Internalization of Religious Moderation Values Based on Discovery Learning in Indonesian Language Materials at Madrasah Ibtidaiyah

The present study investigates the implementation of interactive learning strategies within an Indonesian Language Development course, aiming to enhance the overall learning process. Specifically, it seeks to identify and analyze effective interactive strategies that incorporate artificial intelligence (AI) platforms in Indonesian language instruction at the higher education level. Employing a qualitative case study design, data were meticulously collected from twelve (12) undergraduate students enrolled in the Elementary School Teacher Education Program through in-depth interviews and classroom observations. The study was conducted in a course delivered using interactive learning strategies supported by various AI and digital platforms (e.g., ChatGPT, DeepSeek, YouTube, interactive digital presentations, and video conferencing tools). Data validity was rigorously ensured through prolonged engagement, member checking, collegial discussions, and the triangulation of sources, techniques, and theories. The analytical process involved data collection, condensation, display, and conclusion drawing. The findings reveal that the integration of AI platforms as learning media significantly: (1) boosts active participation, (2) facilitates more adaptive and personalized learning, (3) empowers students in designing creative content, (4) refines writing and language analysis skills, and (5) fosters reflective motivation and critical thinking in language learning. Integrating AI within interactive learning strategies presents an innovative approach to elevating the quality of Indonesian language teaching and learning in higher education. Future studies are encouraged to explore the continued development of AI technologies to maximize their impact in educational settings.

The purpose of writing this article is to know the development of character education in the era of the proclamation of independence, the new order, to reform and to find out the similarities and differences in the characteristics of the development of character education in Indonesia. The method used in this article is library research, which is a research method that is obtained based on literature or literature by analyzing facts and data from literature sources and documents, so as to produce an in-depth analysis. In simple steps the work of writing history used, including heuristics, criticism, interpretation, and historiography. The results of the study show that in the era of the proclamation of independence, character education aims to develop wise human beings who are wise, democratic, responsible for the welfare of society, love for the motherland, and have a high patriot spirit. Character education in the New Order era aims to form Pancasilaans as qualified, independent development individuals who can counteract teachings or understandings that are contrary to the values of Pancasila. In the reform era, the goal of character education is to form a character or character to develop a nation's civilization with dignity and noble attitudes, behaviors and actions. The equality of character education in Indonesia from the proclamation of independence to reform is the Pancasila and the 1945 Constitution used as a basis for the attitudes, behaviors, and actions of citizens. In government affairs both are used as a basis for making and making policy in the implementation of character education. Differences in character education from the proclamation of independence to reform are influenced by social, political, economic, and cultural aspects of the character education policy taken.

This study examines the strategies for internalizing the values of religious moderation within Indonesian language instruction in schools. Religious moderation—emphasizing tolerance, balance, and respect for diversity—is highly relevant to students' character formation in Indonesia's pluralistic society. Data were collected through in-depth interviews and classroom observations at SMA Cordova Bandung using a qualitative approach. The findings reveal that Indonesian language teachers utilize interactive lectures, group discussions, contextual learning, and project-based learning methods to embed religious moderation values. some students experience difficulty in fully grasping the concept of religious moderation. The study concludes that integrating religious moderation into Indonesian language learning can effectively contribute to character building when approached through contextual and life-based pedagogy.

Indonesia, as a country rich in cultural, religious, and ethnic diversity, faces challenges in maintaining harmony and tolerance in its society. The importance of tolerance education from an early age, especially at Madrasah Ibtidaiyah (MI), is a primary focus. Indonesian language learning at MI plays a strategic role in teaching students the values of diversity and religious tolerance. Recent data shows significant challenges in fostering tolerant attitudes, particularly among the younger generation. Learning Indonesian at MI aims not only to improve students' language skills but also to introduce them to the concepts of tolerance and respect for differences. Integrating values of diversity into the curriculum allows students to appreciate differences and understand diverse perspectives in society. Consequently, the young generation emerging from MI is more open, accepting, and capable of maintaining harmony amidst Indonesia's diversity. Thus, learning Indonesian at MI is not only a means of communication but also a stage for character formation rooted in the values of diversity, which are essential to the Indonesian national identity.

