The Role Of Christian Religious Education In Shaping A Character Of Religious Moderation Among Christian Students At Sman 1 Kapuas Tengah, Pujon Village

Abstract

This article examines the role of Christian Religious Education (CRE) in shaping a character of religious moderation among Christian students at SMAN 1 Kapuas Tengah, Pujon Village. The study uses a qualitative descriptive literature-based approach with contextual analysis. The school setting is treated as the contextual locus of the discussion, while the substantive claims are derived from scholarly literature, policy documents, and studies on religious moderation, Christian education, character education, multicultural education, and interreligious competence. The analysis indicates that CRE can contribute to religious moderation through four interconnected functions: strengthening Christian identity without exclusivism, cultivating respect and active tolerance toward people of different faiths, developing non-violent and dialogical habits, and connecting Christian values with national commitment and everyday social responsibility. The role of the teacher is central because students learn not only through explicit religious content but also through observation, interaction, modeling, and classroom culture. At the same time, the development of moderation cannot be reduced to a single subject. It requires alignment among curriculum, teacher example, peer interaction, school culture, family, and community. The article proposes a contextual model in which biblical values such as love of neighbor, justice, peace, humility, forgiveness, and service are translated into observable practices of tolerance, dialogue, cooperation, rejection of violence, and respect for constitutional and national values. The article concludes that CRE has strategic potential to shape moderate Christian character when religious learning is dialogical, contextual, inclusive, and connected with students' real social experiences