Implementasi Moderasi Beragama pada Pembelajaran Fikih Kelas V di MIS Amanah Ma’mun

Abstract

The background of this study arises from the phenomenon in the field showing that many students are still unable to connect the pilgrimage (hajj) with broader social and humanitarian values. This issue is caused by teachers’ limited ability to integrate the values of religious moderation into Fiqh learning. This study aims to analyze the implementation of religious moderation values in Fiqh learning for Grade V students at MIS Amanah Ma’mun Cililin, covering the aspects of planning, implementation, and evaluation of learning. This research employs a qualitative approach with a case study method. The participants consist of one head of the madrasah, one Fiqh teacher, and ten students. Data were collected through interviews, observations, and documentation, and then analyzed using data reduction, data presentation, and triangulated conclusion drawing techniques. The results of the study indicate that at the planning stage, the values of religious moderation are not yet explicitly stated in the Teaching Module; at the implementation stage, the teacher has instilled values of tolerance and antiviolence through exemplary behavior and reflective discussions; while at the evaluation stage, assessment still focuses on the cognitive aspect and has not systematically addressed the affective domain.This study concludes that Fiqh learning in Madrasah Ibtidaiyah can serve as an effective medium to build students’ moderate character if the values of tolerance and respect for differences are fully integrated throughout the learning process.