Value-Based Education of Religious Moderation for Children in Schools and Families

Fatrica Syafri; Rambat Nursasongko; Muhammad Kristiawan; Wira Hadi Kusuma; Ovi Arieska Meta; Hemaloshinee Vasudevan

doi:10.56741/ijlree.v4i03.1215

Authors

Fatrica Syafri
fatricasyafri@mail.uinfasbengkulu.ac.id
Universitas Islam Negeri Fatmawati Sukarno Bengkulu https://orcid.org/0000-0002-7315-4225
Rambat Nursasongko Universitas Bengkulu https://orcid.org/0000-0002-3894-5857
Muhammad Kristiawan Universitas Bengkulu https://orcid.org/0000-0002-1077-4013
Wira Hadi Kusuma Universitas Islam Negeri Fatmawati Sukarno Bengkulu https://orcid.org/0009-0001-5992-8255
Ovi Arieska Meta Sekolah Tinggi Ilmu Ekonomi Syariah Nahdlatul Ulama Bengkulu
Hemaloshinee Vasudevan Universiti Tun Abdul Razak https://orcid.org/0000-0002-2767-8044

DOI:

https://doi.org/10.56741/ijlree.v4i03.1215

Keywords:

Early Childhood Education, Religious Moderation, School and Family Collaboration, Value-Based Education

Abstract

This study examines the role of Pendidikan Anak Usia Dini (Early Childhood Education – PAUD) teachers and families in implementing religious moderation-based education in Bengkulu City, as well as to identify the challenges encountered in both school and family environments. The research employed a mixed-methods approach, utilizing interviews and questionnaires distributed to PAUD teachers. The findings reveal that teachers' theoretical understanding of religious moderation remains limited, although some values are indirectly applied in classroom practices. Supporting and inhibiting factors include the family environment, lack of training, and the absence of a specific moderation-based curriculum. This study recommends structured teacher training and strengthened collaboration between schools and families to instill religious moderation values from an early age.

Downloads

Download data is not yet available.

Author Biographies

Fatrica Syafri, Universitas Islam Negeri Fatmawati Sukarno Bengkulu

is a lecturer in the Early Childhood Education Study Program, Faculty of Tarbiyah and Tadris, Universitas Islam Negeri Fatmawati Sukarno Bengkulu, Indonesia. She is currently pursuing her doctoral degree in Educational Sciences at the University of Bengkulu. Her academic interests include early childhood education, curriculum development, and innovative learning strategies for young learners. She is also actively involved in teaching, research, and community engagement in the field of education. (email: fatricasyafri@mail.uinfasbengkulu.ac.id).

Rambat Nursasongko, Universitas Bengkulu

is a Professor of Education at Universitas Bengkulu, Indonesia. He currently serves as a senior lecturer in the Master of Educational Administration Study Program at Universitas Bengkulu. His scholarly interests focus on educational leadership, supervision, and management, with extensive contributions to research, teaching, and academic development in these areas. He has also been actively involved in guiding graduate students and advancing innovations in educational administration. (email: fatricasyafri@mail.uinfasbengkulu.ac.id).

Muhammad Kristiawan, Universitas Bengkulu

is an Associate Professor of Education in Universitas Bengkulu. Currently, he serves as a lecturer in the Master of Educational Administration Study Program of Universitas Bengkulu. His research area is about leadership, supervision, management of education, administration of education, science of education, social science, and technology. He has performed as an international speaker in many international conferences in India, the Philippines, Vietnam, and Indonesia. He has reviewed a lot of articles from reputable international journals. (email: muhammadkristiawan@unib.ac.id).

Wira Hadi Kusuma, Universitas Islam Negeri Fatmawati Sukarno Bengkulu

is an educational scientist, senior lecturer, and Head of Department at the Faculty of Ushuluddin, Adab, and Dakwah, Universitas Islam Negeri Fatmawati Sukarno Bengkulu, Indonesia. His academic interests include Islamic education, religious studies, and contemporary issues in da’wah and society. He has contributed to teaching, research, and community service, with a focus on integrating Islamic values in modern education and social development. (email: wirahadi@mail.uinfasbengkulu.ac.id).

