<![CDATA[Religious moderation has become an important issue in Islamic education within diverse societies; however, its conceptualization in the literature remains fragmented into elements that are often discussed separately, particularly tolerance and non-extremist attitudes. This study aims to analyze the conceptualization of religious moderation in Islamic education scholarship, identify its constituent components, and reconstruct them into a coherent conceptual framework. The study employs a qualitative approach using a Systematic Literature Review (SLR) method reported in accordance with the PRISMA 2020 flow diagram. The literature search was conducted through Google Scholar and ResearchGate, covering publications from 2020 to 2026. Six journal articles that met the inclusion criteria were synthesized through thematic analysis, comparative analysis, and conceptual synthesis. The findings indicate that religious moderation in Islamic education extends beyond tolerance and encompasses the interconnected dimensions of religious understanding, balanced attitudes, respect for differences, and responsibility for communal life. The novelty of this study lies in shifting the focus from the implementation of moderation values toward the organization of their conceptual structure. This structure is formulated into a three-level model consisting of *religious understanding, moderate attitudes, and shared responsibility*, supported by curriculum, educators, and the educational environment. This model can serve as a foundation for formulating educational objectives, learning content, and assessment of religious moderation in Islamic educational institutions.]]>
Copyrights © 2026
