<![CDATA[This qualitative case study investigated how religious moderation-based Islamic Education (PAI) strengthens interfaith tolerance and social harmony in an Indonesian multicultural public senior high school (SMAN 2 Palopo, South Sulawesi). Grounded in Social Learning Theory, Constructivist Learning Theory, and Allport's Contact Theory, the research addressed three questions: how moderation values are structurally integrated into PAI instruction, how these values manifest in students' daily cross-religious social interactions, and how institutional support drives tolerance outcomes. Participants comprised N = 26 purposively selected key stakeholders: 3 administrators, 3 PAI teachers, 2 guidance counselors, and 18 students representing diverse religious affiliations (Muslim, Protestant, Catholic, Hindu). Data were collected over three months via 14 classroom observations, 26 semi-structured interviews, and analysis of 12 institutional artifacts, and analyzed using Miles, Huberman, & Saldaña's interactive model. Rigor was established through Lincoln and Guba's trustworthiness framework (Cronbach's α = 0.89/0.91 inter-coder agreement). Findings revealed three core mechanisms: (1) instructional integration through contextualized problem-based learning and multi-perspective theological reasoning; (2) authentic social enactments featuring equal-status cross-faith academic collaboration (88.8% positive peer interaction rate) and joint civic activities; and (3) an institutional ecosystem enforcing inclusive school regulations. The study formulates the Integrated Religious Moderation Ecosystem (IRME) Model, demonstrating that PAI acts as an operative vehicle for social cohesion when classroom pedagogy, teacher modeling, and inclusive governance converge.]]>
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