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This community service program aimed to strengthen community development in Negeri Soya by reinforcing group kinship ties within a multicultural society. As a traditional village in Ambon City, Negeri Soya is inhabited by people from diverse ethnic and social backgrounds who live together in one area. This diversity requires harmonious social relations supported by solidarity, brotherhood, and social awareness. The program focused on the men’s service group of the Elim Sector, Soya Congregation, as a forum for social and spiritual development. The activities were conducted through lectures, question-and-answer sessions, and collaborative practices in church services. The materials emphasized group kinship, social solidarity, togetherness, and the understanding that kinship is not limited to blood relations, but can also be built through shared territory, life experiences, and continuous social interaction. The results show that the Negeri Soya community has strong solidarity and active participation in religious and social activities. Values such as mutual cooperation, masohi, and the concept of orang basudara serve as important foundations for social integration. Men’s church service activities strengthened care, cooperation, and shared responsibility among members. These findings indicate that local cultural values remain relevant for managing diversity and building collective resilience in post-conflict communities. Overall, this program contributed positively to strengthening social relations and supporting harmonious, inclusive, and sustainable community life in Negeri Soya in daily life.

This research is motivated by the reality of ethnic and cultural diversity in congregation life which reflects the dynamics of a multicultural society, where differences in cultural identity have the potential to cause social friction if not managed wisely. This research uses a descriptive qualitative approach with normative studies, with data collection techniques through interviews, observations, and documentation of informants consisting of pastors, congregation councils, and presbyters. The theory used is Ralph Linton's role theory which explains how individuals carry out social functions according to their status in society. The results of the study indicate that the life of the GMIT Sion Oepura congregation is characterized by multicultural dynamics as seen from the diversity of ethnicities such as Timor, Rote, Sabu, Flores, and Alor which not only enriches church life through cultural expressions in worship and church activities, but also gives rise to symbolic friction between ethnic groups, such as the tendency for the dominance of certain cultural symbols and the emergence of group ego attitudes in several worship activities, for example in the celebration of Language and Culture Month. In this situation, religious leaders play a role as leaders who embrace diversity, mediators in managing potential conflicts, and social and moral role models for the congregation through sermons, pastoral guidance, and various service activities that involve the entire congregation without differentiating cultural backgrounds. Despite the existence of cultural differences and the tendency for certain symbolic dominance, religious leaders are able to manage this diversity normatively so that it does not develop into open conflict. This study concludes that the role of religious leaders is very important in strengthening social solidarity and maintaining harmony in multicultural congregations.

This study aims to analyze the strategies of multicultural Islamic Religious Education (PAI) learning in fostering students’ tolerance attitudes in the context of Indonesia’s diverse society. This research employs a qualitative approach using a library research method by examining various relevant scientific literatures, including journals, books, and policy documents. Data were analyzed through stages of data collection, reduction, thematic analysis, and synthesis. The findings indicate that there are three main strategies in implementing multicultural-based PAI learning: (1) enrichment of teaching materials with multicultural perspectives, (2) application of dialogic discussion and cooperative learning methods, and (3) creation of a democratic and inclusive school culture. These strategies are proven to significantly contribute to the development of students’ tolerance, inclusivity, and respect for diversity. However, several challenges are identified, such as limited teacher competence, lack of inclusive teaching materials, social pressures, and the influence of digital media. In conclusion, multicultural-based PAI learning plays a crucial role in shaping tolerant and inclusive students. Its successful implementation requires a holistic, adaptive, and collaborative approach involving curriculum development, teacher competence enhancement, and support from the broader educational ecosystem.

