Social Constructivist Theory Research Articles

Detective mystery play: play-based research methods for facilitating young children’s critical thinking

ABSTRACT This article explores the usefulness of detective role-play as a research method to facilitate young children’s critical thinking. The study examines four specifically designed detective play experiences, adopting an ethical rights-based approach to research with children. This qualitative multiple-case study is grounded in play-based pedagogy within a social-constructivist theory. The study consists of four exploratory cases focusing on semi-structured mystery play experiences. Twenty-four children aged 5–6 years participated. Child-centred and pedagogically appropriate methods and tools were used to facilitate the voice and visualisation of children’s thinking. Conducting observations (direct and video recorded) was effective in capturing the different ways young children expressed their thinking. Findings show that engaging in investigative collaborative enquiry, dazzling children’s curiosity, empowering children, listening to and acknowledging children’s thinking, and guiding and scaffolding were useful for facilitating critical thinking skills and dispositions. Additionally, the consideration of design elements, such as the degree of structure, open-endedness and content knowledge dependency, was found essential for creating productive spaces for facilitating children’s thinking. For example, an open approach to a task is beneficial for an open-natured exploration of critical thinking, while a more structured and adult-controlled design is more effective for facilitating and developing specific skills or dispositions.

Jazz Musical Environment in Modern Saint Petersburg

Introduction. Jazz music originated in New Orleans at the beginning of the 20th century, based on a mixture of European and African musical cultures, and united a number of population groups, including oppressed people. Later, for several decades, it became the basis of mass musical culture. Jazz is still very popular in Russia today. In light of the above, sociological interest is raised by the question of the characteristics of the environment in which performers and listeners of this music interact in modern St. Petersburg, as well as the characteristics of their status, personal attitudes, perception of various meanings with which they associate their (in all meanings) musical world. Jazz is considered as a way of emotional communication, a means of intellectual self-expression, and a special social environment. Methodology and sources. The sources used are works on the sociology of everyday life (H. Garfinkel, E. Goffman, A. Fischer, A. Manstead), interpersonal communication (O.I. Matyash, N.V. Kazarinova, etc.), history and description of jazz music (J.L. Collier, A. Rondarev). The methodological framework of the study is the theory of social representations by S. Moscovici and the social constructionist theory of emotions. Expert interviews and questionnaires were used as data collection methods. Results and discussion. Based on the results of the expert interview, the following conclusions were drawn: jazz is the music of inner freedom, which is characterized by an improvisational approach to playing; Jazz is characterized by a positive emotional charge, which distinguishes it from other styles and has a connection with mass popularity in the mid-20th century and leaves its mark on the modern jazz subculture and the people involved in it; Students of the pop-jazz department differ from those performing more modern music by a greater degree of “immersion” in their studies, motivation, and concentration in professional activities. Based on the results of a survey of applicants and students of the St. Petersburg Music College named after. M.P. Mussorgsky authors made conclusions: an artist’s performance can be considered as a process of constructing emotional states; in the perception of a modern jazz performer, the original protest character of this music is lost, but a strong association with internal freedom, which historically accompanied jazz, remains; for most young jazzmen, playing jazz is not just a future profession, but part of their lifestyle and personality, and is also perceived as the main thing in life; The jazz performing community is characterized as close-knit and its members are dedicated professionals. Conclusion. Jazz music at the time of its inception was, on the one hand, a means of self-expression, demonstrating one’s difference from others. On the other hand, it acted as a source of formation of close-knit communities of people, and also, due to the positive emotional charge it carries, the ability to withstand not always favorable living conditions, and to find the support of a like-minded person; to be free internally even in the absence of external freedom. Based on the results of our research, it seems that these characteristics have retained their importance for jazz music performers in modern St. Petersburg.

Young Bedouin-Arab Men's Ego and Pride: Do Traditional Masculinity and Positive Attitudes Toward Polygyny Shape Responses to a Wife's Refusal?

