<![CDATA[This study aims to describe the role of homeroom teachers in instilling religious moderation values and to identify the specific values instilled among first-grade (1C) students at SDIT Qurrota A’yun, Abepura, Jayapura City. Religious moderation is a national priority under Indonesia’s 2020–2024 Medium-Term Development Plan (RPJMN), particularly to maintain harmony amid religious and cultural diversity, including in Papua. This study employed a descriptive qualitative approach with a pedagogical lens. Data were collected through observation, in-depth interviews, and documentation involving the principal, homeroom teacher, and students. Data were analyzed using the Miles and Huberman interactive model, comprising data reduction, data display, and conclusion drawing and verification. Credibility was established through source and method triangulation. The findings indicate that the homeroom teacher performs four main roles: conservator, innovator, transmitter, and transformator. The values instilled include justice (‘adl), balance (tawazun), moderation and simplicity (i’tidal), and unity and brotherhood (ittihad wa ukhuwah), developed through morning gatherings, student pledges, and religious habituation. Stronger institutional support is recommended to ensure sustainable implementation at the elementary level.]]>
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