Penguatan Moderasi Beragama Sejak Dini di Kalangan Siswa untuk Menjaga Toleransi dan Mencegah Konflik Sosial Keagamaan

Dessi Puspita Rani (Universitas Islam Negeri Walisongo Semarang)
Eka Rifna Fauziah (Universitas Islam Negeri Walisongo Semarang)
Risa Maya Putri (Universitas Islam Negeri Walisongo Semarang)
Nanda Ridwan Setiyaji (Universitas Islam Negeri Walisongo Semarang)

Jurnal Indonesia Studi Moderasi Beragama
Vol. 2 No. 2 (2025): JISMB, Volume 2, Issue 2 (2025): October-March Period

  Background: Strengthening religious moderation from elementary school is crucial for maintaining tolerance and preventing potential socio-religious conflicts. SDN 02 Bedono is a relevant context for examining how the values of moderation are instilled in upper-grade students. Objective: To analyze the form, process, and effectiveness of strengthening religious moderation in upper-grade students at SDN 02 Bedono as an effort to maintain tolerance and prevent socio-religious conflicts. Method: Qualitative research with a case study design. Data were collected through interviews and observations of learning practices and school culture, and then analyzed thematically to identify patterns of strengthening moderation values. Results: Students demonstrated a practical understanding of religious moderation that was internalized in their daily behavior. The reinforcement of values took place through a combination of formal approaches (learning activities and school programs) and habituation, with teachers playing the role of moral and social role models. Conclusion: Elementary schools hold a strategic position in shaping tolerant character; at SDN 02 Bedono, religious moderation has become an integral part of the school's social norms, as reflected in the interactions between students. Originality/Value: This case report provides significant empirical and practical contributions in the field of primary education and multicultural school culture management by documenting the value-internalization process and the formation of tolerant character among upper-grade students through an integration of formal curricula, school culture habituation, and teacher role-modeling regarding early cultivation of religious moderation to prevent potential socio-religious conflicts, which remains limitedly reported in primary school literature. This study provides deep contextual insights and serves as a strategic reference, contributing to the formulation of inclusive character-building models, school managerial decision-making, and addressing diversity challenges in similar primary education institutions.