Cultural traditions in Israel's Bedouin-Arab community encourage and permit men to take up to four wives, a practice supported by Islamic teachings. Despite legal prohibitions against polygyny in Israel, such marriages remain common and have profound effects on women, children, and broader society. This study explores how traditional notions of masculinity and positive attitudes toward polygyny influence young Bedouin men's reactions to a hypothetical scenario in which their wife refuses to accept a polygynous marriage as a threat to men's ego and pride. The sample consisted of 459 young, unmarried Israeli Bedouin-Arab men, aged 16 to 25, a demographic frequently under family pressure to marry, making the issue of marriage highly relevant. We hypothesized that traditional masculinity and favorable attitudes toward polygyny would be positively associated with heightened perceptions of ego and pride threats in response to a wife's refusal. Participants were randomly assigned to imagine either their wife refusing a polygynous arrangement (n = 228) or accepting a polygynous arrangement (n = 231) and then reporting their anticipated emotional responses. The results showed that traditional masculinity was linked to positive attitudes toward polygyny, and both were significantly associated with increased perceptions of ego and pride threats in the refusal scenario but not in the acceptance scenario. The findings suggest that men with strong masculine identities and favorable views of polygyny are especially vulnerable to feeling threatened by a wife's refusal. This supports social construction theory and underscores the role of cultural norms in shaping emotional responses. The discussion highlights the psychological impacts of polygyny in patriarchal societies and calls for culturally sensitive interventions that challenge traditional norms while fostering psychological resilience and gender equality.

Exploring the Dynamics of Communication in the Handling of Child Victims of Intrafamilial Child Sexual Abuse: A Case Study in the Women's and Children's Protection Technical Implementation Unit, Pekanbaru City Government in Indonesia

This study aims to examine the dynamics of communication in handling intrafamilial child sexual abuse, with a case study of RR, a child victim of sexual abuse by her stepfather and cousin, reported to the Technical Implementation Unit for the Protection of Women and Children (Unit Pelaksana Teknis Perlindungan Perempuan dan Anak/UPT PPA) of the Pekanbaru City Government. Data collection techniques include in-depth interviews, observations, and document studies. Using the constructivist paradigm and the social construction theory by Peter L. Berger and Thomas Luckmann, the collected data were analyzed qualitatively to explore how communication patterns and interactions among the involved parties, including the UPT PPA team, the victim, the victim's family, the Social Services, the Police, Legal Aid, orphanages, and other informal parties, build the social reality of child protection for the victim RR. Data sources were selected using purposive sampling based on criteria until saturation was reached. The findings indicate that despite communication barriers and non-cooperation from the family, effective communication and good coordination among all involved parties are crucial to ensuring the recovery and ongoing legal process for the child victim of sexual abuse. An empathetic, sensitive, and collaborative approach can help the victim feel supported and gradually recover from the traumatic experience. Collaboration between institutions plays an essential role in providing protection and social rehabilitation for RR. The dynamics of communication in handling intrafamilial child sexual abuse involve the dialectical processes of externalization, objectification, and internalization among the various parties involved. Received: 30 July 2024 / Accepted: 28 October 2024 / Published: 05 November 2024

Lecturers' Interpersonal Communication Skills and Their Influence on Student Engagement in EFL Speaking Classes

This study examines the role of lecturers' interpersonal communication skills in enhancing English as a Foreign Language (EFL) speaking classes, focusing on both verbal and nonverbal communication strategies. Using a qualitative approach, data were collected through semi-structured interviews and classroom observations involving two EFL lecturers in Indonesia. The findings reveal that lecturers’ deliberate application of interpersonal communication, including verbal techniques such as modeling English use and engaging discussions, as well as nonverbal cues like gestures and body language, positively impacts students’ motivation, confidence, and active participation in speaking activities. Lecturers highlighted the importance of building rapport and creating a supportive classroom environment to foster student engagement, aligned with Vygotsky's Social Constructivist Theory on interactive learning. However, challenges related to cultural variations in nonverbal communication were noted, indicating a need for intercultural awareness in diverse classrooms. This study contributes to EFL pedagogy by emphasizing the significance of interpersonal communication in promoting effective language learning and suggests incorporating communication skills training into EFL teacher development programs.

The Construction of Social Inequality Reality Among Characters in the Drama Pyramid Game

This study examines the construction of social inequality among characters in the drama Pyramid Game using Peter Berger’s social construction theory and Charles S. Peirce’s semiotics. The research aims to analyze how visual and linguistic elements reflect social inequality between the characters. A descriptive qualitative analysis was employed, focusing on scenes depicting social inequality. The findings show that externalization is evident in actions and dialogues that demonstrate the enforcement of social rules and hierarchies. Objectivation is reflected in the shared acceptance of social inequality as a recognized reality, while internalization is observed in how the characters adapt to their roles within the social hierarchy. This study contributes to a deeper understanding of the dynamics of social inequality in the context of the drama.

