Strengthening Religious Moderation in Islamic Religious Educationat Elementary Schools in Malang

Abstract

 The rising trend of intolerance highlights the urgent need to instill religious moderation through formal education from an early age. At the elementary school level, Islamic Religious Education holds a strategic position in shaping student’s character to become tolerant, moderate, and appreciative of diversity. This research aims to examine the implementation, instructional strategies, and influencing factors both supportive and inhibitive related to religious moderation in Islamic Religious Education at Bina Budi Mulia Elementary School Malang. Using a qualitative case study method, data were collected through observation, interviews, and documentation. Data analysis followed the interactive model of Miles, Huberman, and Saldana. The results reveal that religious moderation is reinforced through contextual learning plans, the bina iman program, and social activities grounded in tolerance, empathy, and respect for diversity. The instructional approach combines contextual teaching with religious class grouping while upholding the principle of inclusivity. Supporting factors include an inclusive school environment, adequate learning facilities, school commitment, the bina iman program, and student diversity. In contrast, inhibiting factors include family background, the relatively small number of Muslim students, and limited parental involvement in religious education at home.