<![CDATA[Islamic boarding schools (pesantren) are Islamic educational institutions with significant potential for fostering tolerance within a multicultural society. However, studies on multicultural education in pesantren remain largely normative and confined to curricular aspects, without adequate empirical grounding. This study analyzes the model of multicultural education in pesantren in Polewali Mandar Regency through three aspects: thought, content, and educational methods. A qualitative descriptive case study design was employed across three pesantren with distinct religious-organizational affiliations Pondok Pesantren Salafiyah Parappe, Pondok Pesantren DDI Al-Ihsan Kanang, and Pondok Pesantren Al-Ikhlas Lampoko. Data were collected through in-depth interviews with key informants (pesantren leaders and education-division managers), non-participant observation of student activities, documentation, and literature review over approximately six months of fieldwork. Data were analyzed using an interactive model of reduction, display, and conclusion drawing/verification, with validity established through source and method triangulation. The findings show that multicultural education in pesantren is not constructed as a separate subject but is internalized through three interrelated pathways: Islamic thought that regards diversity as a divine order (sunnatullah), curricular content that integrates pluralistic values into the teaching of creed, jurisprudence, and ethics, and classical teaching methods (sorogan, bandongan, halaqah, muqāranah) enriched by the exemplary conduct of kyai/ustadz and the collective life of students. These three aspects converge within the pesantren's social ecosystem, shaping a multicultural student character marked by tolerance, fairness, and inclusiveness. The findings affirm that the pesantren's multicultural education model is contextual and transformative, reinforcing its position as a strategic agent in strengthening religious moderation grounded in Islamic values.]]>
