<![CDATA[Islamic education in multicultural societies faces serious challenges due to the rise of religious exclusivism, identity polarization, and the impacts of globalization and digital transformation. These conditions demand a conceptual formulation of Islamic education that is inclusive, dialogical, and responsive to social diversity. This study aims to analyze the concept of multicultural Islamic education from the perspective of M. Amin Abdullah and to examine its relevance for the development of Islamic education in the era of Society 5.0. This research employs a qualitative approach with a literature review and intellectual biography design, using primary sources from M. Amin Abdullah’s works and relevant scholarly literature. Data analysis is conducted through qualitative content analysis combined with a hermeneutic approach. The findings indicate that multicultural Islamic education in M. Amin Abdullah’s perspective is grounded in the integration–interconnection paradigm, which connects normative Islamic teachings with the realities of social pluralism. This paradigm encourages Islamic education to foster not only individual piety but also social piety oriented toward humanitarian ethics, interreligious dialogue, and social responsibility. The study concludes that M. Amin Abdullah’s thought holds strategic relevance in addressing the challenges of Islamic education in the Society 5.0 era, particularly in developing inclusive, adaptive, and humane Islamic education.]]>
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