The phenomenon of radicalism and terrorism in the name of religion in Indonesia is still showing its stretching in various existing cases. Responding to this problem requires the objectification of character education values for the Indonesian people in the context of forming a moderate mindset and attitude in their social and religious life. This research intends to identify the dimensions of Pancasila educational values in the four indicators of religious moderation formulated by the Ministry of Religion of the Republic of Indonesia. This qualitative research is in the form of a literature review with a normative-philosophical approach. The results of the study conclude that there are dimensions of Pancasila educational values contained in the four indicators of religious moderation in Indonesia. First, the educational value of the first precepts in the indicator of tolerance in the form of educational values in shaping the mindset and attitude of respecting and respecting various distinctive aspects of religious pluralism. Second, the educational value of the second precept in the indicator of anti-radicalism attitudes in the form of educational values in forming awareness of attitudes to uphold the values of the benefit of human life. Third, the educational value of the third precept in the indicator of national commitment in the form of awareness of the attitude of upholding the values of unity and unity in the frame of state life in Indonesia. Fourth, the educational value of the fourth and fifth precepts in adaptive indicators to local culture in the form of being democratic and making the value of social justice in responding to diversity related to local wisdom. The theoretical implication of the findings of this study shows that the construction of ideas in the formulation of the four indicators of religious moderation in Indonesia has a normative-universal value base that becomes the ideology of the Indonesian nation, not the ideology of a particular religion or group.

Modern ini pendidikan mengalami penurunan yang dibuktikan dengan minat belajar anak yang menurun. Hal ini terjadi juga terjadi pada anak di Kota Cimacan. Pengabdian mahasiswa merupakan salah satu wadah memperbaiki lingkungan belajar pada anak dengan cara penggunaan metode active learning. Metode tersebut membawa anak ikut aktif dalam belajar dan menumbuhkan minat belajarnya. Pelaksanaan kegiatan dilakukan pada tanggal 13-14 Juli 2022 di Camp Ground, Rumah kadaka Rawa gede, Cimacan, Kec. Cipanas, Kabupaten Cianjur, Jawa Barat dengan melibatkan 25 anak tingkat Sekolah Dasar dan 40 Mahasiswa Jurusan Pendidikan Agama Islam Universitas 45 Bekasi. Berdasarkan hasil pengabdian dapat disimpulkan bahwa metode active learning melalui kegiatan bernyanyi, bermain, dan mengembangkan jiwa seni mampu memberikan kesan baru terhadap anak dan meningkatkan minat belajarnya. Hal ini terbukti dengan  rasa semangat dan berenergi yang ditunjukkan. Selain itu, sebagian besar anak sudah tidak malu atau gengsi berinteraksi dengan teman, lingkungan sekitar, dan mahasiswa yang mendampinginya.Modern education has decreased as evidenced by the decreased interest in children's learning. This also happens to children in Cimacan City. Student service is one of the forums for improving the learning environment in children by using active learning methods. This method brings children to actively participate in learning and fosters their interest in learning. This activity was held on July 13-14, 2022 at Camp Ground, Rawa Gede kadaka House, Cimacan, Cipanas District, Cianjur Regency, West Java involving 25 elementary school level children and 40 students of the Islamic Religious Education Department, University of 45 Bekasi. Based on the results of the service, it can be concluded that the active learning method through singing, playing, and developing the spirit of art is able to give a new impression to children and increase their interest in learning. This is evidenced by the sense of passion and energy shown. In addition, most children are not shy or prestige in interacting with friends, the surrounding environment, and the students who accompany them.

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: Proses pembelajaran formal maupun non-formal sama-sama memiliki hambatan belajar, seperti halnya motivasi belajar, media pembelajaran serta metode yang digunakan. Maka diperlukan kegiatan yang dapat menunjang serta menjadi pembeda bagi suasana kelas yang monoton dan kurang asik. Bersamaan dengan hal ini kemudian dilakukan sebuah upaya kegiatan, yang dinamakan kegiatan BBM (belajar, bermain dan mengeksplorasi) yang bertujuan untuk mendukung semangat serta menghilangkan kejenuhan belajar anak usia sekolah dasar, terutama anak di desa Ligarmukti. Metode yang digunakan dalam pengabdian masyarakat ini adalah action research, yang mana digunakan metode riset dalam pemecahan masalah, terjadi interaksi langsung antara penulis dan client dalam mencapai tujuan pengabdian. Kegiatan yang dilaksanakan pada 6-7 November 2021 ini membuahkan hasil, yaitu terjadi peningkatan motivasi belajar dalam diri anak. Hal itu  dilihat dari antusias 85% dari 32 anak usia sekolah dasar untuk mengikuti kegiatan dengan semangat, mereka lebih aktif dalam mengemukakan pendapat, lebih interaktif atau tidak malu-malu.   Both formal and non-formal learning processes have learning barriers, such as learning motivation, learning media and methods used. So we need activities that can support and be a differentiator for a monotonous and less cool class atmosphere. Simultaneously with this, an activity effort was then carried out, called the BBM activity (learning, playing and exploring) which aims to support enthusiasm and eliminate boredom in learning for elementary school age children, especially children in Ligarmukti village. The method used in this community service is action research, where research methods are used in problem solving, there is a direct interaction between the author and the client in achieving the goals of the service. The activity, which was held on 6-7 November 2021, yielded results, namely an increase in learning motivation in children. This can be seen from the enthusiasm of 85% of 32 elementary school age children to participate in activities with enthusiasm, they are more active in expressing opinions, more interactive or not shy.