Penguatan Moderasi Beragama Siswa melalui Budaya Sekolah di MI Hidayatun Najah Tuban

Abstract

This study examines the strengthening of religious moderation among students through school culture at MI Hidayatun Najah Tuban. The research is grounded in the need to understand how the values of religious moderation are internalized in daily educational practices at the elementary school level. This study employs a qualitative descriptive approach, with data collected through observations and interviews involving teachers and students. The findings reveal that religious moderation is strengthened through contextual religious learning, a child-friendly school culture, teacher role modeling, social habituation, and structured character-building programs. Although students do not fully understand the concept of religious moderation theoretically, they demonstrate its values through tolerant behavior, cooperation, empathy, respect for differences, and non-discriminatory social interactions. The school environment functions as a social laboratory where moderation values are learned through repeated experiences and daily practices. The study concludes that affective and behavioral approaches are more effective than purely cognitive instruction in cultivating religious moderation from an early age. This school culture-based model can serve as a practical framework for developing inclusive, peaceful, and tolerant character education in Islamic elementary schools.