This study aims to examine in depth the role of Islamic Religious Education (PAI) teachers as agents of tolerant da‘wah based on Islam Nusantara within multicultural elementary school settings. The research was conducted at SDN 2 Margasari, Pasawahan District, Purwakarta Regency, West Java, which represents the social, cultural, and religious diversity of students. This study employed a qualitative approach using a case study method to obtain a comprehensive understanding of PAI learning practices oriented toward tolerance values. Data were collected through in-depth interviews with PAI teachers and the school principal, direct observations of classroom PAI learning activities, and document analysis of religious programs and activities implemented at the school. The results indicate that PAI teachers play a strategic role in instilling values of tolerance, religious moderation, mutual respect, and appreciation of local wisdom through the application of dialogical, contextual, and inclusive learning methods. The learning strategies applied include the use of local stories and traditions that align with the values of Islam Nusantara, as well as the habituation of tasamuh (tolerance) attitudes in daily interactions within the school environment. This study recommends strengthening the competencies of PAI teachers in understanding and applying the Islam Nusantara approach, as well as integrating values of religious moderation into the elementary school curriculum as a systematic effort to build a culture of tolerance in multicultural educational settings.

This study aims to analyze the implementation of Nusantara Islamic values ​​in multicultural education within the Integrated Islamic School (SIT) Al-Ftih environment. Nusantara Islam, as a religious concept characterized by moderation, tolerance, and accommodating local culture, has high relevance in developing education that respects diversity.Meanwhile, multicultural education emphasizes equality, inclusivity, and recognition of students' cultural identities.This research employed a qualitative approach with a case study method. Data collection techniques included interviews, observation, and documentation, and its validity was tested through triangulation. The study results indicate that the integration of Nusantara Islamic values ​​in SIT Al-Fatih Sukabumi remains partial, primarily limited to thematic religious activities and has not yet systematically addressed the curriculum, pedagogy, or school culture. Supporting factors for implementation include the availability of local culture, support from some teachers, and religious moderation policies. Inhibiting factors include a lack of teacher training, the dominance of Middle Eastern Islamic references, and a lack of multicultural evaluation instruments.This study concludes that a comprehensive implementation model that integrates Islam Nusantara into the curriculum, learning, and school culture is needed. Recommendations include developing standard operating procedures (SOPs) for religious moderation based on local wisdom, teacher training, and developing evaluation instruments for the internalization of Islam Nusantara values.

This research examines inter-ethnic marriages between Acehnese and Bugis-Makassar communities in Makassar City from 1990 to 2004, which emerged as a consequence of social mobility, cross-cultural interaction, and compatibility of religious values. The purpose of this study is to explain the factors that trigger inter-ethnic marriages, the underlying customary processes, and the socio-cultural dynamics that occur within family life. This research uses historical methods, including the heuristic stage, source criticism, interpretation, and historiography, with data obtained thru in-depth interviews with four families and related documentary sources. The research findings indicate that holding a wedding requires cultural negotiation between the two groups, with some families adopting traditional Acehnese ceremonial customs, while others implement Bugis-Makassar traditions. In family life, couples face differences in values regarding communication, gender role division, and religious practices, which are then overcome thru a dialogue-based process of adaptation and compromise. This process results in the formation of hybrid cultural identities, the expansion of social networks, and the strengthening of inter-ethnic integration. Overall, intertribal marriages serve as a medium for cultural reconciliation and a means of building more inclusive social relationships in a multicultural society.

This research examines inter-ethnic marriages between Acehnese and Bugis-Makassar communities in Makassar City from 1990 to 2004, which emerged as a consequence of social mobility, cross-cultural interaction, and compatibility of religious values. The purpose of this study is to explain the factors that trigger inter-ethnic marriages, the underlying customary processes, and the socio-cultural dynamics that occur within family life. This research uses historical methods, including the heuristic stage, source criticism, interpretation, and historiography, with data obtained thru in-depth interviews with four families and related documentary sources. The research findings indicate that holding a wedding requires cultural negotiation between the two groups, with some families adopting traditional Acehnese ceremonial customs, while others implement Bugis-Makassar traditions. In family life, couples face differences in values regarding communication, gender role division, and religious practices, which are then overcome thru a dialogue-based process of adaptation and compromise. This process results in the formation of hybrid cultural identities, the expansion of social networks, and the strengthening of inter-ethnic integration. Overall, intertribal marriages serve as a medium for cultural reconciliation and a means of building more inclusive social relationships in a multicultural society.

