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Religious moderation plays a crucial role in Indonesia, a society with diverse beliefs and religious backgrounds. Religious leaders, with government support, strive to prevent violence and intolerance in Indonesia. One approach used is interfaith moderation. The concept of moderate Islam becomes a significant religious perspective in addressing diversity in Indonesia. To strengthen the role of Islamic schools (madrasah) in combating radicalism and extremism, religious moderation needs to be incorporated into the madrasah curriculum. The aim of this approach is to mediate between two extreme poles while emphasizing the importance of internalizing religious teachings on one side and understanding the context of religious texts on the other side. To examine this issue, the research was conducted using qualitative methods, particularly a case study. This method aims to find meaning, investigate processes, and gain in-depth understanding of individuals, groups, or situations. In analyzing the data, the researcher applied an interactive model. Data analysis activities include data reduction, data presentation, conclusion drawing, and verification. The research results indicate that religious moderation instilled in students at Madrasah Tsanawiyah Al-Khairat Kwandang, North Gorontalo Regency, not only occurs in formal settings but is also integrated into every learning session. One form of moderation practiced by students is providing advice to fellow students, fostering a sense of care among them.

Fiqh learning is an integral part of the Islamic Religious Education subject which aims to provide students with an understanding of Islamic teachings, especially in terms of sharia law, and to guide them in forming beliefs and understanding Islamic law correctly. However, the implementation of Fiqh learning which is still dominated by a teacher-centered approach tends to cause low active student participation. In addition, the use of conventional lecture methods creates a monotonous impression which has an impact on low learning outcomes. This study aims to determine the effectiveness of the application of the Talking Stick learning model in improving the learning outcomes of fourth grade students at MI Ma’arif Sidasari. This study uses the Classroom Action Research (CAR) method which is carried out in three stages, namely pre-cycle, cycle I, and cycle II. The results of the study showed an increase in learning outcomes, with an average student score in cycle I of 73.2 which then increased to 83.5 in cycle II. The percentage of student learning completion also increased significantly. Thus, it can be concluded that the application of the Talking Stick learning model is effective in improving student learning outcomes in the Fiqh subject in fourth grade MI Maarif Sidasari.