Recontextualisation of religious moderation teaching for strengthening the identity of Islam Nusantara: lessons learned from faculty in Indonesia

Abstract

The teaching of religious moderation for strengthening Islam Nusantara has become a central programme in Indonesia. While most research has focused on its implementation, the criteria for recontextualisation have yet to be fully examined. This qualitative study aims to explore how faculty members in Indonesia define and recontextualise the religious moderation programme. We involved eight faculty members from two universities that prioritise the strengthening of Islam Nusantara, using focus groups as the method of data collection. The analysis draws on the five recontextualisation criteria proposed by Pollefeyt & Bouwens. The study reveals that all faculty members have a clear definition of Islam Nusantara and its connection to religious moderation, resulting in positive expectations for the implementation of this learning programme. It highlights the faculty’s application of constructive teaching methods, fulfiling the four of the criteria: the reconstructive hermeneutics, didactic approach, pluralistic openness and interactive pragmatism. Furthermore, this recontextualisation of constructivism is applied by emphasising knowledge resources and open discussions among students, fostering a conducive classroom environment. However, the faculty face challenges in meeting the final criterion – transformative orientation – due to contextual factors such as limited time and large class sizes