A clear national insight can guarantee the achievement of national interests, both internally and externally. This means that national insight provides a clear picture and direction for the nation's survival, as well as the future development of the nation and state. The organization of national and state life must proceed on the basis of mutual agreement, namely Pancasila, the 1945 Constitution, the Unitary State of the Republic of Indonesia (NKRI), and Bhinneka Tunggal Ika (Unity in Diversity). Indonesia's existence as a state based on the rule of law (rechtstaat) based on Pancasila and the 1945 Constitution requires the development of Pancasila ideology and national insight as instruments that serve as catalysts or drivers in strengthening national insight and spirit, love of the homeland, democracy, legal awareness, respect for diversity, and participation in building a Pancasila-based nation in Wonogiri, especially among intellectuals. In accordance with its function, the Pancasila Ideology and National Insight Development organizes national, democratic, legal, multicultural and citizenship education to support the realization of citizens who are aware of their rights and obligations, as well as intelligent, skilled and have character so that they can be relied upon to build the nation and the Unitary State of the Republic of Indonesia.

This research is motivated by the diversity of students found in Islamic boarding schools. Islamic boarding schools are an appropriate base for instilling religious and cultural values ​​in students. Therefore, differences in race, ethnicity, customs, social class, and culture are not addressed with exclusive and fanatical attitudes to prevent conflict. The purpose of this research is to provide multicultural education management training in Islamic boarding schools as an educational alternative that can be applied to address the problems faced by students and the current multicultural society, so that each student can live side by side despite differences in harmony and peace in accordance with religious and cultural values. The research method used is qualitative with the PAR (Participatory Action Research) model. For data collection, in-depth interviews, participant observation, and documentation were used. The results of this study are that multicultural education management training is a preventive effort to address various problems and becomes a real solution to existing problems in Islamic boarding schools related to the religious and cultural values ​​of students. In addition to being an alternative means of solving problems, multicultural education management training is also a means of fostering students so that they do not lose their cultural roots in accordance with religious values. Thus, the implementation of multicultural education management training can be said to be successful if it can produce students who have a tolerant attitude, are not hostile, and do not conflict caused by differences in culture, ethnicity, customs, social class, abilities, and others.

This research focuses on the role of Islamic Religious Education (PAI) teachers in actualizing the values of Ahlussunnah Wal Jamaah (Aswaja) Annahdliyah as one of the Islamic guidelines that develop and are firmly rooted in Indonesia. Aswaja values have distinctive characteristics that emphasize moderation, tolerance, and maintaining religious traditions that have been acculturated with local culture without abandoning the principles of Islamic law. In the context of education, Aswaja is an important foundation in shaping the character of students who are religious, nationalist, and able to appreciate diversity in a multicultural society. The purpose of this study is to find out: (1) how to implement the role of PAI teachers in integrating Aswaja values in the learning process at MA NU Assalafie Babakan Ciwaringin Cirebon, (2) problems that arise in the actualization process, such as limited student understanding, differences in family backgrounds, to the challenges of globalization currents that can affect religious understanding, and (3) efforts made by teachers to overcome them, for example, through a personal approach, strengthening Aswaja-based teaching materials, and collaboration with schools and parents. This study uses a qualitative method with a field study approach. Data was obtained through observation, in-depth interviews with madrasah heads, deputy heads of student affairs, and five PAI teachers, and documentation of learning activities. Data analysis was carried out through the stages of reduction, presentation, and conclusion drawn, then tested for validity with the source triangulation technique. The results of the study show that the role of PAI teachers is very crucial in maintaining the value of Aswaja so that it remains relevant and internalized in students.

