<![CDATA[This study examines the internalization of Pancasila values based on religious moderation and the supporting and inhibiting factors in the process at SMP Negeri 1 Dampal Selatan. A descriptive qualitative design was employed. Data were collected through observation, semi-structured interviews, and documentation involving the principal, a Pancasila and Civic Education teacher, and students. Data were analyzed using the Miles and Huberman model through data reduction, data display, and conclusion drawing, with source and technique triangulation used to strengthen credibility. The findings show that Pancasila values are internalized through Pancasila and Civic Education learning, teacher role modeling, habituation, religious activities, national activities, and students’ social interactions. The process develops through value transformation, value transaction, and transinternalization. The internalized values include religious commitment, humanity, nationalism, democracy, and justice, reflected in students’ respect for religious and cultural differences, mutual assistance, unity, deliberation, and fair treatment. Supporting factors include school policy, teacher involvement, students’ attitudes, and school culture, while inhibiting factors include external social environments, social-media exposure, and limited instructional time. The study concludes that religiously moderate Pancasila character develops through continuous interaction between classroom learning and school culture.]]>
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