Ali Erfandi, Sauqi Futaqi, Khotimah Suryani

Upaya Guru Pendidikan Agama Islam dalam Menumbuhkan Moderasi Beragama dan Sikap Toleransi di SDN Cluring Kecamatan Kalitengah Kabupaten Lamongan

Introduction

Upaya guru pendidikan agama islam dalam menumbuhkan moderasi beragama dan sikap toleransi di sdn cluring kecamatan kalitengah kabupaten lamongan. Pelajari upaya guru PAI SDN Cluring dalam menumbuhkan moderasi beragama dan toleransi pada siswa SD. Studi ini mengungkap strategi efektif pendidikan karakter Islam sejak dini.

Abstract

Islamic Religious Education (IRE) at the elementary school level plays a strategic role in shaping students’ moderate character and tolerance toward diversity. This study aims to describe the efforts of IRE teachers in fostering religious moderation and tolerance among students at SDN Cluring, Kalitengah Subdistrict, Lamongan Regency. Employing a qualitative approach with a case study method, data were collected through observation, in-depth interviews, and documentation. Data analysis followed the Miles and Huberman model, including data reduction, data display, and conclusion drawing. The findings indicate that IRE teachers implemented various strategies such as exemplary behavior, integration of tolerance values into lesson content, open class discussions, and habituation through routine school activities. These strategies proved effective in cultivating mutual respect and acceptance of differences among students. The results highlight the importance of strengthening the role of IRE teachers in building character education based on moderate Islamic values from an early age.

Review

This study addresses a critically important and timely topic concerning the role of Islamic Religious Education (IRE) teachers in fostering religious moderation and tolerance among elementary school students. The clear articulation of the research aim, coupled with a well-suited qualitative case study methodology, provides a strong foundation for the investigation. The use of observation, in-depth interviews, and documentation for data collection, followed by the Miles and Huberman model for analysis, demonstrates a rigorous approach to understanding the phenomenon within its natural setting. The abstract effectively conveys the study's focus and the robust methods employed, immediately signaling its potential contribution to the field. The findings presented are particularly insightful, detailing concrete strategies implemented by IRE teachers, such as exemplary behavior, value integration, open discussions, and routine habituation. These practical strategies offer valuable pedagogical blueprints for educators striving to cultivate essential character traits like mutual respect and acceptance of differences from an early age. The reported effectiveness of these strategies underscores the significant impact that dedicated teachers can have in shaping students' worldview and promoting harmonious coexistence. This research not only describes *what* teachers are doing but also highlights the positive outcomes, making it highly relevant for educational policy, curriculum development, and teacher training initiatives. While the abstract concisely presents the study's strengths and key findings, a full paper would benefit from further elaborating on the nuances of implementation and potential challenges encountered by teachers. Additionally, given the case study nature, a discussion on the generalizability of these findings to broader contexts, or suggestions for comparative or longitudinal studies, would enhance the study's overall impact. Nevertheless, this research makes a commendable contribution by emphasizing the strategic role of IRE teachers in character education and providing actionable insights into nurturing religious moderation and tolerance, reinforcing the importance of such values in contemporary society.

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