Abstract

Background: Religious moderation has become a strategic issue in education amid rising signs of intolerance and radicalism among adolescents, particularly at the secondary school level, which is a crucial phase in identity formation. Although the value of moderation has been integrated into the Islamic Religious Education curriculum, its implementation remains largely normative and has not yet fostered a deep internalization process within learning practices.

Purpose: This study aims to analyse how the values of religious moderation are constructed and internalized in Islamic Religious Education learning and how they contribute to the formation of students’ attitudes.