<![CDATA[The emergence of radicalism and extreme fanaticism in the globalization era necessitates the reinforcement of wasathiyah character through contextually integrated religious education in madrasas. This qualitative field study employing a phenomenological approach aimed to describe the implementation of the insertion method in cultivating religious moderation values within Akidah Akhlak subject at MA Sains Qur’an Arridwan Sukorejo Bojonegoro, while identifying supporting and inhibiting factors. Data were gathered through non-participant observation, semi-structured in-depth interviews with madrasa leadership, teachers, and 11th-grade students, alongside official documentation studies, analyzed interactively via data reduction, descriptive presentation, and verification. Data trustworthiness was ensured through technique and source triangulation as well as member checks. Results demonstrated that the cultivation of religious moderation values was systematically conducted across three phases: basic competency planning, interactive instructional delivery inserting tolerance, justice, and non-violence principles, and learning evaluation via reflective oral assessments. Primary supporting factors included proactive single-command leadership, adaptive teacher competency, representative facilities, and shared socio-cultural backgrounds among madrasa members. Challenges encountered involved unfiltered digital information flows, educator curricular workloads, and disparities in students' foundational religious knowledge. The main conclusion confirms that the insertion method effectively transforms normative theological instruction into applicable tolerance education that strengthens students' national character. ABSTRAK Ancaman radikalisme dan fanatisme ekstrem di era globalisasi menuntut adanya penguatan karakter wasatiah melalui pendidikan keagamaan yang terintegrasi secara kontekstual di madrasah. Penelitian kualitatif studi lapangan (field study research) dengan pendekatan fenomenologis ini bertujuan mendeskripsikan implementasi metode insersi nilai-nilai moderasi beragama pada mata pelajaran Akidah Akhlak di MA Sains Qur’an Arridwan Sukorejo Bojonegoro, serta mengidentifikasi faktor pendukung dan penghambatnya. Pengumpulan data dilakukan melalui observasi non-partisipan, wawancara mendalam semi-terstruktur bersama pimpinan madrasah, guru, dan peserta didik kelas 11, serta studi dokumentasi resmi yang dianalisis secara interaktif melalui reduksi data, penyajian deskriptif, dan verifikasi. Keabsahan data diuji menggunakan triangulasi teknik dan sumber serta member check. Hasil penelitian menunjukkan bahwa penanaman nilai moderasi beragama dilaksanakan melalui tiga tahapan sistematis: perencanaan kompetensi dasar, pelaksanaan pembelajaran interaktif dengan menyisipkan nilai toleransi, keadilan, dan antikekerasan, serta evaluasi hasil belajar melalui tes lisan reflektif. Faktor pendukung utama meliputi kepemimpinan komando tunggal yang proaktif, kompetensi guru yang adaptif, fasilitas representatif, serta kesamaan latar belakang kultural warga madrasah. Hambatan yang dihadapi mencakup tantangan keterbukaan arus informasi digital, beban kurikuler pendidik, serta disparitas latar belakang pemahaman keagamaan santri. Simpulan utama menegaskan bahwa metode insersi terbukti efektif mentransformasi materi teologis normatif menjadi pembelajaran nilai toleransi aplikatif yang memperkokoh karakter kebangsaan peserta didik. ]]>
