<![CDATA[ABSTRACT This study is based on the importance of 21st-century education, which demands inclusive educational services to accommodate student diversity; however, its implementation remains suboptimal, particularly in fostering students’ empathy. This study aims to examine the application of inclusive education in fostering harmony among diverse groups and to analyze its role in developing students’ empathy at MI Miftahul Ulum Banyuputih Kidul. The study employs a qualitative approach with a case study design. The research subjects include the school principal, classroom teachers, and students at MI Miftahul Ulum, selected through purposive sampling. Data collection techniques included observation, semi-structured interviews, and documentation, while data analysis involved data reduction, data presentation, and drawing conclusions, with validity testing through triangulation. The research findings indicate that inclusive education is implemented through integrated classroom learning, equal treatment, and the instillation of values of togetherness and mutual respect, thereby fostering harmony in diversity. Additionally, students’ empathy begins to develop through collaborative interactions, such as helping peers, working together, and respecting others’ opinions, although this development is not yet uniform across all students. Overall, inclusive education plays a significant role in promoting harmony in diversity and developing students’ empathy, but it requires well-directed and sustainable instructional strategies to ensure that empathy development can be optimized. ABSTRAK Penelitian ini didasarkan pada pentingnya pendidikan abad ke-21 yang menuntut layanan pendidikan inklusif untuk mengakomodasi keberagaman peserta didik, namun implementasinya masih belum optimal, khususnya dalam pengembangan sikap empati siswa. Penelitian ini bertujuan untuk mengkaji penerapan pendidikan inklusi dalam menciptakan harmonisasi keberagaman serta menganalisis perannya dalam mengembangkan sikap empati siswa di MI Miftahul Ulum Banyuputih Kidul. Penelitian menggunakan pendekatan kualitatif dengan desain studi kasus. Subjek penelitian meliputi kepala sekolah, guru kelas, dan siswa MI Miftahul Ulum yang dipilih secara purposive. Teknik pengumpulan data dilakukan melalui observasi, wawancara semi terstruktur, dan dokumentasi, sedangkan analisis data menggunakan tahapan reduksi data, penyajian data, dan penarikan kesimpulan dengan uji keabsahan melalui triangulasi. Hasil penelitian menunjukkan bahwa pendidikan inklusi diterapkan melalui pembelajaran tanpa pemisahan kelas, perlakuan setara, serta pembiasaan nilai kebersamaan dan saling menghargai, sehingga mampu menciptakan harmonisasi keberagaman. Selain itu, sikap empati siswa mulai berkembang melalui interaksi kolaboratif, seperti membantu teman, bekerja sama, dan menghargai pendapat, meskipun belum merata pada seluruh siswa. Secara keseluruhan, pendidikan inklusi berperan penting dalam membangun harmonisasi keberagaman dan mengembangkan empati siswa, namun memerlukan strategi pembelajaran yang terarah dan berkelanjutan agar perkembangan empati dapat optimal.]]>
