<![CDATA[Purpose – This study examines how students' perceptions of principal managerial effectiveness, teacher competence, and Love Curriculum-aligned experiences are associated with religious moderation in two state madrasahs in multicultural North Sulawesi, Indonesia, and clarifies their unique predictive contributions when the three school-level variables are considered simultaneously within one analytical framework. Design – A quantitative cross-sectional explanatory survey was conducted with 110 Grade X and XI students from MAN 1 Model Manado and MAN 1 Bitung. Data were collected using an 87-item four-point Likert questionnaire. Cronbach's alpha coefficients ranged from .864 to .923. Descriptive statistics, simple regression, and multiple regression were used after testing residual normality, linearity, independence, heteroscedasticity, and multicollinearity. Findings – All three predictors were significantly associated with religious moderation when tested separately. In the simultaneous model, perceived principal managerial effectiveness (beta = .287, p = .002) and Love Curriculum-aligned experiences (beta = .331, p < .001) made significant unique contributions, whereas perceived teacher competence did not (beta = .103, p = .292). The model was significant, F(3, 106) = 19.016, p < .001, and explained 35.0% of the variance in religious moderation. Research Implications – The findings indicate that institutional leadership and value-oriented curricular experiences are important components of religious moderation in multicultural madrasahs. Interpretation should remain cautious because the study is cross-sectional, relies on student self-reports, and covers only two institutions. Originality – The study provides preliminary empirical evidence by jointly examining student-perceived leadership, teacher competence, and Love Curriculum-aligned experiences within a multicultural madrasah context. ]]>
