<![CDATA[Religious moderation has become an important issue in Indonesian education due to the country’s pluralistic society, where differences in religion, ethnicity, and culture may lead to conflict if not managed wisely. In the context of Islamic Religious Education (PAI), moderation values should be integrated not only into cognitive aspects but also into students’ character development. This study aims to analyze how religious moderation functions as a paradigm for transforming Islamic Religious Education learning at SMKN 4 Kota Palangka Raya. This research employed a qualitative approach with a case study design. The subjects consisted of Islamic Religious Education teachers and selected students chosen through purposive sampling. Data were collected through observation, in-depth interviews, and documentation, and analyzed using interactive analysis techniques including data reduction, data display, and conclusion drawing, with triangulation to ensure data validity. The findings indicate that religious moderation has been integrated into lesson planning, implemented through dialogical methods such as discussions and group work, and reinforced through attitude evaluation and a tolerant school culture. Although challenges remain, including minor discriminatory remarks and limited digital religious literacy, religious moderation has functioned as a transformative paradigm that promotes inclusive, tolerant, and contextual Islamic Religious Education learning. Therefore, strengthening evaluation systems and continuous character development is necessary to optimize the internalization of moderation values.]]>
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