<![CDATA[This study aims to describe the implementation process of Islamic Religious Education (PAI) learning based on the affective domain of Bloom’s Taxonomy and its impact on fostering religious moderation attitudes among 11th-grade students at SMA Negeri 1 Rumbia. This research employed a qualitative approach with a descriptive design. Data were collected through observation, semi-structured interviews, and documentation. Research informants consisted of the PAI teacher and students actively participating in the instructional process. The collected data were analyzed through data reduction, data display, and conclusion drawing. The findings reveal that the implementation of PAI learning based on Bloom's affective domain was executed through tolerance habituation activities, teacher modeling, and reflective discussions. This approach effectively enhanced student engagement in the PAI learning process and facilitated a deeper understanding and internalization of religious moderation principles. Supporting factors in implementing this approach included teacher competence and role modeling, a conducive school environment, and active student participation in learning activities. Conversely, several inhibiting factors were identified, including limited instructional time, diversity in student backgrounds and character traits, as well as a lack of awareness among certain students regarding the significance of religious moderation.]]>
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