The Contribution of The School of Peace as A Religious Moderation Implementation

This article focuses on the contribution of the peace school program as one of the implementations of religious moderation strategies in schools. This qualitative research with a phenomenological approach was applied using structured interviews and documentation studies at SMUN Sugihwaras Bojonegoro as a pilot school for the peace school program. The empirical data illustrates the concept of the peace school program, the implementation of the peace school program, and the contribution of the peace school program as a strategy for implementing religious moderation in schools. This study found that the peace school program is one of the programs that significantly contributes to realizing the implementation of religious moderation in schools. This program implements the concept of religious moderation that focuses on inculcating and internalizing the values of tolerance and peace. This program targets the three main pillars of the education process: policies, practices of tolerance and peace in the school environment, and the management of student organizations.


A. Introduction
Pluralism for the Indonesian nation is a wealth to be proud of. The diversity of races, ethnicities, religions and cultural customs that exist makes the Indonesian people be aware of and uphold mutual respect, respect, and tolerance for existing differences. On the other hand, pluralism is prone to causing friction in society and can lead to conflict. Excessive religious fanaticism and harassing other religious sects or people is one example of the conflicts in today's society resulting from different religious perspectives, but not based on mutual respect and respect. Excessive religious fanaticism can trigger someone to commit violence in order to maintain their beliefs. Even further, this is the forerunner to the growth of radicalism in religion. 1 The notion of radicalism for the Indonesian people is a threat that can disrupt the integrity of the life of the nation and state. This is because the notion of radicalism can trigger the emergence of intolerance in society. The actions of religious radicalism groups that sometimes use violence, both verbal and non-verbal, are very contrary to our constitution, which guarantees freedom of religion, expression, and belief. Radicalism is a stage or a step before terrorism. In general, terrorists who carry out many destructive actions and suicide bombings have a radical understanding of various things, especially religious matters. 2 The threat of radicalism and terrorism in Indonesia is real and even increasing. 3 Massively, radicalism groups propagate the public through various means, including through social media, 4 educational institutions, 5 1 Ali Muhtarom et al., Islam Agama Cinta Damai: Upaya Menepis Radikalisme Beragama (Pilar Nusantara, 2019), 19. 2 Ahmad Fuad Fanani, "Fenomena Radikalisme Di Kalangan Kaum Muda," Jurnal Maarif 8, no. 1 (2013: 5. 3 Afadlal, Islam dan radikalisme di Indonesia (Yayasan Obor Indonesia, 2005), 5. 4 M Nanda Fanindy and Siti Mupida, "Pergeseran Literasi Pada Generasi Milenial Akibat Penyebaran Radikalisme di Media Sosial," Millah: Jurnal Studi Agama 20, no. 2 (2021): 195-222. 5 Abdul Azis Muslim et al.,Menjaga Benteng Kebinekaan Di Sekolah: Studi Kebijakan OSIS Di Kota Padang,Kab. Cirebon,Kab. Sukabumi,Kota Surakarta,Kota Denpasar,Dan Kota Tomohon.,1st ed. (Jakarta: MAARIF Institute for Culture and Humanity, 2018), 5. There are three main doors for how radical understanding and intolerance penetrate the school environment; First, extracurricular activities.
Second, the teacher's role in the teaching and learning process. Third, through weak school policies in controlling the entry of radicalism in schools. If you look at the data described above, the development of radicalism in the school environment is getting stronger and requires special attention. Therefore, a strategy for implementing religious moderation in schools is needed because the classroom is a strategic place for the cultivation of national values, multiculturalism, tolerance, and a more peaceful messenger of religion.
This research aims to (1) how is the concept of the peace school program, (2) how is the implementation of the peace school program? Furthermore, (3) how is the contribution of the peace school program as a strategy for implementing religious moderation in schools.

B. Peace School Program
The The data above is the background for establishing the peace school program, intending to create students who are more moderate in understanding their religion and being tolerant of other religions. This program is structured creatively and systematically, following the characteristics of students who are in their development period as teenagers full of creativity. This program is packaged to motivate and instill values of tolerance in students systematically and sustainably.
The program, which was initiated in 2017, serves as a guide for schools to create a school environment that can shape students to absorb and apply the values of harmony, inclusivism, harmony, and peace. 12 This program has been implemented in 60 schools at the SMA and SMK levels in several provinces: West Java, DKI Jakarta, Central Java, and East Java. The peace school program does not make a special curriculum. However, it adapts it to the existing institutional curriculum in each school, based on three main pillars: policy, the practice of tolerance and peace, and the management of student organizations. 13 The first aspect, the policy pillar, aims to foster a peaceful school culture through strategic policies that a school has owned. It intends to  The three pillars of the peace school program above serve as instructions on how, what, and who is the target for implementing the peace school program in the school environment. The three pillars also indicate that all stakeholders determine the school's success of the peace school program.
This program targets teachers and students, but all components in the school must synergize and be consistent in supporting the implementation of the peace school program.