Ovi Arieska Meta, Sekolah Tinggi Ilmu Ekonomi Syariah Nahdlatul Ulama Bengkulu

is a junior lecturer in the Department of Sharia Economics at Sekolah Tinggi Ilmu Ekonomi Syariah Nahdlatul Ulama Bengkulu, Indonesia. Her research interests lie in Islamic economics, financial management, and the application of sharia principles in business practices. As an early-career academic, she actively engages in teaching and community service while developing scholarly research that promotes Islamic-based economic practices in contemporary society. (email: ovi@stiesnu-bengkulu.ac.id).

Hemaloshinee Vasudevan, Universiti Tun Abdul Razak

is currently a faculty member at Universiti Tun Abdul Razak (UNIRAZAK), Malaysia, and INTI International University. She had 15 years of experience in the education line and 2 ½ years in the industrial field. She had published various journals, bookcases, and journal cases in the business, HRM, and management fields. However, she also has experience in reviewing journals and becoming an associate editor at an international journal for more than 5 years. She has published many articles, including research papers, review papers, and narrative case studies. Her areas of interest include marketing, artificial intelligence, human resource management, training, organizational behavior, sociology, criminology, and business management. (email: hemaloshinee@unirazak.edu.my).

References

M. Mahrus and N. K. Afandi, “Building tolerance from an early age: Instilling religious moderation values in elementary schools,” Edukasia - J. Pendidik. Pembelajaran, vol. 5, no. 2, pp. 159–168, 2024, doi: 10.62775/edukasia.v5i2.1168. DOI: https://doi.org/10.62775/edukasia.v5i2.1168

R. Mulyana, “Religious moderation in Islamic religious education textbook and implementation in Indonesia,” HTS Teol. Stud., vol. 79, no. 1, p. 8592, 2023, doi: 10520/ejc-hervorm_v79_n1_a8592. DOI: https://doi.org/10.4102/hts.v79i1.8592

A. J. Fuad and M. Masuwd, “Religiosity and its relationship with the tolerance attitudes of higher education students,” Tribakti J. Pemikir. Keislam., vol. 34, no. 2, pp. 213–228, Jul. 2023, doi: 10.33367/tribakti.v34i2.3617. DOI: https://doi.org/10.33367/tribakti.v34i2.3617

H. Amin, “Value-based frameworks and peace education in faith-neutral, faith-based and faith-inspired schools in Islamabad: A comparative analysis,” J. Peace Educ., vol. 21, no. 1, pp. 54–81, 2024, doi: 10.1080/17400201.2023.2289655. DOI: https://doi.org/10.1080/17400201.2023.2289655

M. Masturin, “Development of Islamic religious education materials based on religious moderation in forming student character,” Munaddhomah J. Manaj. Pendidik. Islam, vol. 3, no. 4, pp. 346–355, 2022, doi: 10.31538/munaddhomah.v3i4.310. DOI: https://doi.org/10.31538/munaddhomah.v3i4.310

M. A. Musthofa, “Madrasah teacher management in enhancing students’ understanding of religious moderation,” Scaffolding J. Pendidik. Islam Multikulturalisme, vol. 7, no. 2, pp. 782–798, 2025, doi: 10.37680/scaffolding.v7i2.7715. DOI: https://doi.org/10.37680/scaffolding.v7i2.7471

P. Mahmoudi, “Role model teacher in the development of learners,” J. Humanit. Educ. Cult. Ref., vol. 1, no. 1, pp. 33–41, 2025. [Online]. Available: https://jhecr.com/jhecr/article/view/27

I. N. Ainnin and I. Ismail, “Integration of Islamic education into early childhood education education curriculum: Building character in the digital era,” Absorbent Mind, vol. 4, no. 2, pp. 267–283, 2024, doi: 10.37680/absorbent_mind.v4i2.6093. DOI: https://doi.org/10.37680/absorbent_mind.v4i2.6093

