PENGARUSUTAMAAN PEMBELAJARAN MODERASI BERAGAMA PADA LEMBAGA PENDIDIKAN ANAK USIA DINI DI KOTA PEKALONGAN: STUDI INTERNALISASI NILAI MODERASI DALAM PERSPEKTIF TEORI PEMBELAJARAN SOSIAL

A. Tabi’in, NIM.: 21300011028 (2025) PENGARUSUTAMAAN PEMBELAJARAN MODERASI BERAGAMA PADA LEMBAGA PENDIDIKAN ANAK USIA DINI DI KOTA PEKALONGAN: STUDI INTERNALISASI NILAI MODERASI DALAM PERSPEKTIF TEORI PEMBELAJARAN SOSIAL. Doctoral thesis, UIN SUNAN KALIJAGA YOGYAKARTA.

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Abstract

Early childhood education is ideally set to be the foundation for the development of children’s sense of openness, fairness and diversity respect. In a multicultural society like the town of Pekalongan, the institution of Early Childhood Education (PAUD) is essential for seedling the values of religious moderation to children from the very young age. This research aims to uncover how religious moderation mainstreaming is practiced in four different PAUDs, to examine the urgency of religiousmoderation learning and how to instil the values during this golden age, and to identify the form of collaboration among teachers, parents and the school in an inclusive moderate ecosystem of an education. Employing a qualitative method with a phenomenology approach, the research hires several informants comprising eight teachers, four headmasters, four heads of Parent Communities, four education staffs, and eight parents of four Pre-Elementary-School students (TK Pembina Pekalongan Barat, RA Mashitoh 06 Buaran, KB Labschool UIN KH Abdurrahman Wahid, and TK Aisyiyah Qurrota A’yun). Collected through interviews, observations, and documentations, the data were analyzed using Creswell model under certain stages (i.e. description, meaningful-unit grouping, thematic reflection, and comprehension construction). The results show three findings. First, the practice of religious moderation in four PAUDs shows a shift from a normative-memorizing approach to a contextual and reflective on the basis of factual experience. The process of moderation-value internalization occurs through the teachers’ modelling, imitating and social reinforcement of moderate attitudes. Each school has its own particular strength. TK Pembina Pekalongan Barat shows best quality in empowering school culture and social structure through the national school culture like flag raising and national holiday festivals which will tickle the children’s sense of unity and equality. RA Masyitoh 06 Buaran is good at content integration dimension in which moderation values are bound to relate the story of Islamic-school figures and friendly local Islamic traditions. Through a creative project under the theme of pluralism, such as worship-house miniature building and traditional clothes collage, KB Labschool UIN KH Abdurrahman Wahid emphasizes knowledge construction process. TK Aisyiyah Qurrota A’yun prioritizes prejudice reduction and equity pedagogy through habituation, empathy, addressing, apologizing, and sharing. Second, religious moderation learning needs to be introduced to children while they are in a golden age stage-an early period of development where the foundation of their understanding is developed. The school teachers are aware that the values of justness, empathy, and respect for differences can be instilled to the students through simple daily interactions within teaching-learning activities. Third, the success of the religious moderation learning depends on the three-party education (i.e. teacher, parents, and school) in an open-minded communication, parenting, parent’s involvement in school activities, and the consistency in value instilment both at school and at home. The findings ascertain that religious moderation mainstreaming in the Early Childhood Education PAUD) of Pekalongan is a contextual process which has the root of everyday practices, and shows its relevance to the theory of social and multicultural learning with regard to empower an inclusive, fair, and moderate school culture.

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