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This research is very important to understand more deeply about the Islamic-based multicultural education approach in forming a character of tolerance, as well as how to apply this approach in the educational environment. This research uses a qualitative approach with the type of literature study (library research). This approach is used to examine in depth the concept of multicultural education in an Islamic perspective and introduce it in forming the character of tolerance of students through the analysis of various relevant library sources. Multicultural education basically aims to create a harmonious society through an educational process that respects differences and eliminates discrimination. In this case, multicultural education is a strategic solution because it does not only focus on cognitive aspects, but also on the formation of social attitudes, such as tolerance, empathy, and inclusive attitudes. In its implementation, multicultural education aims to enable students to appreciate differences, foster a tolerant attitude, and strengthen national identity within the framework of diversity. Therefore, the application of multicultural education needs to continue to be developed optimally in the education system in order to create a harmonious, inclusive, and character-based learning enviroment.

This article discusses strengthening civic identity through multicultural education based on local wisdom in Gorontalo Regency. The main problem raised is how local culture, although recognized as a symbol of regional identity, has not been fully translated into an inclusive and reflective pedagogical design to shape students' civic awareness. This study uses a qualitative case study design based on document analysis, with data sources in the form of indexed journal articles, regional official publications, and educational documents published in 2021–2026. The focus of the study is directed at educational practices in Limboto and Dungaliyo. The data was selected purposively based on relevance, credibility, and thematic proximity, then analyzed through the stages of data reduction, data presentation, and conclusion drawn. The results of the study show three main findings: first, huyula local wisdom as the value of mutual cooperation, solidarity, and collective responsibility functions as a cultural bridge that connects social diversity with civic disposition. Second, multicultural education is more effective when local values are explicitly integrated into classroom interactions, school habituation, collaborative work, and reflective discussions. Third, challenges arise because many local values are still implicitly practiced so that they have not yet formed a reflective citizenship consciousness. This article concludes the need for a shift from symbolic recognition to structured pedagogical design through curriculum contextualization, teacher mediation, and school-to-community partnerships.

This study aims to describe the implementation of multicultural education at SDN Bululawang 02 and to identify the supporting and inhibiting factors of its implementation. The research employs a qualitative approach with a descriptive method. The subjects of the study consist of the principal and teachers. Data collection techniques were conducted through semi-structured interviews, while data analysis used an interactive analysis model that includes data reduction, data display, and conclusion drawing. The results of the study indicate that multicultural education has been implemented through school policies, the learning process, and school culture. The school applies deep learning-based instruction that emphasizes meaningful learning experiences with the support of learning technologies such as smart TVs and smart boxes. Multicultural education is also realized through various religious, social, and national activities, such as routine religious activities, the commemoration of national and religious holidays, as well as the use of traditional clothing, which serve to instill values of tolerance, togetherness, and mutual respect. The role of the school principal is evident through classroom supervision, teacher training, and learning evaluation, while teachers integrate multicultural values through varied and enjoyable teaching methods. The challenges faced include the diverse characteristics of students, limited facilities, and differences in students' academic abilities. Efforts made by the school to overcome these challenges involve collaboration with parents and adjustments to learning strategies. This study concludes that multicultural education in elementary schools has been implemented well; however, it still requires strengthening in terms of facility support, teacher competence, and ongoing collaboration between schools and parents.

This community service activity aimed to strengthen the capacity of Percik staff and Sobat Anak facilitators through basic sign language training in collaboration with the Sahabat Tuli Salatiga community. Inclusive multicultural education requires educators and facilitators to be able to engage all children, including those with hearing disabilities. The Sobat Anak Program initiated by Percik Salatiga promotes interfaith and multicultural education for children from diverse backgrounds; however communication barriers remain due to facilitators’ limited knowledge of sign language. The community service employed a needs assessment, participatory training sessions, and evaluation using pre-test and post-test analyzed through N-Gain scores. The results show an N-Gain value of 0.79, categorized as high, with an effectiveness level of 78.89%. These findings indicate that basic sign language training is effective in improving participants’ understanding in supporting more inclusive multicultural educational practices. This activity highlights the importance of collaboration between higher educations, civil society organizations and disability communities in advancing the No One Left Behind principle within inclusive education initiatives.

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 examines the process of internalizing civic values within the context of multicultural education in Indonesia, which faces complex challenges in forming citizens with strong national identity while appreciating diversity. The study aims to analyze effective models and strategies for internalizing civic values in multicultural educational environments and identify implementation challenges. The research methodology employs a qualitative approach with literature study analyzing relevant academic publications from 2021-2025 through qualitative content analysis techniques. Findings indicate that internalizing civic values in multicultural education requires a holistic approach integrating cognitive, affective, and behavioral dimensions through learning strategies based on local wisdom, modern technology utilization, and transformative pedagogy. Main challenges include lack of stakeholder support, policy implementation gaps, and resistance to learning paradigm changes. The research indicates the need for reconstructing civic education paradigms from indoctrination models toward reflective-contextual learning that emphasizes tolerance, inclusivity, and appreciation for cultural diversity. Research implications emphasize the importance of synergy between educational policies, teachers' roles as transformation agents, and continuous evaluation to realize civic education responsive to the challenges of Indonesia's multicultural society

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.

Indonesia is a pluralistic nation because it consists of various tribes, religions, ethnicities, cultures and languages. This diversity is found in various regions spread from Sabang to Meraoke. Every Indonesian citizen is obliged to maintain this diversity by upholding the foundation of the Indonesian state and the motto of Bhinneka Tunggal Ika in order to create national unity. Looking at the existing phenomena and referring to previous research, there are still many undesirable events happening in the environment around us today. Therefore, it is necessary to internalize the values of multicultural education. From the description above, there are three focuses studied in this thesis, namely (1) how is the process of transforming the value of multicultural education in the Kiai Syarifuddin Wonorejo Lumajang boarding school? (2) how is the process of transacting the value of multicultural education in the Kiai Syarifuddin Wonorejo Lumajang boarding school? (3) how is the process of internalizing the value of multicultural education in the Kiai Syarifuddin Wonorejo Lumajang boarding school?. This research uses the type of field research, with a qualitative approach, The research subjects consisted of the head of the cottage, administrators, educators, and students, Data collection techniques were taken from interviews, observation, and documentation. Based on the results of the study, it can be seen that: (1) the value transformation process is educators use an approach to introduce students to good and bad values. (2) the value transaction process is educators conducting two-way communication or interaction between students and educators that are reciprocal. (3) The process of trans-internalization of this value is that the educator in front of the santri is no longer a physical figure, but his personality attitude or personality or mental communication that plays an active role. In this process, educators always provide examples of good values in everyday life.

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.

This study aims to analyze the role of multicultural education in shaping the character of generation Z in the midst of cultural diversity, with a focus on STAI Jam'iyah Mahmudiyah Tanjung Pura students. This research uses a qualitative method with a descriptive approach through the implementation of interactive seminars. This activity involved material presentation by resource persons, group discussions, and case study analysis to encourage understanding and application of multicultural values. The results showed that the seminar succeeded in raising students' awareness of the importance of tolerance, empathy, and respect for differences. In addition, students realized the need for practical skills in applying these values in their daily lives. The activity also revealed that although students have a good theoretical understanding, they need more opportunities for hands-on cross-cultural experiences. The implementation of multicultural education that involves real-life experiences is considered important to prepare the younger generation to face global challenges and build an inclusive society.