Implementaton of Strength Reimagined

The Strong Black Woman (SBW) stereotype has been consistently linked to poor mental health for African American women and its endorsement leads to anxiety, depression, and stress. African American women unknowingly subscribe to this stereotype through the exertion of strength and independence found necessary to combat oppression and gendered racism. This article explores existing literature on the SBW stereotype and suggests strategies for leveraging this stereotype to enhance mental health interventions for African American women. Utilizing an integrated conceptual framework that draws from the lens of Black Feminist Thought, Intersectionality, and Social Constructivism Theory, Strength Reimagined: A Therapeutic Framework for African American Women is proposed. This treatment framework incorporates five key aspects: therapist awareness, psychoeducation, culturally responsive psychotherapy, trauma-informed complementary interventions, and mutual support to improve mental health outcomes among African American women.

Reassessing Early Childhood Literature for Quality Education and Gender Equality in the Context Of SDGs

Objective: The objective is to study the gender stereotypes learnt knowingly or unknowingly by children through nursery rhymes and to highlight the problematic areas to revamp for providing quality education which focuses on a more gender equal society considering the Sustainable Development Goals. Theoratical Framework: We engage in the theory of social construction by Butler and the developmental theory of Vygotsky to propose that if the literature taught in childhood is rich and diverse the chances of developing gender sterotypes by individuals reduces to a great extent. Method: The focus of the study is the nursery rhymes taught at pre-schools and primary schools. Data was collected through interviews and questionnaire with teachers at various schools in Ahmedabad (a city in the state of Gujarat, India). The method of critical discourse analysis is used to analyse the rhymes and bring forth the implicit gender hegemony. Results & Discussion: The analysis underscores the subtle yet potent role of language, especially nursery rhymes, in reinforcing traditional gender norms and expectations, thus influencing children's understanding of appropriate behaviours based on gender. The study highlights gender stereotypes, particularly about the interaction of one gender with the other, focusing on the depiction of dependency and power dynamics in relationships. It depicts women as dependent and men as dominant reflecting societal gender inequalities. Research implications: This study calls for a reassessment of nursery rhymes to promote diversity and positive values through quality education, urging educators to update content to align with modern views on gender equality. Originality/ Value: There has not been sufficient research done on nursery rhymes taught in schools with the aim of reducing/removing gender stereotypes aiming for quality education with the goal of achieving a gender fair society in the context of Sustainable Development Goals.

“The Only Self-Defense I Have is My Wedding Band”: Doing Heterosexuality, Evading Gender Harassment, and Becoming Respectable in the Street

The field of critical heterosexualities studies invites sociologists to untether heterosexuality from biology. In this article, I leverage the findings of 113 interviews with a racially diverse sample of cis and trans women to examine how women maintain everyday dignity in the street despite widespread gender harassment and systemic, racialized sexual inequalities. Drawing on social constructionist theory and applying an intersectional framework, I examine heterosexuality as a performance, uncovering how gender identity, race, and sexual orientation intersect to shape both the costs and benefits of “doing heterosexuality” in the street. Through practices such as wearing wedding rings, holding the hands of men friends, and displaying affection for men in public places, straight, queer, cis, and trans women creatively resist heteronormativity’s regulation of their social-sexual lives and strive to enunciate sexual unavailability; communicate the existence of a protector; and signal respectability by demonstrating conformity with racialized, cisnormative ideals of gender and sexual normativity. Findings demonstrate that racialized, queer, and trans participants tend to experience greater emotional costs and fewer symbolic rewards associated with “doing heterosexuality” than white, straight-identified, and cis participants. This intersectional analysis enriches extant research on gender and sexuality, illuminating the utility of the “doing heterosexuality” framework for uncovering intersections between heterosexual accountability and gender inequality across diverse organizational and interpersonal contexts.

The Suku Laut View of the Settlement Program in Lingga Regency

Abstract: This research analyses the views of the Suku Laut on development policies that have resettled them from a nomadic life at sea to a sedentary life on land. The top-down development approach often does not actively involve the Suku Laut, leading to various responses. The research method used was descriptive qualitative, with in-depth interviews and observations of 10 informants of the Sea Tribe in the Riau Islands. Peter L. Berger's social construction theory analyzed how social change occurs through externalization, objectivation, and internalization. Based on the research results, two main views of the Suku Laut towards development policies resulted from social construction. Both views reflect the complex dynamics of identity, access, and interaction with the new social environment. Firstly, some felt that development was not inclusive because it threatened their cultural identity, access to resources, and lack of involvement in decision-making. Secondly, some Suku Laut consider the policy sufficient to fulfill their basic needs, such as education, health, and protection from extreme weather. These different views are influenced by their living patterns, whether they are still nomadic, settled on the coast, or land. This article shows that the change from nomadic to settled life results from social construction created through the interaction of the Suku Laut with external society

