Teacher Strategies for Instilling Religious Moderation Values in Students at Surakarta State Islamic Elementary School in the Digital Era

Abstract

This study examines how teachers integrate religious moderation into everyday learning and school life at Surakarta State Islamic Elementary School in the digital era. A qualitative field research design drew on semi-structured interviews, participant observation, and documentation involving the principal, religious education teachers, classroom teachers, and selected students. The reported findings comprise three connected areas: contextual and collaborative classroom instruction; habituation and teachers’ exemplary conduct; and guided use of digital media. Teachers translated tolerance, fairness, mutual respect, and peaceful coexistence into stories, classroom rules, group activities, and responses to interpersonal disagreements. Digital presentations, videos, and quizzes supported discussion, while source checking and responsible sharing introduced elements of digital literacy. Constraints included uneven facilities, differences in students’ digital skills, inconsistent behavior, and parental concerns about screen exposure. The analysis suggests that the educational value of these strategies depends on the consistency between teachers’ explanations, conduct, and learning arrangements, together with communication with families. The findings describe practices and perceived contributions rather than establish causal effects or durable changes in students’ religious attitudes. The study offers a context-sensitive account of moderation education and identifies the need for clearer behavioral indicators, sustained teacher support, and age-appropriate digital guidance