From Classroom to Character: Implementing Religious Moderation in Primary Education at SD Negeri 3 Ajung Jember

Muhamad Fakhriyendi Rizkullah; Dyah Nawangsari; St. Mislikhah

doi:10.63922/ijevss.v5i02.3629

Muhamad Fakhriyendi Rizkullah Universitas Islam Negeri Kiai Haji Achmad Siddiq Jember, Indonesia
Dyah Nawangsari Universitas Islam Negeri Kiai Haji Achmad Siddiq Jember, Indonesia
St. Mislikhah Universitas Islam Negeri Kiai Haji Achmad Siddiq Jember, Indonesia

DOI: https://doi.org/10.63922/ijevss.v5i02.3629

Keywords: Religious Moderation, Character Education, Primary Education, School Culture, Tolerance

Abstract

This study aimed to analyze the implementation of religious moderation in primary education at SD Negeri 3 Ajung Jember. The research focused on how moderation values were integrated into classroom learning, teacher practices, school culture, and students’ character formation. This study employed a qualitative approach using a case study design. Data were collected through observation, semi-structured interviews, and documentation involving the principal, teachers, students, and parents. The data were analyzed using the Miles and Huberman interactive model consisting of data reduction, data display, and conclusion drawing. The findings revealed that religious moderation was implemented through collaborative learning, teacher modeling, habituation programs, and inclusive school culture. Values such as tolerance, empathy, cooperation, discipline, and peaceful behavior were integrated into students’ daily educational experiences. The implementation of religious moderation contributed positively to students’ character development, particularly in strengthening respectful interaction and social awareness. However, challenges remained in the form of family background differences, limited parental involvement, and digital media influence. The study concludes that religious moderation in primary education should be implemented holistically through collaboration between schools, teachers, and families

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