<![CDATA[The integration of global diversity into Islamic Religious Education (PAI) in Indonesian multicultural high schools remains fragmented. This study developed and validated the Integrative Kebhinekaan Global-PAI (IKG-PAI) model using the ADDIE framework and a convergent mixed-methods design. Participants included 312 students and 27 PAI teachers from five schools in Bandung, Brebes, and Temanggung. Quantitative data from student questionnaires (α=.94) and teacher self-efficacy scales (α=.92) were analyzed via t-tests and ANCOVA; qualitative data from interviews, focus groups, observations, and 150 reflective journals were thematically analyzed. The model yielded significant improvements in all four global diversity elements (p<.001, Cohen’s d=2.05), with ANCOVA showing the experimental group (adjusted M=4.28) outperforming controls (adjusted M=3.52, η²=.32). The highest gain was in reflection and responsibility (d=2.03). Qualitative findings confirmed transformative shifts in intercultural perspectives, empathy, and interfaith engagement. The IKG-PAI model successfully transforms the P5 project from ceremony to substantive learning.]]>
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