RELIGIOUS MODERATION IN LEARNING AT DARUL HANIFAH KINDERGARTEN GARUT BASED ON SUNDANESE PHILOSOPHY (SILI ASAH, ASIH, DAN ASUH)

Abstract

Indonesia faces religious intolerance in early childhood education, leading to radicalism. Addressing this issue requires teaching morals and religious moderation, focusing on fairness and justice. The study explores power dynamics in religious moderation at Darul Hanifah kindergarten, utilizing Sundanese philosophy, and proposes a framework for religious moderation learning. A qualitative research design was employed, utilizing focused ethnography to gather in-depth data from 60 children, five teachers, and one principal at Darul Hanifah Kindergarten. Data collection included observations during learning activities and semi-structured interviews to assess the implementation of religious values and their impact on fostering tolerance among students of various religious backgrounds. Findings indicate that the integration of Islamic practices in daily activities is complemented by an acknowledgment of diverse belief systems, promoting an environment of mutual respect. Teachers actively facilitate discussions surrounding religious differences, enabling children to engage harmoniously despite their varied backgrounds. Parents' consent plays a crucial role in the participation of children from minority religions in Islamic practices. The study concludes that early instillation of religious moderation and tolerance is vital in shaping a harmonious society. The practices at Darul Hanifah Kindergarten serve as a model for educational institutions aiming to cultivate inclusive and respectful learning environments, demonstrating that a foundation of moderation can mitigate the risks of radicalism from an early age. Further attention is warranted to enhance the participation of minority students without marginalization.