<![CDATA[Islamic Religious Education (IRE) teachers play an important role in shaping the values of religious moderation. However, teachers' perceptions of religious moderation are not always uniform, which affects how these values are understood and implemented. This study aims to analyze the perception of IRE teachers in Junior High Schools (JHS) regarding religious moderation. This research employs a qualitative, phenomenological approach. Data was collected through interviews with twelve IRE teachers from public, private, and Islamic boarding schools. Data analysis used the Miles and Huberman interactive model. The results of the study show that there is diversity in teachers' perceptions of religious moderation. Some scholars interpret it as tolerance focused on respecting differences in beliefs, while others associate it with the concepts of wasathiyah and rahmatan lil'alamin, which emphasize balance and inclusiveness. This diversity is influenced by educational backgrounds, participation in formal training, and involvement in interfaith communities, as reflected in the different ways teachers explain the concept of religious moderation and integrate it into learning. Then, based on the teacher's observations, at the junior high school level, there was no indication of radical thinking in students, so learning was more directed as a preventive effort in schools. This study emphasizes that teachers' conceptual understanding plays an important role in shaping the practice of religious moderation in school learning.]]>
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