
competence of the definition of religion in relation to the behavior of
religious people today. The material description begins with making basic
competencies, indicators and learning objectives which are then formulated with
basic questions about religion, personality and religious moderation. In
addition to questions, statements related to the reality of religious life and
challenges to the application of religious moderation were also formulated. The
formulation of learning objectives is carried out in accordance with material
analysis and task analysis to make it more operational because it states
observable behavior. In the teaching materials, a number of learning objectives
are formulated to be used in developing learning tools. Then researchers
develop material products, create a grid of questions to be evaluated to
determine the achievement of learning objectives. Learning plans are oriented
to the KKNI of faculties, study programs and problems found. Lesson plan for
five meetings with topics, 1) Religion, 2) Personality, 3) Understanding and
Basic Principles of Religious Moderation, 4) Character in Religious Moderation,
and 5) Strengthening Indonesian national values in Religious
Moderation.
2.
Theory
The teaching
materials are in the form of textbooks on Religious Moderation, Religion and
Personality, Character and Indonesian National Values in
Religious Moderation. Three types of sources are used in this development,
namely: 1) elements that are relevant to the material, 2) elements that are
relevant to the development and learning process, 3) elements that are relevant
to the presentation in interactive teaching materials, between sources that are
in accordance with SK and KD in the curriculum and other references in addition
to textbooks. Mastery of concepts is done by giving assignments for students to
write papers, make observations and interviews based on the worksheets.
Students in the discussion room to solve problems and create a mind map about
religious moderation in the teaching and learning process in the classroom.
3.
Evaluation Instrument
The
instrument is formulated in accordance with the learning objectives and
teaching materials that have been studied. The elements measured are spiritual,
knowledge, attitudes and skills that have been outlined in basic competencies,
learning outcomes and indicators that are expected to be mastered by students.
The type of assessment for each element is done by creating an assignment.
Meanwhile, to obtain data to determine the mastery of the material as a whole,
test questions were made for each material.
4.
Results and Discussion of Teaching Material
Development
This section covers the development of
content in interactive teaching materials consisting of: text, images,
animations, assignments and videos. Students can easily use it by reading it
through a laptop/computer or in digital form. The components of interactive
teaching materials consist of cover page, preface, table of contents,
introduction, description, prerequisites, instructions for use, concept maps,
competency standards, basic competencies, learning objectives, subject matter,
summaries, assignments. The learning activities consist of three activities, 1)
learning activities about religious moderation, 2) learning activities about
culture and moderate character building, 3) learning activities about the
Indonesian national character as the character of religious moderation. Each
learning activity consists of basic competencies, learning objectives, material
descriptions, summaries, assignments,
Table 2
Validation of two preliminary material experts
|
No
|
Rating points
|
Material expert
|
Average
|
Category
|
|
I
|
II
|
|
1
|
Clarity of instructions for use of materials
teach
|
3
|
3
|
3.0
|
Very worth it
|
|
2
|
The relationship of the previous material with
studied material
|
4
|
3
|
3.5
|
Very worth it
|
|
3
|
Clarity of learning objectives
|
3
|
4
|
3.5
|
Very worth it
|
|
4
|
Clarity of concept map drawing
material to be studied
|
3
|
3
|
3.0
|
Very worth it
|
|
Average Score
|
3.25
|
Very worth it
|
Table 2 obtains an average data of 3.0 which is
categorized as very good. Very good qualifications on elements, 1) teaching
materials studied by students in achieving goals are expected to be achieved
maximally, 2) goals for students to be able to master teaching materials
appropriately and carry out predetermined instructions, 3) media or learning
resources included in teaching materials can be used according to student
needs, and 4) the language used in teaching materials can also be understood
well. The indicator of the relationship between the previous material and the
material is rated at 3.5. The material presented in the product of teaching
materials is related to each other. The material presented with the previous
teaching materials is stated to be very related, meaning that students are still
able to remember the material that has been studied previously and if it is
associated with new material, students will not easily forget the contents of
the previous material. By mastering the previous material, students can easily
absorb the new material being studied. The indicator of the clarity of the
concept map depiction, the material expert gave an assessment with an average
score of 3.5. This means that students can provide convenience to the order of
the material to be studied. A concept map is a picture to connect the meaning
of one concept to another so that there is a conceptual understanding of the
teaching materials to be studied. The content of the concept map presents a
number of information in the form of concepts that are interconnected in a
series. Clear concept maps can help students focus their attention on important
lesson assignments. Students can understand the facts from the material
previously studied, then enter the material to be studied. Thus, the overall
average score for the four items is 3.25 which qualitatively belongs to the
very feasible category (X = 3.0).
