Abstract
This study explores how religious moderation is constructed and practiced at SDN Jambean 1 Kediri, East Java, an inclusive primary school with students from diverse religious and learning backgrounds. Although studies on religious moderation in Indonesia have increased, its implementation in inclusive primary schools remains less explored, particularly in relation to students’ everyday experiences. Drawing on Berger’s Social Construction of Reality, this study examines how religious moderation develops through externalization, objectivation, and internalization. A qualitative case study was conducted through semi-structured interviews, classroom observations, and document analysis involving the school principal, teachers, religious education teachers, and students. The findings show that religious moderation was expressed through inclusive learning, teacher role modelling, the 5S culture (senyum, salam, sapa, sopan, and santun), equal participation, shared social and religious activities, and the Religious Moderation Corner. These practices gave students opportunities to interact and participate with peers from different religious backgrounds while respecting their beliefs. Over time, such experiences became part of the school culture and were reflected in students’ respectful and cooperative behaviour. The findings suggest that religious moderation was not only taught as a value, but also experienced and practiced in everyday school life. This study highlights the role of inclusive primary schools in nurturing religious moderation through meaningful social interactions and shared experiences.