<![CDATA[Religious moderation has become an important educational orientation in Indonesian madrasahs, yet its representation in Arabic language textbooks remains insufficiently examined from a critical discourse perspective. This study aims to examine how religious moderation is constructed and represented in the reading texts of a Grade XI Arabic-language textbook on Madrasah Aliyah based on KMA No. 183 of 2019. Employing a qualitative approach and document analysis, the study applies Norman Fairclough’s CDA through three interconnected dimensions: text, discursive practice, and social practice. The analysis focuses on lexical choices, grammatical structures, modality, metaphors, social actor representations, text production, pedagogical use, and broader educational and religious moderation policies. The findings reveal that religious moderation is constructed through three interconnected ideological layers: policy, pedagogy, and discourse. At the textual level, moderation is represented through contextual lexical choices, social actors, and linguistic constructions that normalize tawassuth, tahanun, i‘tidal, tasamuh, bushwah, and shura. At the discursive practice level, these values are recontextualized through contextual themes, communicative activities, and pedagogical functions, transforming policy into language-learning content. At the social practice level, the textbook connects national moderation policies with Islamic educational values and everyday social relations. This study demonstrates that religious moderation is constructed discursively through linguistic, pedagogical, ideological, and policy interactions.]]>
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