Analysis of Islamic Education Learning Policies Based on Religious Moderation in Madrasah Ibtidaiyah

Abstract

This study examines the implementation of religious moderation in Islamic Religious Education at Madrasah Ibtidaiyah as a response to the phenomena of intolerance and radicalism in Indonesia. Using a qualitative case study approach at MISS Hadirul Ulum, Pemalang, the study involved the principal, Islamic Religious Education teachers, and students in grades IV-VI through interviews, observations, and documentation studies. The main findings show that religious moderation is implemented through two strategies: a semester-long counseling program and the integration of moderate values into the subjects of Aqidah Akhlak, Al-Qur'an Hadith, Fiqh, and SKI. The learning process applies a contextual, reflective dialogical, and multicultural approach to instill moderate attitudes from an early age. Significant challenges include students' cognitive limitations in understanding the abstract concept of moderation, minimal exposure to diversity due to a homogeneous environment, and the threat of radical content in digital media that is easily accessible to children. The research conclusion emphasizes the need for multi-stakeholder synergy, improvement of teachers' pedagogical competence in religious moderation, strengthening of school-parent communication, and development of contextual learning media. These comprehensive efforts are essential to shape a young Muslim generation that is moderate, tolerant, and able to appreciate diversity in the context of Indonesia's diversity