<![CDATA[Abstract: Anti-racism education at the Raudhatul Athfal (RA) level plays an important role in fostering multicultural awareness and inclusive attitudes from an early age. This study aims to explore teachers’ strategies for implementing anti-racism education in early childhood learning. A qualitative approach with a case study design was employed at RA Siti Khodijah, Karangrowo Village, Wonosalam, Demak. Data were collected through classroom observations, in-depth interviews with eight teachers across six classes involving 130 students, and analysis of learning documents. The findings reveal four key strategies used by teachers: (1) interactive multicultural storytelling, (2) reinforcement of anti-racism values through daily habituation, (3) creation of non-discriminatory classroom interactions, and (4) active parental involvement. Teacher-student interactions showed that empathy, respect, and acceptance of diversity were developed through natural and contextual learning experiences. The study concludes that a holistic approach integrating tolerance and anti-racism values into everyday learning practices effectively promotes multicultural awareness and inclusive behavior among young children.Keywords: Anti-racism Education, Multicultural Awareness, Early ChildhoodAbstrak: Pendidikan anti-rasisme di tingkat Raudhatul Athfal (RA) memainkan peran penting dalam menumbuhkan kesadaran multikultural dan sikap inklusif sejak usia dini. Studi ini bertujuan untuk mengeksplorasi strategi guru dalam mengimplementasikan pendidikan anti-rasisme dalam pembelajaran anak usia dini. Pendekatan kualitatif dengan desain studi kasus digunakan di RA Siti Khodijah, Desa Karangrowo, Wonosalam, Demak. Data dikumpulkan melalui observasi kelas, wawancara mendalam dengan delapan guru di enam kelas yang melibatkan 130 siswa, dan analisis dokumen pembelajaran. Temuan menunjukkan empat strategi utama yang digunakan oleh guru: (1) bercerita multikultural interaktif, (2) penguatan nilai-nilai anti-rasisme melalui pembiasaan sehari-hari, (3) penciptaan interaksi kelas yang tidak diskriminatif, dan (4) keterlibatan aktif orang tua. Interaksi guru-siswa menunjukkan bahwa empati, rasa hormat, dan penerimaan keragaman dikembangkan melalui pengalaman belajar alami dan kontekstual. Studi ini menyimpulkan bahwa pendekatan holistik yang mengintegrasikan toleransi dan nilai-nilai anti-rasisme ke dalam praktik pembelajaran sehari-hari secara efektif meningkatkan kesadaran multikultural dan perilaku inklusif di kalangan anak-anak usia dini.Kata Kunci: Pendidikan Anti-rasisme, Kesadaran Multikultural, Pendidikan Anak Usia Dini]]>
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