Peran Literasi Keagamaan Dengan Sikap Moderasi Beragama Pada Mahasiswa Universitas Muhammadiyah Mamuju

Abstrak

This study aims to examine the meaning of religious literacy and its contribution to shaping students’ attitudes toward religious moderation at Muhammadiyah University of Mamuju. A descriptive qualitative approach was employed involving 30 active students who had completed Islamic Religious Education courses and participated in religious and student organizational activities. Data were collected through in-depth interviews, observations, and documentation, then analyzed using data reduction, data display, and conclusion drawing techniques. Religious literacy was assessed through three dimensions: faith, worship, and moral understanding, while religious moderation was examined through indicators of tolerance, inclusiveness, and resistance to extremism and radicalism. The novelty of this study lies in its exploration of the relationship between religious literacy and religious moderation among university students, a topic that remains underexplored in higher education contexts. The findings indicate that students generally demonstrate good religious literacy. They possess adequate knowledge of Islamic faith, although contextual interpretations vary. Their understanding of worship practices is satisfactory, yet consistency in implementation and internalization differs among individuals. Likewise, students show a sound understanding of Islamic moral values, despite variations in their practical application. Students also exhibit positive attitudes toward religious moderation, reflected in tolerance for religious diversity, inclusive social interactions, and critical awareness in rejecting extremist and radical ideologies. Nevertheless, differences in the degree of internalization are influenced by social environments, academic experiences, and digital media exposure. The study concludes that religious literacy plays a significant role in fostering students’ religious moderation and should therefore be strengthened through dialogical, contextual, and sustainable learning strategies within higher education.