M. F. Siddik, M. Qorib, and R. R. Lubis, “Integration of multicultural values in Islamic education learning at schools,” J. Pendidik. Islam, vol. 15, no. 1, pp. 89–105, 2025, doi: 10.38073/jpi.v15i1.2646. DOI: https://doi.org/10.38073/jpi.v15i1.2646

A. Febriani, A. Rosdi, S. Ottilapoyil, M. Mayesta, and Z. Zulfikri, “Model of parents’ and teachers’ cooperation in developing learners’ religious character,” Int. J. Islam. Stud. High. Educ., vol. 1, no. 2, pp. 133–150, 2022, doi: 10.24036/insight.v1i2.19. DOI: https://doi.org/10.24036/insight.v1i2.19

M. E. Sari, D. N. Komsi, S. Yanti, and H. Manora, “The role of family education in improving religion a childhood,” J. Child. Dev., vol. 3, no. 2, pp. 89–97, 2023, doi: 10.25217/jcd.v3i2.3871. DOI: https://doi.org/10.25217/jcd.v3i2.3871

R. Rusdiah and A. Manaf, “Religious education for children in the family environment of PAIS teacher teaching fullday school at MAN 2 Banjarmasin City,” Al Qalam J. Ilm. Keagamaan dan Kemasyarakatan, vol. 19, no. 4, p. 2162, 2025, doi: 10.35931/aq.v19i4.5261. DOI: https://doi.org/10.35931/aq.v19i4.5261

G. B. Pangeran, S. Annisah, and A. S. Anggaira, “Fostering moderation through education: Challenges and opportunities in a multicultural society,” Educatione - J. Educ. Res. Rev., pp. 256–266, 2025, doi: 10.59397/edu.v3i2.89. DOI: https://doi.org/10.59397/edu.v3i2.89

M. Taubah, D. U. Mailasari, N. Fais, and F. Isroani, “Fostering religious moderation in children: Parental approaches in the era of industry 4.0,” JTP - J. Teknol. Pendidik., vol. 26, no. 1, pp. 386–398, 2024, doi: 10.21009/jtp.v26i1.58339. DOI: https://doi.org/10.21009/jtp.v26i1.58339

A. Rachman, “A study on character building based on habituation to form students’ character,” in Proc. of the 5th SEA-DR (South East Asia Dev. Res.) Int. Con. 2017 (SEADRIC 2017), 2017, pp. 221–227. doi: 10.2991/seadric-17.2017.46. DOI: https://doi.org/10.2991/seadric-17.2017.46

M. Amin, "Internalisasi nilai-nilai pendidikan agama Islam melalui budaya religius sekolah di SMAN 1 Gondangetan Kab. Pasuruan," Undergraduate Thesis, Maulana Malik Ibrahim Islamic State University, Malang, Indonesia, 2015. [Online]. Available: http://etheses.uin-malang.ac.id/5085/1/11110007.pdf.

S. Utami and A. Wafi, “Management of early child’s character development through habituation and exemplary in kindergarten,” re-JIEM - Res. J. Islam. Educ. Manag., vol. 3, no. 2, pp. 216–230, 2020, doi: 10.19105/re-jiem.v3i2.4090. DOI: https://doi.org/10.19105/re-jiem.v3i2.4090

S. N. Shafiyyah, “Implementing value-based habituation to support religious character formation in early childhood,” J. Islam. Early Child. Educ - PIAUD-Ku, vol. 4, no. 1, pp. 40–51, 2025, doi: 10.54801/k8vtna21.

L. Blum, “Three educational values for a multicultural society: Difference recognition, national cohesion and equality,” J. Moral Educ., vol. 43, no. 3, pp. 332–344, 2014, doi: 10.1080/03057240.2014.922057. DOI: https://doi.org/10.1080/03057240.2014.922057

D. Mariyono, “Indonesian mosaic: the essential need for multicultural education,” Qual. Educ. All, vol. 1, no. 1, pp. 301–325, Dec. 2024, doi: 10.1108/QEA-05-2024-0042. DOI: https://doi.org/10.1108/QEA-05-2024-0042

