Internalizing Religious Moderation Through Islamic Religious Education: A Value-Ecosystem Perspective Within Indonesia’s Merdeka Curriculum

This study examines the internalization of religious moderation through Islamic Religious Education (PAI) within Indonesia’s Merdeka Curriculum from a value-ecosystem perspective. Using a qualitative single-case study at SD Plus IGM Palembang, data were generated through teacher interviews, classroom observations, and document analysis and analyzed through deductive–inductive coding. Findings show that national commitment, tolerance, non-violence, and accommodation of local culture were manifested to varying degrees, while humanity and justice emerged as complementary ethical values. Internalization occurred through contextual and collaborative learning, project-based activities, teacher mediation and role-modeling, and school-based reinforcement. Local-cultural accommodation was observed through learning that connected religious respect with Palembang traditions, while project-based learning engaged students with national commitment, tolerance, and non-violence. Teachers identified instructional resources, pedagogical guidance, family and digital environments as relevant conditions, although the latter were not independently examined. The article advances a value ecosystem perspective that explains internalization as relational alignment and sometimes misalignment among curriculum, teacher mediation, learning activities, and school practices. The evidence supports context-specific interpretations of educational processes, not causal claims or proof of durable attitudinal change.