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The diversity of Indonesian society, which consists of various ethnic groups, religions, cultures, and races, represents a great potential for the creation of a harmonious social life. However, the reality shows that intolerance and narrow fanaticism still often arise and even begin to influence students in the educational environment. This has the potential to create social conflicts and damage the nation's character in the future. This study aims to examine the role of education in shaping students to avoid fanatic behavior and social conflicts. The research method used is descriptive qualitative with data collection techniques through relevant literature studies. The results of the study show that schools have a strategic role in instilling values of tolerance, inclusive attitudes, and religious moderation through learning, teacher role models, and a school culture that respects diversity. In addition, synergy between schools, families, and communities is needed to create an educational environment that is conducive to the development of students' character. Through the implementation of multicultural education and the strengthening of national values on a sustainable basis, students are expected to become a generation with strong character, tolerant, and able to live peacefully alongside others in a pluralistic society.

Religious moderation represents one of the fundamental values in shaping a tolerant, inclusive, and civilized national character. Integrating the values of religious moderation into the basic education curriculum serves as a strategic effort to instill moderate religious attitudes from an early age. This article aims to analyze the concept, urgency, and implementation of integrating religious moderation values within Indonesia’s basic education curriculum. Using a qualitative-descriptive approach through literature review, this study finds that the implementation of religious moderation can be realized through strengthening the Pancasila student profile, promoting interfaith learning, and embedding the values of tolerance and justice across all subjects. The findings indicate that a curriculum incorporating religious moderation not only develops students’ cognitive competencies but also fosters a religious character that appreciates diversity. The study concludes that religious moderation in the curriculum can significantly improve students' cognitive development, while simultaneously cultivating a religious character that embodies the values of tolerance, justice, and social responsibility. Such integration is vital to ensuring a peaceful and prosperous future for the nation.

This study aims to analyze the representation of religious moderation values in the Islamic Religious Education (PAI) textbook for grade VII at the junior high school level published by the Ministry of Education and Culture in the Merdeka Curriculum. The research method used in this research is a qualitative approach with descriptive research type. Data collection techniques are carried out through literature review and document analysis. This research will also use triangulation techniques to ensure data accuracy.  The results show that this textbook successfully conveys the values of religious moderation in a way that is appropriate to the Indonesian context which is rich in diversity. The value of national commitment is emphasized through teaching about the importance of maintaining national unity, while the value of tolerance and interfaith cooperation is reflected in materials that respect differences in beliefs and invite students to coexist peacefully. In addition, the value of anti-violence in religion is also integrated by promoting the principles of peace and compassion, as well as attitudes that avoid extremism. The book also introduces respect for local cultures that are in line with religious principles, to create a society that is inclusive, peaceful, and able to maintain social harmony. Thus, PAI textbooks in the Merdeka Curriculum not only function as a tool for religious learning, but also as a means of building student character that emphasizes the values of religious moderation in everyday life.

SMA Negeri 12 Semarang City has religious diversity, namely 1) Islam; 2) Christianity; and 3) Catholicism, making the school one of the targets of the National Medium-Term Development Plan 2024 to increase the index of harmony between religious communities through education. The focus and purpose of the research is to describe in detail the implementation of moderation of religious life in SMA Negeri 12 Semarang City. This research uses a qualitative approach with descriptive methods. The researcher had a role in collecting data by using observation, interview, and documentation methods. This research uses an interactive model data analysis technique which then uses source and technique triangulation for validity. The results showed that the implementation of moderation in SMA Negeri 12 Semarang City has been carried out well, this can be seen from the achievement of moderation indicators, namely 1) National Commitment of the Pancasila Student Profile Strengthening Project (P5), Pancasila Education (PP) learning, Religious learning, flag ceremony and character camp; 2) Tolerance of P5, Religious and PP learning, Healthy School Movement programme, and Child Friendly Education Unit; 3) Anti-violence of P5 and punitive measures in the form of warnings, advice, point deductions, and mediation with the result that cases that cannot be handled are expelled from school; 4) Local Cultural Accommodation of P5 and extracurricular activities in the form of traditional dance.

This research uses a qualitative methodology with field research as the main research design. Observation, interview and documentation methods were used in the data collection approach. Three analytical approaches were applied: data reduction, data visualization, and drawing conclusions. Research findings show that: 1) Students of SD N 2 Kapencar Kertek Wonosobo have sufficient understanding of the importance of religious moderation, this shows that they have understood the indicators one by one, starting from the values ​​of tolerance, non-violence and local values. cultural accommodation, and national values. Because they live in an environment and school that is slightly different from other places, children may appreciate the value of tolerance in everyday life. Apart from being enthusiastic and able to preserve long-standing cultural heritage, students are also open to differences in views and are able to live in harmony and harmony. support each other without discriminating between personal ideologies. 2) Efforts made by the Islamic Religious Education teacher at SD N 2 Kapencar Kertek Wonosobo to instill the value of religious moderation through the implementation of Friday worship, 5S (Smile Greeting and Greeting with Manners), direct teaching in class through debates and lecture formats. Acquire knowledge beyond the boundaries of the classroom. 3) Findings from observations and interviews show a number of contributing factors, ranging from the provision of school facilities to local communities and cultural diversity. Meanwhile, the obstacle is a lack of enthusiasm for learning when studying Islamic Religious Education.

The realization of religious moderation in a multi-cultural society is a must, with religious moderation, peace can be realized mutual respect, respect and tolerance as a foundation for developing social life in society. With religious moderation, peaceful life goes well among people of different faiths.  Religious moderation guides the right religious way for believers. Every religion teaches compassion and peace, so why look at others with hatred. In order to realize interaction with the foundation of religious moderation, a massive movement is needed, one of which is through learning at educational institutions. Research aims to contribute to the growth of harmony among human beings a necessity, because every religion teaches goodness. Religion is not used as a tool to justify behaviour that actually causes unrest and conflict.