<![CDATA[Penelitian ini berangkat dari kesenjangan kajian pendidikan multikultural yang lebih banyak menyoroti konten budaya dan persepsi siswa, tanpa mengungkap praktik kelas secara menyeluruh. Penelitian ini bertujuan mendeskripsikan integrasi nilai multikultural dalam pembelajaran Bahasa Indonesia di SMA Negeri 4 Denpasar. Penelitian deskriptif kualitatif ini dilaksanakan pada 29 Juli 2026 melalui observasi nonpartisipatif, wawancara semi terstruktur dengan Kepala Sekolah dan guru Bahasa Indonesia, serta dokumentasi. Data dianalisis secara interaktif melalui kondensasi, penyajian, dan penarikan kesimpulan dengan keabsahan data melalui triangulasi teknik dan sumber berdasarkan lima dimensi pendidikan multikultural. Hasil penelitian menunjukkan bahwa komitmen institusi melalui visi berbasis budaya, pembelajaran kolaboratif, dan moderasi beragama telah mengaktualisasikan integrasi konten, pengurangan prasangka, dan pemberdayaan budaya sekolah. Namun, dimensi konstruksi pengetahuan dan pedagogi kesetaraan belum optimal karena guru lebih memprioritaskan kompetensi kebahasaan serta penggunaan cerita rakyat dan pembiasaan. Penelitian menyimpulkan bahwa keberagaman sekolah belum otomatis menghasilkan pedagogi multikultural transformatif. Revitalisasi forum guru sebagai komunitas pembelajaran profesional diperlukan untuk mengembangkan strategi diferensiasi dan analisis wacana kritis. Kata kunci : pendidikan multikultural, pembelajaran Bahasa Indonesia, pedagogi kesetaraan Abstract This study aims to describe the integration of multicultural values in Indonesian language instruction at SMA Negeri 4 Denpasar and to identify the gap between multicultural practices at the school culture level and those within classroom instruction. A qualitative descriptive approach with a limited case study design was employed, involving the observation of a single instructional session, semi-structured interviews with the principal and three Indonesian language teachers, and document analysis. Data analysis followed an interactive model utilizing technique and source triangulation. The findings indicate that the integration of multicultural values is predominantly evident in three of the five dimensions of multicultural education namely content integration, prejudice reduction, and school culture empowerment whereas knowledge construction and equity pedagogy have not yet been explicitly actualized. Instruction regarding folklore texts tends to emphasize individual moral messages rather than critical analysis of cultural representations and power relations. This gap is attributed to the teachers' focus on linguistic competence, time constraints, and curriculum complexity. The findings confirm that a multicultural school ecosystem does not automatically generate a transformative multicultural pedagogy. Study limitations include the observation of only one session and the absence of direct data from students. Strengthening the Subject Teacher Forum (MGMP) as a professional learning community, along with further research involving extended observation and student participation, is recommended. Keywords : multicultural education, Indonesian language instruction, equity pedagogy ]]>
