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Instilling Religious Moderation in Early Childhood at Raudhatul Athfal Ponorogo: The Role of National Insight-Based Learning
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Abstract
Purpose – This study explores the role of national insight-based learning in fostering religious moderation among young children. It investigates how early childhood education can serve as a vehicle for instilling values of tolerance, respect, and moderation among young children, thereby contributing to developing well-rounded, socially responsible citizens.
Design/methods/approach – Qualitative research with a case study approach involving five Early Childhood Education (ECE) teachers from Raudhatul Athfal (RA) Muslimat NU 007 Gandu I Ponorogo, East Java, ten parents, and 30 children. Data were collected through classroom observations, teacher interviews, and surveys with parents to understand how national insight-based learning is integrated into early childhood education using a context-sensitive instrument, the Moderation Attitude Scale for Early Childhood (MASEC) and PERAMAH framework. Thematic analysis was used to identify key patterns and insights from the data. First, all recordings were transcribed verbatim and read repeatedly to ensure familiarity. Next, an open coding process was conducted, and illustrative quotes were selected. A thematic map was created to show the relationships between themes.
Findings – The findings suggest that national insight-based learning significantly promotes religious moderation in children. Children demonstrated increased awareness of religious diversity and tolerance through culturally responsive teaching methods, such as stories, activities, and discussions rooted in national identity and values. Additionally, educators noted improvements in children's ability to engage with peers from different religious backgrounds with respect and empathy.
Research implications/limitations – The research highlights the potential of early childhood education to play a crucial role in shaping children's religious attitudes. However, the study is limited by its small sample size and the short-term nature of the observation period. Further, longitudinal studies are recommended to assess the long-term impact of national insight-based learning on religious moderation across different educational settings.
Practical implications – This study offers insights for early childhood educators and policymakers, highlighting the importance of integrating national insight-based learning and promoting inclusive teaching to foster early religious tolerance.
Originality/value – This study presents a novel perspective on integrating national identity and religious moderation in early childhood education, addressing a theoretical gap and proposing a replicable NIBL-based model for value formation.
Paper type Case study
Keywords:
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1. Introduction
Indonesia's rich diversity of ethnicities, cultures, and religions necessitates an educational approach to promoting peaceful coexistence among its young citizens. This approach is implemented through policies integrating religious moderation into early childhood education environments. The Indonesian Ministry of Religious Affairs has emphasized the need for "moderasi beragama" (religious moderation) to foster tolerance and respect for diverse beliefs in a pluralistic society. The recent policy documents, including the Ministry's Road Map for Strengthening Religious Moderation (2020-2024), position early childhood classrooms as critical venues for cultivating these inclusive values before potentially polarized sectarian sentiments take root(Fatimah & Suryani, 2025).
Despite this policy support, empirical data assessing how National Insight-Based Learning (NIBL) effectively promotes religious moderation among children aged 4 to 6 years remains sparse. A review of existing literature reveals that much of the current research has focused on higher educational levels or has primarily relied on self-reports from educators that may lack objectivity(Diaz-Diaz, 2023). Some investigations regard tolerance as a broad socio-emotional construct instead of delineating its distinct cognitive, affective, and behavioral dimensions crucial for the developmental context of very young children. Therefore, an exploration of specific pedagogical practices, such as storytelling through Indonesian folklore, classroom engagements with national symbols, and observances of interfaith festivals, is required to better understand how they translate lofty curricular objectives into observable prosocial behaviors in early childhood settings(Thida Oo & Davidsen, 2023).
One innovative strategy observed in early childhood education emphasizes social interactions and collaborative learning as critical elements for promoting inclusive behaviors. This aligns with Fatimah's study, which indicates that integrating national insight can bolster children's understanding of their cultural identity and civic responsibilities as part of holistic character education(Xu et al., 2025). Digital and play-based learning approaches are also becoming increasingly significant, enhancing engagement and inclusion in diverse classrooms. Research suggests that incorporating digital tools can create interactive environments that cater to the varied needs of preschool learners, fostering an atmosphere where values of pluralism and respect for diversity are naturally integrated into daily learning experiences(Krogager Albertsen et al., 2023). While substantial frameworks advocate for a rich, inclusive, and moderate educational atmosphere for children's formative years in Indonesia, the necessary empirical research and practical implementation strategies remain nascent. Future studies should focus on identifying effective teaching methods and curriculum designs that operationalize the principles of NIBL and religious moderation in relevant, engaging, and effective ways for the socio-cultural context of Indonesia's young learners(McKee & Heydon, 2020)(Muller, 2022)(Probine, 2022).
The primary objective of this study is to explore the role of national insight-based learning in instilling religious moderation in early childhood education. Specifically, this research seeks to understand how teaching national identity and cultural values can promote religious tolerance, respect, and moderation among young children. By examining the pedagogical strategies that integrate national insight, this study aims to provide valuable insights into the effectiveness of such methods in early childhood classrooms. This study aims to address the following research questions: How does national insight-based learning contribute to the development of religious moderation in early childhood? What pedagogical approaches can effectively integrate national insight in teaching religious moderation? How do children demonstrate increased religious moderation and respect for diversity after engaging in national insight-based learning?
Integrating the National Insight-Based Learning (NIBL) framework with empirically tested moderation indicators represents a noteworthy advancement in aligning civic education with early childhood development. This synthesis addresses the theoretical gap between these two fields. It offers a practical module replicable by early childhood educators, curriculum developers, and policymakers committed to fostering an inclusive citizenry from an early age(Blewitt et al., 2020)(Chicken, 2020)(Grieshaber et al., 2021)(Pendergast & Garvis, 2023). By designing educational frameworks encompassing moderation indicators, educators can create environments where children engage in play, dialogue, and cooperative problem-solving, which is essential for internalizing national values and promoting respect for cultural diversity(Croix et al., 2024). Furthermore, this approach expands upon previous studies that have treated moderation as an isolated cognitive construct. It illustrates how moderation can be intertwined with daily interactions and pedagogical practices through the lens of national insight narratives(Vintimilla et al., 2023). For instance, embedding cultural narratives highlighting shared values and cooperation is critical for teaching children about inclusivity and respect for diversity, facilitating a more comprehensive understanding of religious moderation(Harmi et al., 2022). Research emphasizes the importance of providing children with opportunities to engage in diverse cultural contexts, fostering empathy and social understanding(Albin-Clark, 2024). This supports their cognitive development and instills values of compassion and mutual respect.
The application of validated instruments to gauge moderation indicators within the NIBL framework underscores the necessity for evidence-based methods in early childhood education. Tools like the Observe, Reflect, Improve Children's Learning (ORICL) model enable educators to assess and enhance their pedagogical practices(Williams et al., 2023). Such frameworks support the educator's role as a facilitator of an interactive learning environment designed to cultivate social and emotional competencies among young learners, aligning with the overarching goal of early childhood education to prepare children for active and engaged citizenship(Little et al., 2020). Moreover, the collaborative model discussed in various studies highlights the importance of engaging families in this educational journey(Yu et al., 2024). Research indicates that involving parents and communities in the educational process significantly strengthens the
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