Background: Indonesia's rich religious, ethnic, and cultural diversity is a source of pride but also presents challenges to social harmony. The rise of extremism and intolerance highlights the urgent need for a balanced and inclusive approach to religious life. Objective: This study aims to analyze the urgency of religious moderation within Indonesia's diverse society and to identify the potential consequences if such moderation is neglected. Method: A qualitative method was employed, using a library research approach to examine relevant literature, policy documents, and scholarly publications. Result: The findings indicate that without a moderate approach to religious life, the risks of social conflict and national disintegration increase significantly. Religious moderation has proven effective in reducing extremism, fostering interfaith dialogue, and strengthening the values of tolerance and unity within the framework of Pancasila and Bhinneka Tunggal Ika. Conclusion: Religious moderation plays a critical role as a middle path that can help mitigate the tensions arising from Indonesia's rich religious diversity. Religious moderation, deeply rooted in Cultural heritage, bridges differing religious practices and local wisdom. Contribution: The contribution of this research lies in offering a deeper conceptual understanding of the importance of religious moderation as a preventive strategy for maintaining national integration and as a foundation for inclusive educational and social policy development.

This study aims to explain (1) the implementation of character education values in Indonesian language learning at MAN 2 Bengkulu City (2) explain the supporting and inhibiting factors for the implementation of character education values in Indonesian language learning at MAN 2 Bengkulu City. The type of research is qualitative research. Data collection techniques are observation, interview, and document analysis. Data validity technique is triangulation method. Data analysis technique is Miles and Huberman model: data collection, data reduction, data presentation, and conclusion. The results concluded that MAN 2 Bengkulu City had implemented the value of character education at the planning, implementation, and assessment stages. In planning, Indonesian language teachers have included the value of character education in the lesson plan. The overall implementation of MAN 2 Bengkulu City has implemented 14 character education values in Indonesian language learning. In the assessment carried out by Indonesian language subject teachers, it is found in the lesson plan which not only assesses in terms of academics. However, it also assesses non-academic aspects such as assessing student attitudes. Supporting factors for the implementation of character education values in Indonesian language learning are lesson plans that include character education values. The inhibiting factors for the implementation of character education values in Indonesian language learning are student behavior and not yet having a language laboratory.

SKI learning in madrasas involves various social contexts and goes beyond just the transfer of historical knowledge. Religious moderation is an important outcome of religious education in Indonesia, and primary and secondary education are prerequisites for continuing to higher education. In this context, educational institutions have an important role in instilling and implementing the values of religious moderation. This study aims to describe the urgency of the value of religious moderation in learning Islamic Cultural History (SKI) at Madrasah Ibtidaiyah (MI). The method used in this study is a literature review by accessing various relevant sources throughGoogle Scholar with a minimum of 5 years published reference articles. The results of the study show that religious moderation is a balanced religious attitude between exclusive religious practices and respect for other people's religious practices. Religious moderation is the key to creating tolerance and harmony in society. SKI learning at MI can be a means to develop religious moderation values in students. By incorporating religious moderation in SKI learning, it is hoped that students can treat each other with respect, accept differences, and live in peace and harmony

ABSTRACT: Action Research is a new paradigm and strength for research practitioners, because it requires researchers to be involved in the process of improvement or change in behavior, and research respondents are not only played as objects but as subjects. In other words, the research subject may be the researcher himself and the community involved with the researchers. This study – using Action Research – is concerning the character education in Indonesia. Character education is expected to be the main foundation in increasing the degree and dignity of the Indonesian nation. Character building based on national values must be done from an early age to introduce the national identity. The community service activity is motivated by the idea that the lack of attention to character education for students in elementary schools causes various social problems. Developing character education in schools requires various learning innovations. Innovation is very dependent on the understanding and skills of teachers in developing learning. In developing character, it can usually be sourced from a value and one of these values is national values. The development of character education based on national values does not mean that the development of character education is an obligation of subjects in elementary schools. However, all subjects develop national values. On that basis, the development of national values can be a source of developing character education in the classroom. KEY WORDS: Character Education; Spirit of Nationality; Basic School Teachers. About the Authors: Dr. Warlim , Prof. Dr. Encep Syarief Nurdin , and Supriyono, M.Pd. are the Lecturers at the Department of General Education FPIPS UPI (Faculty of Social Studies Education, Indonesia University of Education), Jalan Dr. Setiabudhi No.229 Bandung 40154, West Java, Indonesia. E-mails address: warlim_isya@upi.edu , encep.sn@upi.edu , and supriyono@upi.edu Suggested Citation: Warlim, Encep Syarief Nurdin & Supriyono. (2021). “Character Development Based on National Values for Basic School Teachers” in EDUCARE: International Journal for Educational Studies , Volume 13(2), February, pp.165-180. Bandung, Indonesia: Minda Masagi Press owned by ASPENSI with ISSN 1979-7877 (print) and ISSN 2621-587X (online). Article Timeline: Accepted (October 28, 2020); Revised (December 14, 2020); and Published (February 28, 2021).

