<![CDATA[The Society 5.0 era has expanded students’ religious learning spaces through digital media, while the diversity of information sources has also introduced religious claims that may not align with the values of religious moderation. This study aims to analyze the role of Islamic Religious Education (PAI) teachers in fostering students’ religious moderation by mediating digital religious information at SD Negeri 345 Gresik. A qualitative approach with a single case study design was employed. Data were collected through semi-structured interviews with a PAI teacher and three students, observations of 40 sixth-grade students, and documentation. Data credibility was examined through technique triangulation and analyzed using the interactive model of Miles, Huberman, and Saldaña. The findings indicate that students obtain religious information from YouTube and TikTok and respond to it differently, ranging from acceptance to critical questioning. The PAI teacher mediates these encounters through tabayyun, dialogue, case studies, digital media, habituation, and communication with parents. This support encourages students to become more open to differences, consider context, and use teachers and families as spaces for clarification. The study concludes that religious moderation develops through sustained mediation among digital information, religious authority, family, and students’ social experiences.]]>
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