<![CDATA[The purpose of this study is to identify the factors that promote and hinder the application of Islamic Religious Education (PAI) learning in the values of religious moderation, tolerance, and anti-radicalism. The research method is qualitative using a descriptive approach. The research location is SMP Al-Ikhlas Bere Makam Klampar Pamekasan, with data sources consisting of Islamic Religious Education teachers and many eighth-grade pupils. Techniques for gathering data included interviews and observation. Data analysis followed the Milles and Humberman approach, with the stages of data reduction, data presentation, and conclusion formulation. The results demonstrate that teachers present the value of religious moderation in the CP, ATP, and Teaching Modules. Teachers use a variety of real-world examples to illustrate the value of tolerance, foster an attitude of respect for religious and philosophical diversity, and employ teaching strategies like debate and group projects. In order to combat radicalism, educators advise pupils to use caution when sharing information and impart knowledge of digital literacy. Religious moderation was implemented with cooperation from the school and parents, among other considerations. However, students' inadequate knowledge of digital literacy and disparities in family origins were hindering issues. ]]>
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