This study aims to explore and analyze the values of local wisdom in the Tanjung Sari village cleaning tradition in Dlimas Village, Klaten, and its role in promoting religious moderation. This tradition serves not only as a ritual for cleanliness and environmental health but also as a medium for teaching social values, tolerance, and interfaith harmony. Using a qualitative approach, this research investigates the symbols within the ritual and examines its role in strengthening social character and religious moderation in a diverse society. The findings indicate that the Tanjung Sari village cleaning tradition has the potential to function as a socio-political control mechanism that can reduce social tensions and foster harmony in the community. This research is expected to contribute to the preservation of local wisdom and the development of character education in Indonesia.

This study compares Singapore and Indonesia's approaches to character education. The three main subjects of this study are the problems and ideological foundations of character education in the two countries. A qualitative research method with a library approach, often referred to as desk research, is the methodology used. Study findings, published works, or official policies related to character education in the two countries are the sources of the data. Character education in Indonesia is based on the country's ideology, culture, religious views and customs, according to the research findings. Similarly, government policy constraints, official ideologies and philosophical beliefs form the foundation of character education in Singapore. Singapore and Indonesia both have problems with free sex, vandalism, thuggery and juvenile crime. Variations in stress levels affect the character of young people due to the high level of mobility in Singapore.

This paper presents the concept of character education in pesantren which gives valuable contributions to the success of moral development for students. It also offers a different paradigm in developing the concept of character building in educational institution. This article is inspired by the lack of effective character learning in a variety of formal educational institutions. Hence, the schools which succeed in instilling character education can be used as a reference to develop character education. This study focuses on character education model developed by pesantren and offers an alternative perspective of the development of character education in Indonesia. This study adopts a qualitative research approach and uses a case study design. The study shows that the model of character education in pesantren is carried out through a multi-disciplinary approach so as to provide maximum results for the development of character education. This study suggests that the Total Moral Quality (TMQ) is the further development of Thomas Lickona’s concept of character education of moral modeling, moral knowing, moral feeling and moral habituation and is applicable in the school.

Character education is a necessity for schools to be developed, because character education can shape the personality or character of students for the better. This study aims to reveal the development of character education in Roudlotun Nasyiin Islamic High School Mojokerto. This study has used a qualitative descriptive approach to reveal and explain the development of character education that has been implemented in Roudlotun Nasyiin Islamic High School. The main data source of this research is primary data obtained directly from informants, namely the principal, vice principal, teacher, and students. The data collection instrument used interviews. Data validity uses source triangulation. Data analysis is carried out through data reduction, data presentation, and drawing conclusions. The results showed that Roudlotun Nasyiin Islamic High School had developed character education for students. The development of character education is carried out based on the vision and mission set by the school. So that the development of character education is part of efforts to achieve the school's vision and mission. The development of character education is applied using the method of habituation and exemplary. Habituation is carried out in the form of routine, spontaneous, and programmed activities. The development of character education that has been carried out has a positive impact on students, among them students become more understanding of religious values.Keywords: Character education, vision and mission, habituation

