Main Article Content
The purpose of this study is to describe the constructivism approach of teachers in religious moderation through a review of psychology and sociology of literature. Learning in the 2013 curriculum is directed based on scientific, character based education, and oriented towards students. Correspondingly, the constructivism approach that views the learning process is the construction of knowledge by mixing and matching students' initial knowledge with the knowledge that is being learned, so as to build stronger new knowledge. Students are facing issues of intolerance, radicalism, and extremism which are linked to diversity and Islam. To deal with this issue, the concept of religious moderation is offered as an effort to maintain togetherness and tolerance in religion. Literature as a discipline that is applied in the 2013 curriculum can be used as a medium for the construction of the concept of religious moderation. In this case, the teacher as an educator and supervisor implements a constructivism approach as an approach to integrating the concept of religious moderation in literary learning. This is reviewed from the science of literary psychology which views literature as interpreting the psychology of a reader or writer. Likewise, the literature of sociology which views that literature is influenced by the author's social environment and affects the social environment of students. Based on the descriptions above, it can be concluded that the constructivism approach of a teacher in the study of literature can be used as a construction of the concept of religious moderation for students.