Table 3
Validation
Results of Two Material Experts on Content Aspects
|
No
|
Rating points
|
Material Expert
|
Average
|
Category
|
|
I
|
II
|
|
1
|
The breakdown of material content
|
3
|
4
|
3.5
|
Very worth it
|
|
2
|
Scope (breadth and depth) of content
|
3
|
3
|
3.0
|
Very worth it
|
|
3
|
Clarity provides examples
to clarify the content
|
3
|
3
|
3.0
|
Very worth it
|
|
4
|
Clarity and appropriateness of the language used
|
3
|
3
|
3.0
|
Very worth it
|
|
5
|
Interesting material content
|
3
|
3
|
3.0
|
Very worth it
|
|
6
|
Emphasis on important points in the content
|
4
|
2
|
3.0
|
Very worth it
|
|
�3.08
|
Very worth it
|
Based on the data from the assessment results of two material experts on
the content aspect, it shows that the item content of the material content has
an average of 3.5. The second indicator item is the scope of the material
content, the material expert gives a very decent assessment with an average
score of 3.0. This shows that the scope of the content of the material is
relevant to KD. In the third indicator item, namely the clarity of providing
examples to clarify the material, material experts provide a very decent
assessment with an average score of 3.0. This means that the sample questions
are in accordance with the material presented. The fourth indicator is the
clarity and suitability of the language used, the material expert assesses it
very feasible with an average score of 3.0. This means that the language used
is simple and clear, so that the language used is easy to understand. The fifth
indicator item is the attractiveness of the material content, the two material
experts gave a very decent assessment with an average score of 3.0. This is
because the presentation of material content is not only presented in text
form, but is also equipped with image content. The sixth indicator item is
emphasizing important points on the content of the material. Both experts gave
a very decent assessment with an average score of 3.0. This value indicates the
presentation of the material content in the interactive teaching material
product, there is a note column and the use of bold and italics. Based on the
material expert's assessment on the content aspect, the overall average score
was 3.08 which qualitatively was categorized as very feasible (X = 3.0). This
is because the presentation of material content is not only presented in text
form, but is also equipped with image content. The sixth indicator item is
emphasizing important points on the content of the material. Both experts gave
a very decent assessment with an average score of 3.0. This value indicates the
presentation of the material content in the interactive teaching material
product, there is a note column and the use of bold and italics. Based on the
material expert's assessment on the content aspect, the overall average score
was 3.08 which qualitatively was categorized as very feasible (X = 3.0). This
is because the presentation of material content is not only presented in text
form, but is also equipped with image content. The sixth indicator item is
emphasizing important points on the content of the material. Both experts gave
a very decent assessment with an average score of 3.0. This value indicates the
presentation of the material content in the interactive teaching material product,
there is a note column and the use of bold and italics. Based on the material
expert's assessment on the content aspect, the overall average score was 3.08
which qualitatively was categorized as very feasible (X = 3.0). This value
indicates the presentation of the material content in the interactive teaching
material product, there is a note column and the use of bold and italics. Based
on the material expert's assessment on the content aspect, the overall average
score was 3.08 which qualitatively was categorized as very feasible (X = 3.0).
This value indicates the presentation of the material content in the
interactive teaching material product, there is a note column and the use of
bold and italics. Based on the material expert's assessment on the content
aspect, the overall average score was 3.08 which qualitatively was categorized
as very feasible (X = 3.0).
Table 4
Media expert assessment results
|
Aspect
|
Media Expert
|
Amount
|
Average score
|
|
I
|
II
|
|
Appearance
|
3.52
|
3.42
|
6.94
|
3.47
|
|
Use
|
3.19
|
3.33
|
6.52
|
3.26
|
|
Utilization
|
3.22
|
3.50
|
6.72
|
3.36
|
|
Overall score
|
20.18
|
|
|
average overall score
|
3.37
|
|
Category
|
Very worth it
|
Based on the
above, the results of the assessment of teaching materials by media experts as
a whole get an overall average score of 3.47 with very feasible criteria so
that these teaching materials products can be used as teaching materials for
students in the learning process. Then followed by the use of teaching
materials obtained an average score of 3.26 with very feasible criteria. While the
last one with the lowest percentage acquisition, namely the aspect of the size
of teaching materials, got an average score of 3.36 percentages with
appropriate criteria. The overall average score is 3.37 with a very decent
category.
