Strategi Guru dalam Menanamkan Nilai-Nilai Moderasi Beragama pada Peserta Didik

Religious moderation is an important dimension of character education in elementary schools because students encounter differences in opinions, habits, and social backgrounds in everyday school life. This study examines teachers’ strategies for instilling religious moderation values among students at SDN Dharma Camplong 2, the ways those values are reflected in students’ school interactions, and the supporting and inhibiting factors. The study uses a qualitative field-research approach. The source manuscript identifies interviews, observation, and documentation as data collection techniques and describes the analysis as descriptive. The reported findings indicate that teachers integrate moderation values into classroom learning, reinforce them through habituation, demonstrate them through role modelling, and provide guidance when interpersonal problems arise. The values emphasized include tolerance, mutual respect, cooperation, fairness, and acceptance of differences. The manuscript reports a supportive school environment, teacher cooperation, and principal support as enabling conditions, while differences in students’ characteristics, peer influences, and social media are described as challenges. The findings suggest that moderation education requires consistent school practices and coordination with families. Further methodological details, including the number and roles of informants, the research period, and the specific procedures used to establish trustworthiness, must be completed from the original field records