Strategies for Internalizing Wasathiyah Islamic Values through a Joyful Learning Approach to Respond to Islamophobia

Abstract

The phenomenon of Islamophobia is a global challenge that impacts social harmony and diversity. In the context of primary education in Indonesia, the internalization of Wasathiyah Islamic values is an important strategy for shaping a moderate and inclusive understanding of Islam. This study aims to analyze the construction of nine values of religious moderation in the sixth-grade Islamic Education (PAI) textbook, as well as to explore the implicit role of the Joyful Learning approach in supporting the process of internalizing these values as a response to negative discourse about Islam. Using Norman Fairclough's Critical Discourse Analysis approach, this study examines the linguistic aspects, discourse practices, and social and ideological contexts of the teaching materials in Chapters 5 and 10 of the sixth-grade PAI textbook. The results of the analysis show that eight of the nine values of religious moderation (Tawassuth, I'tidal, Tasamuh, Syura, Ishlah, Qudwah, Muwathanah, and Al-La'Unf) are constructed explicitly or implicitly in the text, with pedagogical strategies that reflect elements of Joyful Learning, such as the use of inspirational stories, reflective activities, visual illustrations, and collaborative learning. This approach not only increases students' emotional and cognitive engagement but also creates an effective discursive space to deconstruct negative stereotypes and shape positive affectivity towards Islam. This study emphasizes the importance of developing teaching materials that are responsive to contemporary challenges and support character education based on the values of moderation.