Learning Management in the Independent Curriculum to Form Moderate Religious Attitudes in Early Childhood

Extensive research has been conducted on religious moderation within the Independent Curriculum for students, particularly in primary and secondary Islamic educational institutions. However, such research has not yet been carried out in Raudhatul Athfal (RA), an Islamic early childhood education institution. This study seeks to examine and assess how learning is managed within the framework of Indonesia’s Independent Curriculum to promote religious moderation among young children. A descriptive qualitative approach was employed, as the researcher did not introduce any interventions or manipulate conditions at the research site. The research was conducted at RA Nurul Dzikri, located in Sleman, Yogyakarta, with the participation of the school principal, four teachers, and 47 children. Data were gathered through informal, open-ended interviews, participant observation, and document analysis. The collected data were analyzed following the Miles and Huberman framework, which comprises data condensation, data presentation, and conclusion drawing and verification. The findings indicate that learning related to religious moderation is facilitated through the co-curricular programs of the Pancasila Student Profile Strengthening Project (P5) and the Rahmatan lil Alamin Student Profile (PPRA) within the Independent Curriculum. The management process encompasses four key stages: planning learning activities, organizing learning programs, implementing learning practices, and monitoring their implementation. These practices contribute to the development of a school culture that encourages tolerance, compassion, and cooperation among young children.