Integrating Religious Moderation into the Islamic Religious Education Curriculum: A Study of Models and Processes in Indonesian Primary Schools

Abstract

The inculcation of religious moderation values in primary education is essential for shaping students’ character to be tolerant, inclusive, and morally upright in a multicultural society. This study aims to examine the integration of religious moderation into the teaching of Islamic Religious Education and Character (PAIBP) at SDN Pajagalan I Sumenep. A qualitative approach with a case study design was employed. Data were collected through in-depth interviews, participatory observation, and document analysis. The research participants included the principal, PAIBP teachers, classroom teachers, students, and parents. Data analysis was conducted using an interactive model comprising data condensation, data display, and conclusion drawing. The findings indicate that the integration of religious moderation values was implemented gradually and contextually through cross-curricular instruction, routine religious activities, and teachers’ role modeling in daily social interactions. The resulting learning environment is inclusive and harmonious, as demonstrated by the active participation of non-Muslim students in Islamic religious activities without experiencing discrimination. PAIBP instruction has effectively internalized values such as tolerance, compassion, and respect for diversity through both teaching materials and daily practices at school. This study underscores that integrating religious moderation into PAIBP serves as an effective strategy for fostering students’ moderate character from an early age. However, its findings are limited to a single school context, thereby constraining the generalizability of the results to broader educational settings.