<![CDATA[This study analyzes the implementation of a multicultural Islamic Religious Education learning management model to prevent religious conflict among senior high school students in West Bandung Regency. This research employed a qualitative approach with a case study design. Data were collected through in-depth interviews, participant observation, and document analysis involving Islamic Religious Education teachers, school principals, students, and supporting informants. The data were analyzed using the interactive model of Miles, Huberman, and Saldaña through data condensation, data display, and conclusion drawing or verification. The findings show that multicultural Islamic Religious Education learning was implemented through four main aspects. First, planning integrated tolerance, respect for diversity, justice, empathy, cooperation, peaceful coexistence, and local wisdom into learning objectives, materials, methods, and evaluation indicators. Second, implementation used participatory, contextual methods such as group discussions, case studies, simulations, role-playing, and collaborative projects. Third, evaluation focused on students’ understanding, tolerance attitudes, social skills, respectful communication, and inclusive behavior. Fourth, practical tolerance skills were developed through cooperation, anti-discrimination behavior, peaceful conflict management, teacher role modeling, and inclusive school activities. This study concludes that multicultural Islamic Religious Education can prevent potential religious conflict when it is managed as an integrated learning system that connects value integration, participatory pedagogy, attitude-based evaluation, and practical tolerance skills.]]>
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