<![CDATA[This study explores how religious moderation values are integrated into Islamic Religious Education (IRE) at NU Elementary School 10 Wuluhan, Jember, Indonesia. Using a qualitative case study design, data were collected through interviews, classroom observations, and document analysis. The findings reveal that moderation is fostered through contextual pedagogy, teacher role modeling, and Nahdlatul Ulama traditions emphasizing tolerance, inclusivity, and balance. Students respond positively when lessons relate to cultural practices and collaborative learning. Challenges include limited curriculum alignment, insufficient teacher training, and socio-cultural factors such as parental conservatism and exposure to radical narratives. Nevertheless, strong institutional traditions, teacher commitment, and community collaboration support implementation. The study concludes that integrating moderation into IRE requires curriculum enhancement, teacher empowerment, community participation, and policy reinforcement. Penelitian ini mengkaji integrasi nilai-nilai moderasi beragama dalam Pendidikan Agama Islam (PAI) di SDNU 10 Wuluhan, Jember, Indonesia. Dengan pendekatan kualitatif studi kasus, data diperoleh melalui wawancara, observasi kelas, dan analisis dokumen. Hasil menunjukkan bahwa nilai moderasi dikembangkan melalui pedagogi kontekstual, keteladanan guru, serta tradisi Nahdlatul Ulama yang menekankan toleransi, keseimbangan, dan inklusivitas. Siswa menunjukkan antusiasme ketika pembelajaran dikaitkan dengan budaya lokal dan kegiatan kolaboratif. Tantangan muncul pada keterbatasan kurikulum, kurangnya pelatihan guru, dan pengaruh sosial seperti konservatisme orang tua serta paparan narasi radikal. Namun, tradisi kelembagaan yang kuat, komitmen guru, dan kerja sama masyarakat menjadi faktor pendukung. Penelitian ini menyimpulkan bahwa integrasi moderasi dalam PAI memerlukan penguatan kurikulum, pemberdayaan guru, keterlibatan masyarakat, dan dukungan kebijakan yang berkelanjutan.]]>
