Moral Camp: Navigating Student Moderation Through Family-Based Multi-Trust Project
DOI:
https://doi.org/10.21580/ws.33.2.29339Keywords:
family-based intervention, higher education, multi-faith dialogue, religious moderationAbstract
Recent studies indicate a concerning trend of narrow religious practices among university students, reflected in misconceptions of sensitive terms such as jihad, khilafah, and kafir. This signals rising religious conservatism among students, who are traditionally viewed as agents of progress. Existing research predominantly focuses on religious understanding while overlooking students’ actual religious experiences and daily practices, leaving a gap in comprehending this phenomenon. This study examines the experiences and daily practices of students at Universitas Brawijaya in relation to religious diversity. It investigates how they navigate their religious, civic, and nationalist identities, and how their religious beliefs shape their citizenship actions. The study employs a two-phase mixed-method design. The first phase examines how family closeness and relational conflicts influence tolerance behaviors, while the second implements and explores a site-in family project as a representation of religious and citizenship practices within the campus context. It engaged 30 students from diverse religious backgrounds in a moral camp program that combined family involvement with multi-faith dialogue, creating an environment for authentic exchange and understanding. Preliminary findings suggest that family-based interventions significantly enhance students’ ability to develop moderate religious perspectives while maintaining strong religious identities. This study contributes to the growing literature on religious moderation in higher education by highlighting the crucial role of family dynamics and experiential learning in shaping students’ religious worldviews. The findings offer insights for designing more effective approaches to fostering religious moderation among university students, emphasizing the integration of family involvement and practical experiences into religious education programs.
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