<![CDATA[Religious moderation has become a strategic agenda in Indonesian education to strengthen social cohesion, tolerance, and national unity within a multicultural society. Madrasahs, as Islamic educational institutions, play a significant role in cultivating moderation values through curriculum implementation, teacher practices, and students’ daily interactions. This study aims to examine the influence of curriculum implementation, student behavior, and teacher roles on the internalization of religious moderation values in madrasahs in Jambi City. A quantitative research approach was employed using a survey design involving 350 students from several public and private madrasahs. Data were collected through structured questionnaires measuring four variables: curriculum-based religious moderation, teacher role, student behavior, and religious moderation values. The data were analyzed using descriptive statistics, correlation analysis, and multiple regression techniques. The findings reveal that curriculum implementation, teacher role, and student behavior significantly contribute to the development of religious moderation values among students. Among these factors, the teacher role emerged as the strongest predictor, indicating that teachers function not only as knowledge transmitters but also as role models in fostering tolerance, inclusiveness, anti-violence attitudes, and respect for diversity. The curriculum also demonstrated a positive influence by integrating moderation principles into learning activities, while positive student behavior reinforced the practical application of these values in school life. The study concludes that the successful cultivation of religious moderation in madrasahs requires a holistic educational approach involving curriculum design, exemplary teacher conduct, and supportive student behavior. These findings provide empirical evidence for policymakers and educational practitioners in strengthening religious moderation programs within Islamic educational institutions.]]>