C. Implementation of the peace school program in schools
The SMAN 1 Sugihwaras Bojonegoro is one of the pilot schools for the peace school program. As with the principle of the peace school program, this school has special activities to create a peaceful school adapted to the culture and characteristics of its environment. Several activities at SMAN 1 Sugihwaras Bojonegoro that implement the peace school program are described by dividing them into three main pillars as follows:

Policy pillar
As one of the pilot schools for the peace school program, SMAN 1 Sugihwaras Bojonegoro implemented a policy to encourage implementing the peace school program by making a Decree (SK) for the formation of the Peace School Task Force. This task force consists of teachers and students.  The policy pillar is the legal umbrella for implementing the peace school program in schools and is the opening door for the implementation of the program. The policy pillar also reflects the commitment of all components in the school to work together in synergy to establish themselves in the success of the implementation of the peace school program. This joint commitment is needed to become a trigger for the success of the peace school program to achieve its goals.

Pillars of student organization management
Cultivating openness and cooperation among students of different religions is one of the commitments that continue to be promoted at SMAN 1 Sugihwaras through student organizations. Several student organization activity programs aim to develop mutual tolerance, including visits to houses of worship of various religions. Doing social services promote peace 21 Ridhoi. 22 Ridhoi. because, in principle, peace is not just a matter of etiquette and mutual respect, but more than that is an attitude of caring and being willing to sacrifice for others. 23 As the data previously stated, extracurricular organizations, such as the ROHIS, become one of the most strategic targets in spreading radicalism.
Based on these data, student organizations should be an essential target in the implementation of peace schools. The school, especially the teacher, must be a supervisor and a coach in every student organization. Schools need to select who is involved, as well as what programs exist in each student organization. This needs to be done so that schools are no longer fertile ground for the development of radicalism.
Based on the description of the data above, SMAN 1 Sugihwaras consistently carries out the pillars of the peace school program well.
Students and existing stakeholders synergize with each other to create a peaceful school in their school environment. This shared commitment is the key to success in achieving the goals of the peace school, namely instilling and internalizing the values of tolerance and peace in everyday life in the school environment. The hope in the future is that they can voice and spread the values of tolerance and peace in a society that will impact a peaceful life in diversity for the Indonesian nation. , https://law.unimelb.edu.au/centres/cilis/research/publications/cilis-policy-papers/normalisingintolerance-elections,-religion-and-everyday-life-in-indonesia. 27 Hamid,22. 28 McGlynn, Peace Education in Conflict and Post-Conflict Societies, 1.

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As one of the models of the peace school, the peace school program has distinctive main principles following the basic foundations and characteristics of the Indonesian nation. These principles include: 1. Based on Pancasila and the 1945 Constitution as the ideal principles that govern the state's life.
2. Upholding human rights, where everyone has the right to life, religion, expression, and politics. Religious moderation is an attitude in religion that is balanced between the practice of one's religion (exclusive) and respect for the religious practices of other people of different religions (inclusive). Religious moderation in the context of the multicultural Indonesian nation is the key to creating tolerance and harmony, maintaining civilization, and creating peace at the local, national, and global levels because, in this way, the diversity of religions that exist will not be a barrier for everyone with different religions. To respect each other, accept differences, and live peacefully in harmony. 32 This respect and appreciation are not due to a particular interest but because of sincerity, honesty, and concern for one another. Religious moderation requires an 30 Marbawi et al.,19. 31  The schoolroom is a breeding ground for national ideas, instilling the values of multiculturalism, bringing religious messages more peacefully, and spreading the love for humanity. This is manifested in a curriculum that is oriented towards religious moderation. In line with this, the Peace School program has a substantial contribution in realizing the concept of religious moderation in Indonesia. 39 The peace school program is a very strategic tool in instilling the values of tolerance and peace. Furthermore, the peace school program is one of the deradicalization efforts for children and adolescents by cultivating the values of religious moderation, which are reflected in all activities in the school environment.
The peace school program does not create a particular curriculum.
However, it harmonizes the existing curriculum in each school with the principles of the peace school program, namely by implementing the planting and internalization of the values of tolerance and peace in every activity in the school. So that each school has a different way and approach in implementing the peace school program tailored to the needs and culture of each school, the peace school program is planned systematically and sustainably with the aim that the practice of tolerance and peace that is instilled does not only occur in 37   examples and campaigns carried out by students and all components in schools as "peace ambassadors of the community." peace school program.

E. Conclusion
Religious moderation is one of the mainstreamed programs by the government as a solution in warding off the recent conflicts in Indonesia caused by a radical understanding of religion. Religious moderation in the Indonesian concept focuses on the meaning of tolerance and harmony in different religions' lives. Multicultural culture is a gift. Therefore religious moderation for the Indonesian people is a must to create peace in existing differences.
One of the critical targets for the spread of radicalism is children and adolescents. Therefore educational institutions are very strategic media to instill the values of religious moderation. The Peace School Program is one of the educational programs that aim to implement religious moderation in the school environment. This program is committed to fostering religious moderation by cultivating and internalizing the values of tolerance and peace.
This program makes the practice of tolerance and peace a school culture that targets all existing stakeholders. The values of tolerance and peace are not only understanding but also reach the affective and psychomotor domains as well as the nature of educational goals so that this program is directed at the three main pillars of the education process, namely the pillars of policy, the practice of tolerance and peace in the school environment, and the management of student organizations.