<![CDATA[ Background: Strengthening religious moderation from elementary school is crucial for maintaining tolerance and preventing potential socio-religious conflicts. SDN 02 Bedono is a relevant context for examining how the values of moderation are instilled in upper-grade students. Objective: To analyze the form, process, and effectiveness of strengthening religious moderation in upper-grade students at SDN 02 Bedono as an effort to maintain tolerance and prevent socio-religious conflicts. Method: Qualitative research with a case study design. Data were collected through interviews and observations of learning practices and school culture, and then analyzed thematically to identify patterns of strengthening moderation values. Results: Students demonstrated a practical understanding of religious moderation that was internalized in their daily behavior. The reinforcement of values took place through a combination of formal approaches (learning activities and school programs) and habituation, with teachers playing the role of moral and social role models. Conclusion: Elementary schools hold a strategic position in shaping tolerant character; at SDN 02 Bedono, religious moderation has become an integral part of the school's social norms, as reflected in the interactions between students. Originality/Value: This case report provides significant empirical and practical contributions in the field of primary education and multicultural school culture management by documenting the value-internalization process and the formation of tolerant character among upper-grade students through an integration of formal curricula, school culture habituation, and teacher role-modeling regarding early cultivation of religious moderation to prevent potential socio-religious conflicts, which remains limitedly reported in primary school literature. This study provides deep contextual insights and serves as a strategic reference, contributing to the formulation of inclusive character-building models, school managerial decision-making, and addressing diversity challenges in similar primary education institutions.]]>
