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The problem of this research is how to plan the implementation of the Islamic Religious Education learning model based on religious moderation. Moreover, how can the Islamic religious education learning model be implemented based on religious moderation? This type of research is qualitative and uses descriptive analysis methods. In collecting data, observation, interviews, and documentation are used. Then, data processing and analysis techniques are carried out through three stages: data reduction, data presentation, and verification of conclusions. The results of this study indicate that First, teachers make plans for the implementation of Islamic religious education learning models based on religious moderation arranged by teachers according to the material, specific objectives, methods, and time but still coordinated with the Islamic religious education teacher team to conduct joint analysis by the objectives of the curriculum based on the needs of students' social development in society. Second, implementing Islamic religious education learning models based on religious moderation is arranged systematically and integrated with the integrative Contextual Teaching and Learning (CTL) model based on formulating the curriculum structure with a student participation approach to achieve learning outcomes. The theoretical implications of the study are intended that the results of this study can contribute to the development of new theories in learning related to the Islamic Religious Education learning model based on religious moderation in schools. In comparison, the practical implications contribute to teachers teaching Islamic religious education materials based on religious moderation to improve the quality of learning and achieve learning objectives, namely changes in students' attitudes in their lives.