<![CDATA[Biology learning holds strategic potential for linking the mastery of scientific concepts with the strengthening of faith and piety (imtaq) while fostering moderate religious attitudes. This study aims to describe the integration of imtaq values in Biology learning and its contribution to strengthening religious moderation at SMA Negeri 5 Palembang. A descriptive qualitative approach was employed. Data were collected through a nine-indicator classroom observation checklist and open-ended reflective notes completed by 30 grade X students, and were analysed through data condensation, data display, and conclusion drawing combined with thematic analysis. The results show that imtaq integration was observed throughout all learning stages, from the opening with greetings, prayer, and expressions of gratitude, to core activities that relate biological phenomena to the greatness of God, and closing activities that address both knowledge and faith, with an implementation rate of 98.9% based on students’ perceptions. The indicators with relatively lower implementation were linking the material to Qur’anic verses/Hadith (93.3%) and inviting critical thinking and openness toward diverse opinions (96.7%). Thematic analysis of the reflective notes yielded five themes: affective relationships and respect toward the teacher, a positive learning atmosphere, ease of understanding the material, learning motivation, and gratitude for knowledge. These findings indicate that imtaq-based Biology learning can serve as a means of strengthening religious moderation values, particularly balance (tawassuth) between science and faith, tolerance (tasamuh) toward differing opinions, and civility in educational relationships.]]>
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