Moderasi Dakwah dalam Pendidikan Dasar Islam sebagai Penguatan Karakter Sosial Anak

Abstract

Islamic elementary education plays a strategic role in shaping children's social character during their critical developmental period. This article examines the concept of da'wah moderation (wasathiyah) in the context of Islamic elementary education as an instrument for strengthening children's social character. Using library research with a qualitative descriptive-analytical approach, this study analyzes primary and secondary literature related to the principles of da'wah moderation, theories of elementary school children's social character development, and their implementation in the Islamic education curriculum. The results of the study indicate that da'wah moderation, which encompasses a balance between spiritual and social aspects, tolerance, empathy, and cooperation, contributes significantly to the formation of children's social character that is inclusive, tolerant, and virtuous. The implementation of da'wah moderation through the integration of wasathiyah values in learning, school cultural familiarization, and family involvement has proven effective in developing children's social-emotional competencies. This study recommends the development of a learning model based on da'wah moderation that is systematically integrated into the Islamic elementary education curriculum.