Islamic Elementary Education As Ecosystem Strategic in Strengthening Moderation Religious
DOI:
https://doi.org/10.37812/zahra.v7i1.2344Keywords:
Religious Moderation, Madrasah Ibtidaiyah (Islamic Elementary Education), Educational Ecosystem, Islamic Education Character EducationAbstract
This study focuses on the role of Madrasah Ibtidaiyah (MI), or Islamic Elementary Education, in Sumenep Regency as a strategic ecosystem for strengthening religious moderation. The primary issue addressed is how MI can optimize its role in promoting the values of religious moderation, considering the challenges it faces, such as limited infrastructure, varying quality of teaching staff, and unequal access to educational materials that support religious moderation. The aim of this study is to explore both the potential and the obstacles faced by Islamic Elementary Education (MI) institutions in fulfilling their strategic role. This research employs a qualitative method with a descriptive-exploratory approach, utilizing in-depth interviews, participatory observation, and document analysis as data collection techniques.The findings indicate that Islamic Elementary Education (MI) in Sumenep has significant potential to strengthen religious moderation. However, the realization of this potential is still constrained by several challenges, particularly uneven infrastructure, the need for continuous teacher capacity development, and limited access to relevant teaching materials. The study concludes that greater support from both the government and the community is essential. This support should include improvements in educational infrastructure, continuous professional development for teachers, and the provision of relevant and up-to-date educational materials that promote religious moderation. With such support, Islamic Elementary Education (MI) institutions in Sumenep are expected to function optimally as educational environments that foster moderate, inclusive, and tolerant students.
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