<![CDATA[Abstract: Indonesia’s sociocultural plurality presents both an educational imperative and a pedagogical challenge for Islamic Religious Education (IRE). Beyond transmitting religious knowledge, IRE must cultivate students’ capacity to engage constructively with cultural differences, respect diverse perspectives, and participate in an inclusive society. This study examines how multicultural principles can inform pedagogical innovation in Islamic Religious Education at the Madrasah Aliyah level, with particular attention to adolescent development. Employing a conceptual approach grounded in a literature review, the study uses narrative-descriptive analysis to examine the pedagogical implications of integrating multicultural values into religious learning. The analysis identifies six interrelated principles such as mutual understanding, respect, cooperation, participation, tolerance, and inclusivity as well as highlights three approaches to curriculum integration: contributive, additive, and social action. Considered in relation to students’ developmental characteristics, these approaches offer complementary pathways for connecting Islamic teachings with the complexities of everyday social life. The study argues that multicultural Islamic Religious Education should extend beyond the inclusion of diversity-related content to foster critical engagement, meaningful participation, and responsible action. This reconceptualisation positions religious learning as a pedagogical space in which Islamic commitments and respect for human diversity can be developed in tandem. Keywords: Islamic Religious Education; multicultural education; pedagogical innovation; adolescent development; Madrasah Aliyah]]>
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