Social representations of young people about people with disabilities and disabilities in an inclusive educational environment: the experience of cross-cultural research

Relevance. Interest in the study of social representations arose due to the development of inclusion in all spheres of life. This fact has an impact on the specifics of training Russian and foreign students in this field in a medical university, the development of their inclusive competence. The study of cross-cultural features of social representations of persons with disabilities and the disabled, the identification of universal and specific phenomena in respondents will contribute to understanding social and psychological phenomena at the individual level that determine social attitudes and behavior of individuals in an inclusive modern society, taking into account its sociocultural characteristics.The purpose of the study is to study the cross-cultural characteristics of social perceptions of people with disabilities and people with disabilities among Russian and foreign students.Objectives: to analyze the content characteristics and approaches to the study of social representations; to develop programs of empirical research; to describe the results of the study; to formulate conclusions.Methodology. This study is based on the provisions of the theory of social constructionism (P. Berger, T. Lukman; J.Douglas); E. Durkheim's concepts of collective representations; theories of social representations (S. Moscovici, D. Jodelet, etc.). Research methods: theoretical analysis of literature, research interview, method of verbal associations, testing, content analysis.Results. Both similar and specific phenomena in social representations of people with disabilities and people with disabilities in the samples of Russian and foreign students were revealed. Similar is the presence of tolerant attitudes towards people with disabilities and people with disabilities in both samples. The differences relate to the social level of social perceptions, as well as the characteristics of social distance in relation to respondents to this category of citizens.Conclusions. Along with a tolerant attitude towards people with disabilities and people with disabilities, respondents have insufficient professional awareness of this category of citizens, experience difficulties in interacting with them at the level of joint activities and professional relationships, which requires the development of additional programs and practices in the context of social, educational and volunteer activities to develop inclusive competence of students.

How Emotions in Hearing Testimonies Shape Mental Health Policy-Making: An Application of the Social Construction Theory of Emotion to the Legislative Process

How Emotions in Hearing Testimonies Shape Mental Health Policy-Making: An Application of the Social Construction Theory of Emotion to the Legislative Process

Socio-cultural and Social Constructivist Theories and Its Application in EFL Classroom for Thai Pre-service Teachers: A Review for Further Research

Socio-cultural and social constructivist theories are crucial in learning and education. This article aims to inform readers about socio-cultural and social constructivist theories and to present their application in language classrooms. The body of knowledge in this article was synthesized from journal articles and books concentrating on the theories that are significant in preparing pre-service teachers in EFL classrooms. The article begins with an overview of socio-cultural theory involving mediation, activity theory, cooperative learning activities, and scaffolding. Then, the article explains the social constructivist theory and its application in EFL classrooms. The final part of the article sheds light on suggestions and future research.

Construct an instructional approach based on collaborative learning and reflective learning for enhance students’ analytical thinking and critical thinking skills

In the context of rapid globalization and digitalization, the development of students' critical and analytical thinking skills is increasingly prioritized in education. This study aims to address the gap in instructional models by designing an eight-step instructional model that integrates collaborative and reflective learning strategies to enhance these essential skills. Drawing on social constructivist theories and Dewey's reflective thinking framework, the research develops a comprehensive model that includes phases such as goal setting, team formation, exploration, collaborative practice, reflection, integration, and feedback. The findings suggest that this model significantly improves students' analytical and critical thinking abilities by promoting structured collaboration and intentional reflection. Through diverse group interactions and continuous self-assessment, students achieve a deeper understanding and critical analysis. The model's iterative feedback mechanisms also contribute to sustained improvements in student learning outcomes. This study introduces an original instructional model that theoretically supports the enhancement of analytical and critical thinking skills through a systematic integration of collaborative and reflective learning, offering practical implications for educators seeking to foster these higher-order thinking skills in students.

