Rahma Mardia, Dini Siti Andini, Delfaretha Annisa Wildenty

Strategi Pembiasaan Nilai Moderasi Beragama pada Anak Usia Dini di Lingkungan Raudlatul Athfal

Introduction

Strategi pembiasaan nilai moderasi beragama pada anak usia dini di lingkungan raudlatul athfal. Kaji strategi pembiasaan nilai moderasi beragama pada anak usia dini di RA. Pendekatan rutin, bermain peran, teladan guru, dan kolaborasi keluarga efektif membentuk karakter moderat.

Abstract

Moderasi beragama merupakan nilai fundamental yang perlu ditanamkan sejak dini sebagai fondasi kehidupan bermasyarakat yang harmonis di Indonesia. Penelitian ini bertujuan untuk menganalisis strategi pembiasaan nilai moderasi beragama pada anak usia dini di lingkungan Raudlatul Atfhal (RA). Penelitian menggunakan pendekatan kualitatif deskriptif dengan desain studi kasus di tiga RA di Kota Tasikmalaya, Jawa Barat. Pengumpulan data dilakukan melalui observasi partisipatif, wawancara mendalam dengan kepala sekolah, guru dan orang tua, serta studi dokumentasi. Analisis data menggunakan model Miles, Huberman, dan Saldana. Hasil penelitian menunjukkan bahwa strategi pembiasaan nilai moderasi beragama dilaksanakan melalui empat pendekatan utama: (1) pembiasaan berbasis rutinitas harian yang terintegrasi nilai toleransi dan wasathiyyah; (2) pendekatan bermain peran dan bercerita dengan konten multikultural; (3) keteladanan guru sebagai model nilai moderat; dan (4) kolaborasi keluarga dan sekolahh dalam penguatan nilai. Temuan kunci menunjukkan bahwa pembiasaan yang dilakukan seecara konsisten, menyenangkan, dan kontekstual terbutkti disposisi moderat pada anak usia 4-6 tahun. Kebaruan penelitian ini terletak pada pengembangan model "Pembiasaan Terintegrasi Modera (PTM)" yang menyinergikan pendekatan pedagogis Islam dengan psikologi perkembangan anak. Implikasi penelitian ini memberikan kontribusi bagi pengembangan kurikulum RA berbasis moderasi beragama.

Review

This paper addresses a highly pertinent topic: the cultivation of religious moderation values in early childhood, particularly within the Raudlatul Athfal (RA) context. Given the increasing importance of social harmony and the foundational role of early education in shaping character, this research is both timely and significant. Employing a qualitative descriptive approach with a case study design across three RAs in Tasikmalaya, the study systematically investigates existing strategies. The authors effectively delineate four key approaches: routine-based habituation integrating tolerance and *wasathiyyah* principles, multicultural role-play and storytelling, teacher as a moderate role model, and robust family-school collaboration. The findings convincingly suggest that consistent, enjoyable, and contextual implementation of these strategies successfully fosters moderate dispositions in children aged 4-6. The methodology employed, leveraging participative observation, in-depth interviews with diverse stakeholders, and documentation studies, provides a robust framework for gathering rich, contextual data, which is crucial for understanding complex social phenomena like value instillation. The study's practical strength lies in its detailed articulation of specific, actionable strategies that can be readily adopted by other early childhood institutions. A significant contribution is the proposed "Pembiasaan Terintegrasi Modera (PTM)" model, which claims to synergize Islamic pedagogical principles with child developmental psychology, offering a novel conceptual framework. This model, if thoroughly elaborated and validated, holds substantial promise for informing curriculum development in early childhood education, aligning well with the stated implications of the research. While the study offers valuable insights, the abstract, as a summary, naturally limits the detail available for a full critique. A common potential limitation for qualitative case studies of this nature is generalizability; while the findings are rich for the specific contexts studied, their broader applicability might require further validation across more diverse settings. Future research could benefit from a more detailed exposition of the "PTM" model, including its full theoretical underpinnings and empirical validation beyond the initial observations. Exploring the long-term impact of these strategies, perhaps through longitudinal studies, would also provide a deeper understanding of their sustained effectiveness. Additionally, an examination of potential challenges, such as varying parental beliefs or resource constraints in implementing such comprehensive strategies, could offer a more holistic and practical guide for practitioners.

Full Text

Comments

You need to be logged in to post a comment.