Character education is an important part of integrating knowledge, attitudes, skills, as well as adaptation and habituation to moral values from religious teachings and society. In Indonesia, character education is guided by the Pancasila ideology, aiming to form individuals who are superior intellectually, emotionally and spiritually, without abandoning religious values and societal morality. One important aspect of character education is instilling the values of religious moderation in students. Religious moderation seeks an attitude of balance and tolerance in carrying out religious teachings, avoiding extremism and liberalism. It emphasizes mutual respect, empathy and constructive dialogue between religious communities, paving the way for peaceful and inclusive religious life. Teachers have a central role in instilling religious moderation through teaching and example, especially in Islamic Religious Education (PAI) subjects. This research uses a qualitative approach by analyzing data from various sources related to the implementation of religious moderation education in schools. The research results show that internalizing the values of religious moderation through character education is very important for students as the nation's next generation in preventing radicalism and extremism, as well as building a harmonious and dignified religious life in accordance with the values of Pancasila. Keywords: Character Education, Religious Moderation, Pancasila, Tolerance, Extremism Abstrak Pendidikan karakter menjadi bagian penting dalam mengintegrasikan pengetahuan, sikap, keterampilan, serta adaptasi dan pembiasaan nilai-nilai moral dari ajaran agama dan masyarakat. Di Indonesia, pendidikan karakter berpedoman pada ideologi Pancasila, bertujuan membentuk individu yang unggul secara intelektual, emosional, dan spiritual, tanpa meninggalkan nilai-nilai agama dan moralitas masyarakat. Salah satu aspek penting dalam pendidikan karakter adalah menanamkan nilai-nilai moderasi beragama kepada peserta didik. Moderasi beragama mengupayakan sikap keseimbangan dan toleransi dalam menjalankan ajaran agama, menghindari ekstremisme dan liberalisme. Hal ini menekankan saling menghormati, berempati, dan dialog konstruktif antar komunitas agama, membuka jalan bagi kehidupan beragama yang damai dan inklusif. Guru memiliki peran sentral dalam menanamkan moderasi beragama melalui pengajaran dan keteladanan, terutama dalam mata pelajaran Pendidikan Agama Islam (PAI). Penelitian ini menggunakan pendekatan kualitatif dengan menganalisis data dari berbagai sumber terkait implementasi pendidikan moderasi beragama di sekolah. Hasil penelitian menunjukkan bahwa internalisasi nilai-nilai moderasi beragama melalui pendidikan karakter sangat penting bagi peserta didik sebagai generasi penerus bangsa dalam mencegah radikalisme dan ekstremisme, serta membangun kehidupan beragama yang harmonis dan bermartabat sesuai nilai-nilai Pancasila. Kata Kunci: Pendidikan Karakter, Moderasi Beragama, Pancasila, Toleransi, Ekstremisme

This study aims to describe (1) the model of integrating character education in Indonesian language learning, (2) implementing the integration of character education through a pragmatic approach in Indonesian language learning, and (3) implications of the pragmatic approach on the integration of character education in Indonesian language learning. This type of research uses case studies with a qualitative approach. The research subjects were Teacher Professional Education students in the Department of Indonesian Language Studies at the Faculty of Teacher Training and Education, University of Muhammadiyah Malang. The research data are in the form of speech data and field note data, which are sourced from face-to-face verbal interactions between teachers and students in the learning process in the classroom, with data collection techniques using observation and documentation. The data analysis technique is the Milles & Huberman model. The results showed that: (1) the model of integrating character education in Indonesian language learning through the pragmatic approach used by the teacher is the illocutionary model; (2) the implementation of the integration of character education through a pragmatic approach in learning Indonesian is the process of communication between teachers and students based on the principle of cooperation; and (3) the implication of the pragmatic approach to the integration of character education in Indonesian language learning is the emergence of three components of good character.

This study aims to describe the values of character education in the novel Pukat by Tere Liye. This type of research is qualitative research with descriptive methods. The technique of validating the data used in this study is the triangulation technique. This research data is in the form of word, phrases, sentences, and discourses that showcase the action of figures, exposure of the words of the characters and narrators which indicate the values of character education found in the novel Pukat by Tere Liye. The data collection of this research is to read and understand the novel Pukat by Tere Liye as a whole to gain a clear understanding of the contents of the novel, determine the names of characters and the status of figures, inventory data, classify data, and conclude data relating to character education values in the novel Pukat by Tere Liye and guided by appreciative reading. Based on the results of the research, it can be concluded that the values of character education in the novel Pukat by Tere Liye, namely the values of religious character education, the value of honest character education, the value of character tolerance education, the value of education of hard-working characters, the value of creative character education, the value of independent character education, the value of curious character education, the value of friendly/communicative character education, the value of peace-loving character education, the value of reading character-loving education, the value social care character education, the value of character education responsibility, and the value of discipline character education. The value of character education is dominant in the novel Pukat by Tere Liye, which is 13 values of religioun character education. Then, the results of this study can be implicated in Indonesian language learning and other learning both in the classroom and outside the classroom. Kata kunci: Nilai, Pendidikan Karakter, Novel Pukat