<![CDATA[This study explores teachers' perspectives on multicultural pedagogy in ISMUBA instruction and its contribution to fostering inclusive Islamic education in Muhammadiyah junior high schools in Sorong Regency, Southwest Papua, Indonesia. A qualitative phenomenological design was employed to examine teachers' lived experiences and pedagogical interpretations. Data were collected through semi-structured interviews, classroom observations, and document analysis involving ISMUBA teachers, school leaders, and students, and were analyzed using thematic analysis with data triangulation to ensure credibility. The findings reveal three major themes: teachers conceptualize multicultural pedagogy as an expression of Islamic values grounded in rahmatan lil 'alamin, wasatiyyah, justice, and respect for diversity; inclusive instructional practices are implemented through dialogic, collaborative, contextual, and reflective learning; and the successful implementation of multicultural pedagogy is influenced by institutional support, school culture, and teachers' pedagogical competence. These findings imply that strengthening teachers' multicultural understanding and institutional commitment is essential for advancing inclusive Islamic education and promoting religious moderation within culturally diverse educational contexts.]]>
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