<![CDATA[Integrating religious moderation into learning materials is increasingly important for fostering students’ moderate religious understanding. However, little is known about how different learning materials are used and how students interact with them. This study explores (1) the use of religious moderation-oriented learning materials and (2) students’ interactions with these materials in Islamic Religious Education. Using a qualitative case study at one senior high school in Situbondo, data were collected through semi-structured interviews, classroom observations, and documentation, and analyzed with the interactive model of Miles and Huberman. The findings show that materials were used in layers to develop students’ moderate religious understanding progressively. The teacher used three types of materials, each with a distinct pedagogical function: government-issued printed textbooks provided conceptual foundations, electronic modules offered more substantive and exploratory content, and handouts focused on key learning points. Students’ interactions varied accordingly: reading, searching for concepts, highlighting, and referring back with textbooks; re-accessing, independent reading, and exploration with modules; and rapid reading, keyword searching, and recall with handouts. Theoretically, the study positions religious moderation learning as an interactional process involving students, content, and the affordances of learning materials. Practically, it recommends teacher training in the strategic use of layered materials and stronger institutional support for digital infrastructure. The findings are limited to selected classrooms and materials in one school.]]>
