<![CDATA[Strengthening religious moderation through moral education has become increasingly important in elementary education. However, previous studies have largely examined character education and religious moderation separately, while limited attention has been given to how teacher creativity supports the internalization of religious moderation values in primary school contexts. This study aims to explore how teacher creativity in moral education contributes to strengthening religious moderation among students at State Elementary School 12 Sarae, Bima City, Indonesia. This research employed a qualitative case study design involving one principal, four teachers, and twelve students selected through purposive sampling. Data were collected through classroom observations, semi-structured interviews, and documentation and analyzed using an interactive model consisting of data reduction, data display, and conclusion drawing, supported by source and method triangulation. The findings indicate that teacher creativity was reflected in storytelling, interactive learning activities, habituation practices, and teacher role modeling, which supported the internalization of tolerance, empathy, cooperation, and respect in students’ daily interactions. Challenges remained in designing innovative moral learning experiences and integrating moderation values consistently into classroom instruction. This study contributes by providing contextual insights into how creative moral education practices support religious moderation in elementary education within a socio-religious community setting.]]>
