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This study investigates the integration of religious moderation values into Islamic Religious Education (IRE) at NU Elementary School 10 Wuluhan in Indonesia, utilizing qualitative case study methods including interviews, observations, and document analysis. Findings indicate that moderation is promoted through contextual pedagogy, teacher modeling, and community traditions, though challenges such as curriculum limitations and socio-cultural factors persist. The research emphasizes the need for enhanced cur

Author

rfqiwildan

Language

EN