This Community Service Program (PKM) was implemented in response to the high usage of social media among students, particularly Instagram, which often becomes a platform for cyberbullying. This phenomenon becomes increasingly complex when students come from diverse cultural backgrounds. Comments or posts considered normal in one culture may be perceived as offensive in another. A lack of cultural sensitivity often triggers digital conflict and bullying, which can negatively impact students' mental health. This PKM aims to improve students’ understanding of the dangers of cyberbullying and the importance of cross-cultural communication ethics. The program began with a pre-test to assess participants' initial knowledge, followed by an interactive seminar discussing the concepts of cyberbullying, digital ethics, and real-life case studies. Students then engaged in group discussions and simulations, where they analyzed problematic digital content and formulated empathetic, constructive responses. At the end of the activity, a post-test was conducted to evaluate the program’s effectiveness. The results showed a significant improvement in students’ awareness and attitudes. This program successfully encouraged students to be more thoughtful and responsible in their online interactions and to become change agents in creating a safer, more inclusive digital environment. The outcomes of this program include a scholarly publication, an educational video disseminated on social media, and quantitative data showing an increase in participants’ knowledge. Overall, this initiative contributes to strengthening multicultural digital literacy among today’s youth.

This Community Service Program (PKM) was implemented in response to the high usage of social media among students, particularly Instagram, which often becomes a platform for cyberbullying. This phenomenon becomes increasingly complex when students come from diverse cultural backgrounds. Comments or posts considered normal in one culture may be perceived as offensive in another. A lack of cultural sensitivity often triggers digital conflict and bullying, which can negatively impact students' mental health. This PKM aims to improve students’ understanding of the dangers of cyberbullying and the importance of cross-cultural communication ethics. The program began with a pre-test to assess participants' initial knowledge, followed by an interactive seminar discussing the concepts of cyberbullying, digital ethics, and real-life case studies. Students then engaged in group discussions and simulations, where they analyzed problematic digital content and formulated empathetic, constructive responses. At the end of the activity, a post-test was conducted to evaluate the program’s effectiveness. The results showed a significant improvement in students’ awareness and attitudes. This program successfully encouraged students to be more thoughtful and responsible in their online interactions and to become change agents in creating a safer, more inclusive digital environment. The outcomes of this program include a scholarly publication, an educational video disseminated on social media, and quantitative data showing an increase in participants’ knowledge. Overall, this initiative contributes to strengthening multicultural digital literacy among today’s youth.

Conflict management is an unavoidable challenge in complex and multicultural industrial environments, particularly when involving cross-functional teams with diverse backgrounds and expertise. This study aims to explore the sources of conflict, resolution strategies, and their impact on team performance in industrial organizations. Special emphasis is placed on the managerial competencies of a Project Manager in navigating the dynamics of a technical team. A reflective qualitative approach was employed, utilizing semi-structured interviews with an experienced Project Engineering Manager in the industrial sector. Thematic analysis was conducted to identify patterns of conflict, management strategies, and their influence on project outcomes. The findings indicate that the effectiveness of conflict management is largely determined by the leader’s ability to foster open communication and empathy within the team. A humanistic and constructive leadership style was found to minimize the negative impacts of conflict, while a confrontational approach tended to diminish motivation and performance. The practical implications of this study underscore the importance of enhancing leadership capacity and managerial communication to develop adaptive and collaborative project teams.

Education has a strategic role as a means of character formation, the dissemination of national values, and the strengthening of national integration in a multicultural society. In the context of Indonesia, which is rich in ethnic, cultural, and religious diversity, education functions as a medium for the transformation of Pancasila values and nationalism. This article aims to analyze the role of education in strengthening the dynamics of national integration through the literature review method of various scientific articles in the field of Civic Education (PKn). This research reveals that education and teachers, parents, and the community contribute to internalizing the values of tolerance, diversity, and national awareness. Citizenship, participatory, and inclusive education is the key to the success of dynamic and sustainable national integration. This article also suggests the enforcement of character education and the modification of the curriculum based on Pancasila values to strengthen the unity of the nation.

