<![CDATA[This study analyzes the governance of religious moderation in Islamic education in Indonesia as a form of moral governance that translates ethical aspirations into indicators, planning, reporting, and governance mechanisms, while examining the extent to which the policy architecture contains mechanisms that can support the formation of ethics beyond documentary compliance. The research uses a qualitative thematic policy analysis of the corpus of national policy and education documents that are purposively selected and triangulated across policy levels. The analysis is carried out through three dimensions, namely ethical definitions and policy objectives, governance technology that includes indicators, planning, monitoring, and reporting, and formative mechanisms that are analyzed through an Ethical–Pedagogical Lens (EPL). Interactivity is used as a diagnostic heuristic to identify structural risks in the relationship between administrative performance and ethical formation. The results show that the governance of religious moderation in Indonesia has established a relatively strong administrative architecture in defining, measuring, coordinating, and reporting ethical goals, but the mechanism of ethical formation is still more widespread in various educational policies related to school culture, inclusion, student participation, conflict prevention, and psychosocial well-being. This condition shows that there is a design risk that administrative performance becomes easier to see and document than the process of forming ethics which is relational and gradual. The EPL, which was developed from the ethical thinking of Shaykh Yusuf al-Makassari, serves as a complementary formative audit framework through three dimensions, namely raḥah (dignity, protection, and support), muʾānasah (relations, dialogue, cooperation, and participation), and ʿadam al-waḥsyah (institutional responsibility for conflict, exclusion, and vulnerability). This research contributes to the study of religious moderation governance by offering a design-based perspective that does not replace indicator-based governance but encourages its integration with the mechanisms of ethical formation and school culture, inclusion, and welfare infrastructure that are already available. This study is limited to policy design analysis and does not claim to prove the policy-practice gap empirically]]>
