Internalisasi Islam Moderat dan Negosiasi Identitas Mahasiswa PGMI: Studi Spiritualitas dan Aktivisme Sosial Gen Z Calon Guru Madrasah
Abstract
This study aims to explore the stages of development in understanding and practicing religious moderation among Generation Z students in the Primary School Teacher Education (PGMI) program, progressing from initial stages to internalization and advocacy. Employing an interpretive qualitative approach integrating Berger & Luckmann's theory of social construction of reality, Stella Ting-Toomey's Identity Negotiation theory, and empirical studies by Hidayat et al. (2022), Arif (2023), Murtadho (2021), and Possamai, this research investigates how students internalize religious moderation values through digital observation, interviews, and content analysis. The findings reveal an evolution in the understanding of religious moderation. Third-semester students are in the stage of objectification and symbolic compliance, viewing moderation as an external rule with passive digital participation. Fifth-semester students demonstrate active identity negotiation, initiating discussions but still relying on theoretical arguments, and balancing their Gen Z lifestyle with the prospective teacher image. Seventh-semester students have reached the stage of internalization (subjectivization), actively producing moderation narratives and applying inclusive values in practice, reflecting Digital Spirit and mature religious digital literacy. These findings indicate a shift from passive compliance to internalized proactive advocacy, driven by academic development and experience.
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References
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