Weaving harmony from the classroom: A religious moderation-based classical guidance module as a preventive strategy against toxic positivity in elementary schools

Abstract

Toxic positivity, the pressure to always think positively and deny negative emotions, is now emerging even in elementary school-aged children. This phenomenon may hinder emotional health and communication openness. This study aims to develop a classical guidance module grounded in religious moderation to reduce toxic positivity among elementary students. This study uses a 4-D model development research approach (Define, Design, Develop, Disseminate). However, this research only reached the development stage. The study was conducted at SDN 01 Lima Kaum, Tanah Datar, with a sample of 39 students from the fifth and sixth grades, selected using purposive sampling. Data were collected through questionnaires and interviews and were subsequently analysed descriptively and quantitatively. The results showed that 51% of students experienced toxic positivity in the high to very high category. The developed module was validated by experts, achieving a validity score of 76% (categorised as "valid"). It was subsequently revised in response to validator input on language simplification, the addition of contextual examples, and the integration of religious moderation values. These findings demonstrate the urgency of early intervention grounded in moderate religious values to foster healthy emotional literacy in children. Consequently, this module guides classroom teachers to achieve balance and address negative emotions to support students' mental health.