INTERNALIZING RELIGIOUS MODERATION VALUES THROUGH COMMUNITY SERVICE LEARNING BASED ENGLISH LANGUAGE TEACHING AMONG UNIVERSITY STUDENTS
Keywords:
religious moderation, community service learning, English language teaching, higher educatio, value internalizationAbstract
This study aims to examine the internalization of religious moderation values through Community Service Learning (CSL)–based English Language Teaching among university students. In the context of increasing religious diversity and the challenges of intolerance in contemporary society, higher education institutions are required to play a strategic role in fostering moderate and inclusive attitudes through innovative learning approaches.This research employs a qualitative descriptive design to gain an in-depth understanding of the phenomenon. The participants were undergraduate students of the English Language Teaching program at Universitas Islam Zainul Hasan Genggong, Indonesia, who were actively involved in community service activities. Data were collected through classroom observations, documentation, and semi-structured interviews. The data were analyzed using thematic analysis to identify patterns and meanings related to the internalization process of religious moderation values.The findings indicate that the implementation of CSL-based English Language Teaching effectively facilitates the internalization of religious moderation values, including tolerance, inclusivity, mutual respect, and social responsibility. In addition to improving students’ English communication skills, this approach also promotes positive attitudinal changes toward diversity and strengthens their awareness of harmonious social interaction. The integration of experiential learning and community engagement creates meaningful learning experiences that bridge cognitive, affective, and social dimensions. This study contributes to the development of an interdisciplinary pedagogical model that integrates language learning with value education, particularly in promoting religious moderation in higher education contexts. It is expected that the findings can serve as a reference for educators and policymakers in designing transformative learning models that support peaceful coexistence in multicultural societies.
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