Table 5
Small Group Test Results in the Learning Process
|
No
|
Rating Points
|
Average Score
|
Category
|
|
1
|
Explanation of the title of the material
|
3.25
|
Very worth it
|
|
2
|
Clarity of learning objectives
|
3.36
|
Very worth it
|
|
3
|
Conformity of purpose with material
|
3.25
|
Very worth it
|
|
4
|
Accuracy of mastery of teaching materials
for independent study
|
3.51
|
Very worth it
|
|
5
|
Current material
|
3.30
|
Very worth it
|
|
6
|
The accuracy of the formula for measuring
student learning
|
3.30
|
Very worth it
|
|
7
|
Confusion of material with tasks
|
3.32
|
Very worth it
|
|
8
|
Clarity of independent tasks
|
3.23
|
Very worth it
|
|
9
|
Summary clarity
|
3.23
|
Very worth it
|
|
10,
|
Clarity of instructional materials
|
3.31
|
Very worth it
|
|
|
Average score
|
3.16
|
Very worth it
|
����������� Based
on the results of the small group test on the learning aspect, the overall
doctoral average was 3.16 with a very decent category. In table 5 for the
accuracy of mastery of teaching materials for independent study, the average
score is 3.51 with a very good category.
Table 6
Large Group Test Results on the Learning Process
|
No
|
Rating Points
|
Average Score
|
Category
|
|
1
|
Explanation of the title of the material
|
3.40
|
Very worth it
|
|
2
|
Clarity of learning objectives
|
3.27
|
Very worth it
|
|
3
|
Conformity of purpose with material
|
3.33
|
Very worth it
|
|
4
|
Accuracy of mastery of teaching materials
for independent study
|
3.39
|
Very worth it
|
|
5
|
Current material
|
3.40
|
Very worth it
|
|
6
|
The accuracy of the question formulation
measures student understanding
|
3.22
|
Very worth it
|
|
7
|
Confusion of material with tasks
|
3.45
|
Very worth it
|
|
8
|
Clarity of independent tasks
|
3.30
|
Very worth it
|
|
9
|
Summary clarity
|
3.33
|
Very worth it
|
|
10,
|
Clarity of instructional materials
|
3.35
|
Very worth it
|
|
|
Average score
|
3.09
|
Very worth it
|
Large group test assessment with 10 items, 9 of which are to test the
content of religious moderation teaching with assessment indicators, material
titles, learning objectives, materials, mastery of teaching materials content
with activity materials and task materials. Based on the assessment of the
large group test on the learning aspect which consists of 10 items, the average
score is 3.09 with a very decent category.
CONCLUSION
Development of Character Education teaching materials
with teaching materials: Religious Moderationusing
the 4D Model consists of four stages, namely Definition, Design, Development,
and Dissemination.
The feasibility of teaching materials for the
five main materials that have been assessed by the validators, namely: the mean
score of 3.25 which qualitatively belongs to the very feasible category.
Material validation on the content aspect with an average score of 3.08 with a
very decent category. The results of the test with students for the small group
obtained 3.16 and for the large group test it was obtained 3.09.
The internalization of religious moderation does not only
end in religious moderation teaching materials that have been developed, but a
follow-up plan needs to be made with parties who are directly related to the
learning process and student development. The follow-up actions taken in
addition to the development of teaching materials were: 1) making the Ambon
IAKN environment a laboratory for religious moderation patterns based on
Pancasila, 2) revisiting the Ambon IAKN KKNI so that the values
and application of religious moderation were given weight, and 3)
research studies and Community service can be focused on the concept of
religious moderation.
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DEVELOPMENT OF RELIGIOUS
MODERATION TEACHING MATERIALS IN CHARACTER EDUCATION COURSES AT PUBLIC
CHRISTIAN RELIGION INSTITUTE (IAKN) AMBON