<![CDATA[Islamic Religious Education (PAI) learning tends to be teacher-centered, making the instillation of multicultural values less than optimal, so that an inclusive cooperative learning design is needed. This qualitative literature study aims to describe the design of multicultural-based PAI learning through the implementation of the Student Teams Achievement Divisions (STAD) model in Senior High Schools. Data sources were obtained from a review of 25 relevant scientific literature on multicultural education, PAI curriculum, and cooperative learning models, which were then analyzed descriptively and analytically including data reduction, data presentation, and conclusion drawing. The results of the study indicate that the syntax design of the STAD model is able to integrate multicultural values in a structured manner through the formation of heterogeneous groups, cooperative discussion activities, group presentations, individual quizzes, and team awards. The formation of heterogeneous groups facilitates inclusive social interaction of students without differentiating academic or social backgrounds, thus effectively instilling the values of tolerance (tasamuh), brotherhood (ukhutwah), mutual assistance (ta'awun), and deliberation. The novelty of this research lies in the explicit integration of inclusivity principles into each instructional stage of the STAD model in Islamic Religious Education (PAI) subjects. The main conclusion confirms that the implementation of the STAD cooperative learning design can be an alternative transformative and relevant PAI learning strategy to strengthen students' social character and tolerance amidst the dynamics of a pluralistic society. ABSTRAK Pembelajaran Pendidikan Agama Islam (PAI) yang cenderung berpusat pada guru membuat penanaman nilai multikultural kurang optimal, sehingga diperlukan desain pembelajaran berpendekatan kooperatif yang inklusif. Penelitian kualitatif studi kepustakaan ini bertujuan mendeskripsikan rancangan pembelajaran PAI berbasis multikultural melalui penerapan model Student Teams Achievement Divisions (STAD) di Sekolah Menengah Atas. Sumber data diperoleh dari penelaahan 25 literatur ilmiah relevan mengenai pendidikan multikultural, kurikulum PAI, serta model cooperative learning, yang kemudian dianalisis secara deskriptif-analitis meliputi reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa desain sintaks model STAD mampu mengintegrasikan nilai-nilai multikultural secara terstruktur melalui pembentukan kelompok heterogen, kegiatan diskusi kooperatif, presentasi kelompok, kuis individu, serta pemberian penghargaan tim. Pembentukan kelompok yang heterogen memfasilitasi interaksi sosial siswa secara inklusif tanpa membedakan latar belakang akademis maupun sosial, sehingga efektif menanamkan nilai toleransi (tasamuh), persaudaraan (ukhutwah), tolong-menolong (ta'awun), dan musyawarah. Kebaruan penelitian ini terletak pada pengintegrasian eksplisit prinsip-prinsip inklusivitas ke dalam setiap tahapan instruksional model STAD pada mata pelajaran PAI. Simpulan utama mengonfirmasi bahwa penerapan desain pembelajaran kooperatif STAD dapat menjadi alternatif strategi pembelajaran PAI yang transformatif dan relevan untuk memperkuat karakter sosial serta toleransi siswa di tengah dinamika masyarakat yang majemuk. ]]>
