INTERNALISASI NILAI-NILAI MODERASI BERAGAMA BAGI PESERTA DIDIK DI SEKOLAH DASAR (STUDI KOMPARASI DI SD BUDI UTAMA, SDN SINDUADI 2, DAN MI SUNAN PANDANARAN YOGYAKARTA)

Puji Pangestuti, NIM.: 23204012023 (2025) INTERNALISASI NILAI-NILAI MODERASI BERAGAMA BAGI PESERTA DIDIK DI SEKOLAH DASAR (STUDI KOMPARASI DI SD BUDI UTAMA, SDN SINDUADI 2, DAN MI SUNAN PANDANARAN YOGYAKARTA). Masters thesis, UIN SUNAN KALIJAGA YOGYAKARTA.

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Abstract

Indonesia's diverse society is facing an increase in intolerance and radicalism, which is beginning to enter the primary education environment. This phenomenon shows that students are in a vulnerable position because they do not yet have an adequate foundation of religious diversity. The internalization of moderate religious values is an urgent need to prevent misguided religious understanding and to shape tolerant and inclusive characters. Three schools with different religious characteristics, namely SD Budi Utama, SDN Sinduadi 2, and MI Sunan Pandanaran, demonstrate diverse internalization practices. Therefore, it is important to examine the core values, internalization processes, and compare their impact on fostering moderate attitude in students This research is a field study with a qualitative and comparative approach, using primary data from three institutions, namely SD Budi Utama, SDN Sinduadi 2, and MI Sunan Pandanaran, as well as secondary data in the form of official documents from each institution. Data was collected through observation, interviews, and documentation, then tested for validity through credibility, transferability, dependability, and confirmability tests. Data analysis was carried out in stages through data reduction, data presentation, and verification. Core values of religious moderation at SD Budi Utama consist of tolerance, balance, and humanity. SDN Sinduadi 2 adopts the values of humanity, tolerance, and cultural awareness. MI Sunan Pandanaran emphasizes tawāsuth, tasāmuh, and tawāzun. The implementation of religious moderation values in the three elementary schools is carried out through intracurricular, cocurricular, and extracurricular activities. The strategies applied include power strategy, normative re-educative strategy, and persuasive strategy. This process is supported by responsive school management, conducive school organizations and activities, and, specifically at MI Sunan Pandanaran, reinforcement through Islamic Religious Education. The implementation still encounters obstacles in the form of unsupportive environments in all three schools, as well as the influence of social media, which poses a particular challenge for SDN Sinduadi 2 and MI Sunan Pandanaran. Comparatively, students from all three schools understand tolerance, are able to distinguish between moderate and extreme attitudes, demonstrate mutual respect, and apply it in cooperation and conflict avoidance. The differences lie in the focus of value reinforcement: Budi Utama Elementary School emphasizes diversity through inclusive interactions, Sinduadi 2 Elementary School emphasizes fairness and respect for opinions through a culture of discipline, while Sunan Pandanaran Elementary School emphasizes universal morals through the habit of polite communication. These variations reflect differences in approach according to the culture of each school, not differences in level of success.

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