THE INTEGRATION OF MOBILE-ASSISTED LANGUAGE LEARNING (MALL) WITH PEER TUTORING METHODS TO ENHANCE MOTIVATION AND ENGAGEMENT AMONG MANAGEMENT STUDENTS

This study investigates the impact of integrating Mobile-Assisted Language Learning (MALL) applications with peer tutoring on student engagement, motivation, and learning outcomes in English language Teaching and learning. Utilizing a mixed-methods approach, the research involved pre- and post-intervention surveys, semi-structured interviews, and systematic observations. Quantitative data revealed significant improvements in students' engagement and motivation, with average scores increasing from 2.0 to 3.9 post-intervention. The standard deviation for engagement decreased from 0.7 to 0.5, indicating more consistent student responses. The qualitative analysis provided deeper insights, highlighting that students found MALL applications like Quizlet and YouTube particularly engaging and effective for learning. The thematic analysis of interviews underscored the benefits of peer tutoring in fostering a supportive learning environment, enhancing both collaborative and individual learning experiences. Excerpts from student interviews revealed increased interest and motivation, with students appreciating the flexibility and interactivity of the applications. These findings align with Vygotsky's theory of social constructivism, emphasizing the role of social interaction in learning. The study concludes that the integration of MALL with peer tutoring not only improves student engagement and motivation but also contributes to better language learning outcomes. This has important implications for educational practices and policies, suggesting that incorporating technology and collaborative learning strategies can enhance language education. Future research should explore long-term effects and scalability of such interventions.

Adopting WhatsApp to support flipped learning in resource-constrained business studies classrooms in South Africa

Nowadays, business studies teachers integrate WhatsApp into their lessons to enhance their instructional practice. This qualitative study investigates the role of WhatsApp in supporting flipped learning in business studies classrooms. The interpretive paradigm was adopted, and an exploratory case study was employed as the research design. Social constructivism theory was used as the lens through which to view the study, while purposive sampling was utilised to select six business studies teachers from six secondary schools in KwaZulu-Natal province, South Africa. Thematic analysis was used to analyse the data collected through semi-structured interviews. The findings revealed that WhatsApp played a significant role in supporting flipped learning in business studies. Therefore, it is possible to conclude that WhatsApp is integral to supporting flipped learning in resource-constrained schools. Thus, it is recommended that South African schools allow and formalise the use of WhatsApp as a learning tool to transform pedagogies.

Examining Instructional Approaches to Foster Soft Skills among Information Technology Undergraduates in Nairobi Metropolitan Area, Kenya

Abstract: This study examines the pedagogical methods meant to improve soft skill acquisition and development in information technology undergraduates in the Nairobi Metropolitan Area. Utilizing a sequential mixed-methods design, the research adopted a two-stage cluster sampling where 10 universities were selected from a total of 31 within the region, representing 5 private and 5 public institutions. Thereafter, 1,143 undergraduate IT students were randomly sampled from an overall population of 3,814 enrolled students, while professors and IT technicians were purposively selected for qualitative interviews. Quantitative data in this respect were collected by using semi-structured questionnaires, capturing the points of view of stakeholders on perceived improvement in soft skills. Although the modern-day job markets require graduates with soft and non-cognitive skills, employers have nonetheless complained about the lack of such competencies among university graduates concerning aspects such as communication, teamwork, problem-solving, and leadership. This study was based on Vygotsky's social constructivism theory and investigated the development of soft skills among students taking a Bachelor of Information Technology at selected universities within the Nairobi Metropolitan Area. The results have indicated that modern learning methods support the development and acquisition of soft skills aptly. The programs for soft-skill are adequate and frequent training which impacts performance in other disciplines. Signs were proving that there was significant enhancement regarding interpersonal and cognitive competencies of the students as a result of collaborative projects, problem-solving in real life, and reflective practices. It also stresses that educational institutions need to orient themselves more toward interactive and practical teaching methods to better prepare IT graduates for the challenges of a modern workforce.

Penggambaran Perselingkuhan Pada Web Series Layangan Putus

At the end of 2021, Layangan Putus web series, which is based on the true story of a woman, went viral and was liked by many people. Layangan Putus tells the story of a harmonious domestic life that begins to fall apart with the emergence of a third person, the relationship eventually becomes a toxic relationship. This study aims to determine of infidelity in the web series Layangan Putus by using a qualitative descriptive method based on the theory of Social Reality Construction by analyzing signs based on Peirce's semiotic analysis, namely sign, object and interpretant. The results of this study show a picture of Aris's infidelity such as betrayal, having intimate relationships, giving gifts, hugging and kissing other women besides his wife.

