<![CDATA[This study examines the relationships between religious moderation, empathy, tolerance, and social cohesion among Islamic secondary school students in pluralistic educational environments. Conducted in Pesawaran Regency, Lampung Province, Indonesia, a heterogeneous area shaped by transmigration and characterized by ethnic, cultural, and religious diversity, the study employed a quantitative cross-sectional survey design. Data were collected from 100 students selected through stratified random sampling using a structured questionnaire with a five-point Likert scale. Partial Least Squares Structural Equation Modeling (PLS-SEM) with SmartPLS 4 was used to evaluate the measurement and structural models. The results demonstrated positive and statistically significant associations between all three explanatory variables and social cohesion. Religious moderation (β = 0.399, p < 0.001) and empathy (β = 0.397, p < 0.001) exhibited closely comparable path coefficients, while tolerance also showed a significant positive association (β = 0.311, p < 0.001). Together, these variables explained 77.2% of the variance in social cohesion (R² = 0.772). The cross-sectional design and the focus on students in one regency limit causal inference and the generalizability of the findings. Future research may employ longitudinal designs and incorporate additional factors, such as social media exposure, parenting practices, and school leadership. By examining religious moderation alongside psychosocial dimensions within a single structural model, this study contributes empirical evidence to the literature on Islamic education and social cohesion. The findings highlight the relevance of integrating religious values, empathy, and tolerance in fostering harmonious relationships within pluralistic educational settings.]]>
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