<![CDATA[This study aims to analyze the concepts, implementation strategies, supporting factors, obstacles, and evaluation models of religious moderation in Islamic basic education learning. The research uses a qualitative approach with a systematic-integrative literature review method. The research data is sourced from reputable international journal articles, academic books, policy documents, and institutional reports published in 2015–2026. The search was carried out through databases and pages of scientific publishers with keywords related to religious moderation, Islamic education, tolerance, religious literacy, multicultural education, basic education, and inclusive pedagogy. Data are analyzed through the stages of identification, selection, coding, categorization, comparison, and thematic synthesis. The results of the study show that religious moderation in Islamic basic education is not enough to be taught as cognitive material, but must be integrated in learning objectives, teaching materials, dialogical methods, teacher examples, school culture, habituation activities, digital literacy, and authentic assessments. The main values include tawassuth, tawazun, i'tidal, tasamuh, musawah, sura, ishlah, muwathanah, nonviolence, and respect for local traditions. This research produced an Integrative Framework for Religious Moderation in Islamic Basic Education which consists of five components, namely value orientation, curriculum integration, participatory pedagogy, exemplary ecosystem, and developmental evaluation. The implications of the research emphasize the need to develop teacher competencies, provide contextual teaching materials, family involvement, strengthen inclusive school culture, and continuous assessments that assess students' knowledge, attitudes, and behaviors.]]>
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