Tolerance is one of the core character values that is crucial to instill from an early age, especially in multicultural societies like Indonesia. However, early childhood education (ECE) still tends to focus on cognitive and motoric aspects, while the integration of social values such as tolerance has not yet received adequate attention in the curriculum. This study aims to explore the potential of local wisdom-infused dance movements as an educational medium for instilling tolerance values in young children. The research employs a systematic literature review approach, analyzing previous studies relevant to three main variables: dance movements, local wisdom, and tolerance values in early childhood. The findings reveal that dance movements are not only beneficial for physical and aesthetic development but also serve as an effective expressive medium for fostering empathy, cooperation, and acceptance of differences. Integrating local wisdom values into dance activities can strengthen children's cultural identity and cultivate awareness of cultural diversity from an early age. Furthermore, emotional engagement and hands-on experiences in artistic activities have proven more effective in character building compared to conventional approaches. This study offers theoretical and practical contributions by formulating a local dance-based learning model explicitly aimed at reinforcing tolerance attitudes. The implications of these findings provide new directions for developing more contextual and culturally rooted ECE curricula, as well as enriching character education strategies that are engaging and meaningful for children. Thus, dance movements serve as a vital bridge in nurturing an inclusive, open-minded, and diversity-ready young generation.

This community service activity aims to implement the Pancasila Student Profile Strengthening Project (P5) with a multicultural education-based approach in the school environment. P5 is part of the Independent Curriculum which aims to form students with character according to Pancasila values. Multicultural education was chosen as the main approach to instill the values ​​of tolerance, mutual cooperation, and respect for cultural diversity. The method of implementing the activity includes socialization of the P5 concept, teacher training in implementing multicultural learning, and mentoring the implementation of the project with students. The results of the activity showed an increase in teacher understanding of the integration of Pancasila values ​​in the learning process and an increase in active student participation in activities that respect cultural differences. This activity also encourages the creation of an inclusive and harmonious learning environment. Thus, the implementation of P5 based on multicultural education has proven effective in supporting the strengthening of student character according to the Pancasila Student Profile.

This article explores the integration of religious moderation values within the tradition of orphan charity (santunan anak yatim) in a multicultural community. Conducted as part of a community service program (Kuliah Kerja Mahasiswa) by ten students from Universitas Islam Negeri Maulana Malik Ibrahim Malang, this study took place in Sumberkradenan Village, Pakis Subdistrict, Malang Regency, East Java. Using a qualitative descriptive approach through interviews, observation, and documentation, the research uncovers how a routine act of religious compassion becomes a powerful medium for fostering social harmony, tolerance, and interfaith cooperation. The findings reveal that orphan charity is not merely a religious obligation but also a social practice that embodies the spirit of inclusiveness, solidarity, and mutual respect across diverse religious and cultural groups. This study highlights the potential of local religious traditions as grassroots models for promoting religious moderation in contemporary society.

This study aims to examine the influence of cross-cultural leadership style and reward provision on employee job satisfaction, with workload serving as an intervening variable. The research was conducted at PT X, a multinational company managed by foreign leaders who come from diverse cultural backgrounds. As organizations become increasingly global, understanding how leadership and reward systems function in multicultural environments is essential to improving workforce performance and satisfaction. This research applies a quantitative approach using survey methods, with data collected through questionnaires distributed to 105 employees across various departments. The analysis was carried out using structural equation modeling (SEM) to explore both direct and indirect relationships among the variables. The findings show that cross-cultural leadership style has a significant positive impact on workload, suggesting that cultural differences in leadership influence how employees perceive and handle their tasks. Furthermore, reward provision shows a strong and direct influence on job satisfaction, highlighting the importance of fair compensation and recognition in motivating employees.Importantly, the study also finds that workload partially mediates the relationship between leadership style and job satisfaction. This indicates that leadership practices affect job satisfaction not only directly but also through the perceived amount and nature of the work assigned. These results underscore the necessity for companies, particularly those with a multicultural workforce, to adopt inclusive leadership models and implement transparent, performance-based reward systems. By doing so, organizations can create a more supportive work environment, improve employee morale, and ultimately enhance overall productivity and satisfaction.

