Implementation of the Religious Sleman Program in Developing Religiosity of Elementary School Students

Abstract

The increasing phenomenon of religious intolerance and exclusivism in the primary education environment demands the strengthening of religious moderation from an early age. Elementary schools have a strategic position as the starting space for the formation of religious and social character of students. This study aims to analyze the implementation of moderation schools through the Religious Sleman Program at SD Negeri and assess its effectiveness in developing students' religiosity. This study uses a descriptive qualitative approach with data collection techniques through observation, in-depth interviews, and documentation. The research informants included school principals, interfaith teachers, students, and religious education supervisors. The validity of the data was tested using triangulation of sources, techniques, and time, while the data analysis was carried out with the Miles and Huberman interactive model. The results of the study show that the implementation of the Sleman Religius Program is realized through daily religious habituation, integration of moderation values in learning, and strengthening inclusive school culture. This program is effective in developing students' religiosity that is not only seen in the obedience to ritual worship, but also in the attitude of tolerance, empathy, and the ability to coexist peacefully in religious diversity. The obstacles found include the limited understanding of some teachers on the concept of moderation and the lack of optimal evaluation of the program on an ongoing basis. This study concludes that moderation schools through the Sleman Religius Program play a significant role in shaping the religious-moderate character of elementary school students. Therefore, strengthening the capacity of educators and supporting sustainable policies are the main prerequisites for replicating the moderation school model in other regions.