<![CDATA[Digital disruption has transformed children’s social interactions, raising questions about how Islamic primary schools cultivate moderate religious character. Yet, existing scholarship largely emphasises normative frameworks and secondary education, leaving everyday pedagogical practices in primary madrasahs understudied. Drawing on a qualitative case study at MI Ma’arif NU Karangklesem, Purbalingga, this article examines how teachers translate Sunni Islamic values (Ahlussunnah wal Jama’ah, Aswaja) into everyday educational practices. Based on classroom observations, in-depth interviews, and institutional documents, the findings suggest that moral exemplarity, religious habituation, behavioural reinforcement, and parental engagement collectively support character formation. However, digital distractions and limited facilities complicate these efforts, while community-based religious networks provide institutional support. The study suggests that cultivating moderate Islamic character depends less on religious instruction alone than on sustained micropedagogical practices embedded in relationships among teachers, families, and local communities]]>
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