Enhancing online learning: a systematic literature review exploring the impact of screencast feedback on student learning outcomes

Purpose This systematic literature review paper critically examines the effectiveness of screencast feedback compared with text feedback in promoting student learning outcomes in online higher education. This paper aims to contribute to the ongoing discussion surrounding feedback modalities and their impact on online learning environments.Design/methodology/approach This paper adopts a systematic review approach to synthesise and analyse existing studies investigating the use of screencast feedback in online higher education settings. A comprehensive search and selection process was employed to identify relevant literature. The selected studies were then analysed for their methodologies, findings and implications. This paper seeks to provide an overview of the current state of research, highlighting the benefits, challenges and potential impacts of screencast feedback on student learning outcomes.Findings The findings of this paper suggest that while there is a positive perception of screencast feedback among students and instructors, drawing definitive conclusions about its superiority over text feedback remains at the very beginning. Students generally appreciate the personalised, supportive and engaging nature of screencast feedback, particularly within the online learning context. However, challenges such as technical barriers and potential workload implications for instructors are also noted. Further empirical research is needed to comprehensively evaluate the comparative efficacy of screencast feedback, considering factors like online engagement, digital literacy and the impact on diverse student populations.Research limitations/implications This review underscores the acute necessity for expansive and meticulously designed studies that can provide conclusive insights into the authentic potential of screencast feedback and its resonance within the unique landscape of online learning. Through rigorous inquiry, educators can discern the optimal strategies for harnessing the advantages of screencast feedback to enhance student learning outcomes, aligning harmoniously with the dynamics of virtual classrooms.Practical implications Screencast feedback emerges as a promising avenue to foster meaningful connections between instructors and learners. The review highlights that screencast feedback engenders a more dialogic interaction between lecturers and students, resulting in personalised, supportive and engaging feedback experiences.Social implications The systematic review conducted underscores the positive reception of screencast feedback from both students and lecturers in this context. The findings are consistent with the principles of social constructivist theory, suggesting that the interactive and personalised nature of screencast feedback facilitates a richer educational experience for students, even within the confines of virtual classrooms (Vygotsky, 1978).Originality/value This innovative blend of methodologies contributes new insights that can inform educational practices and pedagogical strategies in online learning environments.

IMPLEMENTATION MODEL OF RELIGIOUS MODERATION IN BOARDING SCHOOLS IN THE CONTEXT OF PETER L. BERGER'S THEORY OF SOCIAL CONSTRUCTION (STUDY AT ISLAMIC BOARDING SCHOOL IN EAST JAVA - INDONESIA)

This research is an Applied Research on National Strategic Studies, on the Implementation Model of Religious Moderation in Ma’had (Islamic boarding school) by taking case studies in Surabaya City, Probolinggo Regency, Jember Regency, and Sumenep Regency. Objectives of the activity: First, to analyze management patterns in implementing religious moderation in Ma’had. Second, to analyze the application of subject teacher (ustadz) learning in implementing religious moderation in Islamic boarding school (Ma’had) for their students. Third, describe the obstacles faced by Ma’had institutions in implementing religious moderation. The research design is designed as a field research design in which the researcher will conduct observations and interviews with the respondents, on the issues raised. These findings will be analyzed using the social construction theory of Peter L. Berger.The results of the study show: First, the management pattern in implementing religious moderation in Islamic boarding school/Ma’had begins with determining the vision and mission of the madrasa, and preparing the madrasa work program which is documented in the Ma’had Strategic Plan, Ma’had Work Plan, Annual Activity Plan, Ma’had Activity Plan and Budget, and Ma’had Curriculum. Second, Ma’had in implementing religious moderation generally use three patterns, namely: (1) integrating in the learning process; (2) habituation activities; (3) through extracurricular. Based on the implementation model of religious moderation at the Ma’had, it can generally be concluded that these patterns are following Peter L. Berger's Social Construction Theory, namely the existence of stages in implementation such as the preparation of vision and mission, work programs and habituation to the institution (process externalization), implementation of vision and mission, work programs, and habituation to Ma’had (objectification process), and a correct understanding of moderation and implementation in everyday life both in the school, home, and community environment (internalization process).Based on the findings/results of the research, the suggestions/recommendations that can be given are: (1) there needs to be socialization, workshops, technical guidance, training on religious moderation for all educators and education personnel in Ma’had in order to create a unified insight; (2) The government in this case the Ministry of Religion of the Republic of Indonesia needs to provide a separate budget related to religious moderation activities, especially in Ma’had so that activities can be carried out massively, systematically, and structured from the central level to the Ma’had level; and (3) Ma’had need to coordinate with parents through the madrasa committee, and carry out MoUs with stakeholders such as national private companies through CSR programs in implementing religious moderation in Ma’had, so that activities can be carried out massively and planned.