Islamic Religious Education Learning Based on Religious Moderation at Aisyiyah Kalipang Islamic Elementary School

Abstract

The purpose of this study is to outline how Islamic Religious Education instruction incorporates religious moderation concepts at SD Islam Aisyiyah Kalipang. Data were gathered through documentation
studies, in-depth interviews, and participatory observations using a qualitative case study methodology. Source triangulation was used for analysis. The results of the study indicate that PAI learning in
this school has led to the strengthening of religious moderation values substantively, such as tolerance,
justice, respect for differences, and peaceful coexistence. The learning approach is dialogical and contextual, and integrated with local wisdom values and the principles of progressive Islam according to
Muhammadiyah’s vision. The school also supports strengthening moderation through inclusive religious activities and parental involvement in character education. However, there are several challenges,
such as the lack of conceptual understanding of teachers regarding religious moderation, the absence
of explicit curriculum guidelines, and the influence of conservative outside-school environments. The
role of teachers as spiritual and moral companions is the key to success in creating an inclusive and humanistic learning atmosphere. Therefore, systemic support and increased teacher capacity are needed
to strengthen religious moderation in PAI learning in a sustainable manner.