J. Karbowniczek, “Upbringing to tolerance as a value shaping the attitudes of a child in the early school-age - participation of the family and school,” Soc. Integr. Educ. in Proc. Int. Sci. Conf., vol. 2, p. 200, 2019, doi: 10.17770/sie2019vol2.3938. DOI: https://doi.org/10.17770/sie2019vol2.3938

E. B. Muhammad, A. S. Sholichah, and J. A. Aziz, “Pengaruh budaya membaca terhadap kemampuan berpikir kritis siswa di SMP Islam Al Syukro Universal Ciputat tahun 2019,” Andragogi - J. Pendidik. Islam, vol. 1, no. 2, pp. 332–343, 2019, doi: 10.36671/andragogi.v1i2.61. DOI: https://doi.org/10.36671/andragogi.v1i2.61

E. Nugraha, “Implementasi program tahfizh Qur’an di PAUD inklusif dengan model HOTS,” As-Sibyan: J. Pendidik. Anak Usia Dini, vol. 5, no. 2, pp. 95–106, 2020. [Online]. Available: https://ftk.uinbanten.ac.id/journals/index.php/assibyan/article/view/10551 DOI: https://doi.org/10.32678/assibyan.v5i2.10551

S. Astuti, “Implementasi pendidikan agama Islam yang berwawasan lingkungan hidup dan budaya sekolah di Sekolah Menengah Pertama Negeri 4 Rejang Lebong,” Al-Bahtsu: J. Penelitian Pendidik. Islam, vol. 4, no. 1, pp. 96–113, 2019. DOI: https://doi.org/10.29300/ijsse.v1i1.1917

I. Munawaroh and B. E. Rusadi, “Konsep pendidikan Ki Hajar Dewantara ditinjau dari nilai-nilai religius dan relevansinya dengan kurikulum merdeka,” Al-Ikhtibar J. Ilmu Pendidik., vol. 11, no. 1, 2024, doi: 10.32505/ikhtibar.v11i1.8550. DOI: https://doi.org/10.32505/ikhtibar.v11i1.8550

A. Rahmat, M. Akip, and M. Iqbal, “Pola dasar penanaman pendidikan karakter pada anak di dalam keluarga,” J. Hawa - Studi Pengarus Utamaan Gender dan Anak, vol. 3, no. 2, pp. 94–102, 2021, doi: 10.29300/hawapsga.v3i2.5859.

S. Nurhasanah, “Integrasi pendidikan multikultural dalam pembelajaran Pendidikan Agama Islam (PAI) untuk membentuk karakter toleran,” Al-Hasanah Islam. Relig. Educ. J., vol. 6, no. 1, pp. 133–151, 2021, doi: 10.51729/6135. DOI: https://doi.org/10.51729/6135

D. Handayani, U. Ruswandi, and M. E. Hadiana, “ Pendidikan multikultural untuk anak usia dini: Perspektif Islam,” Fastabiq - J. Stud. Islam, vol. 3, no. 2, pp. 113-124, 2022, doi: 10.47281/fas.v3i2.122. DOI: https://doi.org/10.47281/fas.v3i2.122

D. Subedi, “Explanatory sequential mixed method design as the third research community of knowledge claim,” Am. J. Educ. Res., vol. 4, no. 7, pp. 570–577, 2016, [Online]. Available: https://pubs.sciepub.com/education/4/7/10/.

W. Wipulanusat, K. Panuwatwanich, R. A. Stewart, and J. Sunkpho, “Applying mixed methods sequential explanatory design to innovation management,” in The 10th Int. Conf. on Engineer. Proj. Prod. Manag., 2020, pp. 485–495. doi: 10.1007/978-981-15-1910-9_40. DOI: https://doi.org/10.1007/978-981-15-1910-9_40

C. L. Covell, S. Sidani, and J. A. Ritchie, “Does the sequence of data collection influence participants’ responses to closed and open-ended questions? A methodological study,” Int. J. Nurs. Stud., vol. 49, no. 6, pp. 664–671, Jun. 2012, doi: 10.1016/j.ijnurstu.2011.12.002. DOI: https://doi.org/10.1016/j.ijnurstu.2011.12.002

