Implementation Of Religious Moderation Values In Thematic Learning At MI Tarbiyatus Sibyan, Baujeng, Beji, Pasuruan

Abstract

The implementation of religious moderation in elementary education requires values to be integrated into students’ daily learning experiences rather than taught merely as abstract concepts. This study aims to examine the implementation of religious moderation values through thematic learning among Grade VI students at MI Tarbiyatus Shibyan Baujeng, Pasuruan, East Java. Using a qualitative approach, data were collected through classroom observations and interviews with the Grade VI teacher. The findings identified five principles of religious moderation: human dignity, the public good, justice, balance (tawazun), and adherence to the constitution. These values were implemented through group discussions, shared task responsibilities, gotong royong, peer assistance, opportunities to express opinions, deliberation, congregational worship, and compliance with madrasah regulations. Human dignity was reflected in mutual respect and non-discriminatory treatment; the public good through cooperation and shared responsibility; justice through proportional opportunities and task distribution; tawazun through balancing academic learning and worship; and constitutional adherence through discipline and respect for agreed rules. The study demonstrates that thematic learning provides an integrative context for internalizing religious moderation through classroom activities, habituation, and teacher role modelling.