<![CDATA[This study aims to examine the design, implementation, and contribution of multicultural Islamic Education (PAI) to students’ social cohesion at Sekolah Indonesia Kuala Lumpur (SIKL). Using a qualitative case study, data were collected through in-depth interviews, participant observation, and document analysis, involving nine informants consisting of students, PAI teachers, non-PAI teachers, and a vice principal for curriculum affairs. The findings show that the multicultural PAI model at SIKL is implicitly contextual, with multicultural values integrated into learning objectives, instructional materials, and pedagogical practices. Its implementation occurs through dialogic learning and inclusive teacher–student interaction, reinforced by students’ everyday cross-cultural experiences. These practices contribute to strengthening students’ tolerance and social cohesion, reflected in inclusive social interactions, respect for differences, and limited conflict based on cultural and social differences. The study concludes that multicultural PAI functions beyond religious instruction by providing contextual and socially interactive learning experiences that support social cohesion in a multicultural diaspora school]]>
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