Multicultural education is an important approach in a diverse society like Indonesia, with the aim of developing human potential as a whole while respecting diversity. This education emphasizes the recognition and appreciation of cultural, ethnic, religious, and linguistic differences, and also develops an attitude of tolerance and empathy for individuals from diverse backgrounds. This study aims to determine the implementation of multicultural education in the Pancasila Education subject at SMP NEGERI 7 Medan. This study uses a qualitative method with a descriptive approach. Data collection techniques are carried out through observation, interviews, and documentation. The subjects of this study consisted of Pancasila education teachers and students at SMP NEGERI 7 Medan. The location of the study was chosen at SMP NEGERI 7 Medan because this school has implemented multicultural education that combines diversity in school life. SMP Negeri 7 Medan illustrates the abundant diversity of students, especially in the field of religion, with students from various beliefs studying together, as well as various social and cultural backgrounds. The school holds a weekly structured literacy program, which is linked to the Pancasila Student Profile Strengthening Project (P5) to develop literacy skills and reinforce Pancasila values. Religious activities are held every Friday to strengthen students' religious and ethical values, while "Thursday Expression" acts as a place to celebrate Indonesia's cultural diversity. Healthy exercise for Indonesian children also reflects the Pancasila student profile and culturally diverse education. The realization of the Pancasila project has brought significant positive impacts, such as increasing tolerance, strengthening students' character, developing social skills, and creating an inclusive learning environment.

Penelitian ini bertujuan untuk menggambarkan dan menganalisis bagaimana implementasi nilai-nilai pendidikan multikultural dilakukan di SMK Negeri 1 Binjai. Metode penelitian yang digunakan adalah pendekatan naturalistik inquiry studi kasus.Data dikumpulkan melalui pengamatandan wawancara.Keabsahan data diperkuat dengan mengonfirmasi hasil observasi dan wawancara. Untuk menguji kredibilitas data, dilakukan pengamatan yang lebih lama, peningkatan ketelitian, triangulasi data, member check, dan referensi. Analisis data dilakukan menggunakan model interaktif. Hasil penelitian menunjukkan bahwa implementasi nilai-nilai multikultural di SMK Negeri 1 Binjai memiliki beberapa aspek sebagai berikut:1) pembelajaran dilaksanakan secara terpadu melalui kegiatan intrakurikuler dan ekstrakurikuler. 2) Peran kepala sekolah, guru, dan siswa memiliki peranan penting dan pemahaman yang sama dalam pengembangan nilai-nilai multikultural, yang berpengaruh positif dalam membangun karakter peserta didik.. 3) Program kurikulum internasional (Cambridge) dirancang untuk memberikan kesempatan kepada siswa untuk terlibat secara langsung dan interaktif dengan dunia, serta mendorong pendekatan pembelajaran aktif yang memandu siswa menjadi fasih dan memiliki pengetahuan luas dalam berbagai mata pelajaran. 4) Program ini juga berusaha merangkul keragaman yang ada dalam hati siswa, seperti latar belakang etnis, keyakinan agama, dan cita-cita, dengan tujuan menciptakan individu yang mampu bersosialisasi dengan budaya yang berbeda. 5)SMK Negeri 1 Binjai merupakan tempat pertemuan antara peserta didik dan guru yang berasal dari latar belakang yang berbeda, yang memiliki ide, keyakinan, dan nilai yang beragam. Festival dan acara budaya diadakan untuk mengekspresikan keragaman multikultural tersebut. 6)Seluruh orang di lingkungan sekolah sangat waspaddan berkomitmen dalam menerapkan kebijakan no bullying (bebas penindasan). Dengan demikian,penelitian ini menyajikan gambaran tentang penerapan nilai-nilai multikultural dalam membangun karakter peserta didik yang beragam budaya.