<![CDATA[Religious diversity in Indonesian schools creates both opportunities for intercultural learning and challenges related to intolerance, social segregation, and exclusive attitudes. This study examines how religious moderation values are implemented in students’ everyday social interactions at SMP Negeri 02 Seputih Banyak and identifies the institutional, pedagogical, familial, and digital factors that support or constrain their implementation. A qualitative case study approach was employed through classroom and school observations, semi-structured interviews, and document analysis. The participants comprised the principal, an Islamic Religious Education (PAI) teacher, and Class VII A students. The findings indicate that religious moderation is implemented primarily through teacher modeling, integration of moderation values into PAI learning, school routines, interpersonal guidance, and interfaith activities. Tolerance, justice, balance, respect for differences, and non-violent interaction were not delivered as a stand-alone subject but were embedded within everyday school practices. Interfaith activities provided opportunities for students from different religious backgrounds to interact beyond routine classroom encounters, although such interaction remained uneven. The implementation was supported by school commitment, teacher involvement, inclusive activities, and parental support. However, the absence of a dedicated moderation program, limited teacher training, restricted cross-religious interaction outside the classroom, and exposure to polarizing religious content through social media remained important challenges. The findings suggest that religious moderation in public junior secondary schools should move beyond normative instruction toward sustained school-wide practices that combine teacher modeling, structured intergroup contact, curriculum integration, digital literacy, and collaboration between schools, families, and communities.]]>
