Religious Moderation in Elementary Schools: Conflict Management, Legal Basis, and Interpretation of Tolerance Values in Mataram City
Abstract
This study examined religious moderation in public elementary schools in Mataram City through three interconnected dimensions: conflict management, legal and school-level policy foundations, and teachers’ interpretations of tolerance. An explanatory sequential mixed-methods design was employed across eight public elementary schools involving 58 participants: eight principals, 20 teachers, six education personnel, 16 parents, and eight students. Questionnaire data were summarized descriptively and interview data were analyzed thematically, with source triangulation and member checking used to strengthen credibility. The findings indicate a generally harmonious school climate: all principals reported no open religious conflict during their tenure, 85% of teachers stated that religious issues rarely or never occurred, all parents reported no religious discrimination, and all students felt safe and comfortable interacting across religious differences. Nevertheless, institutionalization remained limited. Only 25% of schools had written policies for managing religious diversity, 75% of principals reported no policy on religious symbols in common areas, 43.75% of parents had never been invited to interfaith-harmony activities, and all student respondents reported the absence of student forums discussing tolerance. Although 80% of teachers promoted active tolerance, only 15% deliberately formed religiously heterogeneous groups. These findings reveal an interpersonal–institutional asymmetry: strong everyday harmony coexists with weak formal governance. The study implies that schools should translate informal inclusive culture into written procedures, participatory parent–student mechanisms, and proportionate guidelines for religious expression and celebrations.
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