E. R. Lai and K. Waltman, “Test preparation: Examining teacher perceptions and practices,” Educ. Meas. Issues Pract., vol. 27, no. 2, pp. 28–45, 2008, doi: 10.1111/j.1745-3992.2008.00120.x. DOI: https://doi.org/10.1111/j.1745-3992.2008.00120.x

O. Alabi and T. Bukola, “Introduction to descriptive statistics,” in Recent Advances in Biostatistics, IntechOpen, 2023. doi: 10.5772/intechopen.1002475. DOI: https://doi.org/10.5772/intechopen.1002475

B. Baraie, M. Rezaei, H. Nadrian, and H. Matlabi, “How do law and religion influence child marriage? A qualitative study using content analysis,” Fam. Relat., vol. 73, no. 4, pp. 2367–2391, 2024, doi: 10.1111/fare.13025. DOI: https://doi.org/10.1111/fare.13025

P. Pluye, R. M. Grad, A. Levine, and B. Nicolau, “Understanding divergence of quantitative and qualitative data (or results) in mixed methods studies,” Int. J. Mult. Res. Approaches, vol. 3, no. 1, pp. 58–72, 2009, doi: 10.5172/mra.455.3.1.58. DOI: https://doi.org/10.5172/mra.455.3.1.58

S. W. Utomo, S. Joyoatmojo, S. Jutmini, and N. Suryani, “Improving higher order thinking skills through problem based learning with a scientific approach,” Din. Pendidik., vol. 14, no. 1, pp. 76–86, 2019, doi: 10.15294/dp.v14i1.18776. DOI: https://doi.org/10.15294/dp.v14i1.18776

H. Najmi, “Pendidikan moderasi beragama dan implikasinya terhadap sikap sosial peserta didik,” J. Ilm. Al-Muttaqin, vol. 9, no. 1, 2023, doi: 10.37567/al-muttaqin.v9i1.2067. DOI: https://doi.org/10.37567/al-muttaqin.v9i1.2067

M. D. Pamungka, E. Santoso, Rochmad, and Isnarto, “Pendekatan saintifik dalam perspektif teori belajar vygotsky,” J. Didact. Math., vol. 3, no. 2, pp.109-114, 2020, doi: 10.31949/dmj.v2i3.2525.

R. Utami and M. Maslamah, "Penanaman nilai agama dan moral pada siswa PAUD TK Pertiwi II Desa Pule Kecamatan Selogiri Kabupaten Wonogiri tahun pelajaran 2022/2023," Thesis, Raden Mas Said Islamic State University, Surakarta, Indonesia, 2022.

Z. Zubaedi, “Scientific and characteristic dimension of 2013 curriculum implementation to Islamic religious education (PAI) subject at SMKN 2 Bengkulu,” Madania J. Kaji. Keislam., vol. 24, no. 1, 2020, doi: 10.29300/madania.v24i1.3213. DOI: https://doi.org/10.29300/madania.v24i1.3213

L. Brown and M. Y. Park, “Culture in language learning and teaching,” in Teaching Korean as a Foreign Language: Theories and Practices, New York, U.S.: Routledge, 2020. doi: 10.4324/9780429244384-5. DOI: https://doi.org/10.4324/9780429244384-5

L. Kohlberg, “Essays on moral development: The philosophy of moral development (Vol. 1),” New York Harper Row. Krambia-Kapardis, M., Zopiatis, AA (2008). Unchartered Territ. Investig. Individ. Bus. ethics Cyprus. Bus. Ethics A Eur. Rev., vol. 17, no. 2, 1981.

L. S. Vygotsky and M. Cole, Mind in Society: Development of Higher Psychological Processes. England: Harvard university press, 1978.

K. A. Hirano, D. Rowe, L. Lindstrom, and P. Chan, “Systemic barriers to family involvement in transition planning for youth with disabilities: A qualitative metasynthesis,” J. Child Fam. Stud., vol. 27, no. 11, pp. 3440–3456, 2018, doi: 10.1007/s10826-018-1189-y. DOI: https://doi.org/10.1007/s10826-018-1189-y