<![CDATA[Religious moderation in Islamic education is often treated as a set of values to be transmitted, although in practice it is produced through experience, negotiation, and pedagogical action. This study examines how female educators exercise agency in constructing religious moderation within Nasyiatul Aisyiyah Tanggul, Jember. Using an interpretive phenomenological design, the study draws on in-depth interviews, observations, documentation, focus group discussions, and field notes from female educators active in educational, leadership, and socio-religious activities. Data were analyzed through repeated reading, identification of significant statements, coding of meaning units, theme development, and interpretive comparison across data sources. The findings show that moderation is constructed through five interconnected processes: socio-religious experience, reflection on difference, negotiation of values and religious authority, pedagogical choice, and attitudinal change. Dialogue, exemplary behavior, deliberation, contextualization of religious sources, and critical engagement with digital religious content are the main strategies through which educators translate moderation into lived practice. Nasyiatul Aisyiyah functions not merely as an organizational setting but as an ecology of agency that enables women to develop interpretive authority, pedagogical confidence, and participatory leadership. The study contributes to religious moderation scholarship by shifting the focus from moderation as transmitted content to moderation as a socio-pedagogical construction shaped by women's agency.]]>
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