<![CDATA[This study examines how historical empathy contributes to multicultural awareness among ten History Education students at Universitas Muhammadiyah Prof. Dr. Hamka. Multicultural awareness is operationalized as a connected capacity to recognize cultural difference, understand other groups’ historical perspectives, respond with empathy and tolerance, and translate that understanding into inclusive social attitudes. Using interpretative phenomenological analysis, data were collected through in-depth interviews, classroom observations, and document analysis. The findings identify four themes: historical empathy as perspective taking, historical reflection as a bridge between past and present, history learning as a space for empathy and tolerance, and the internalization of multicultural values. Direct accounts show that students moved from understanding historical context to reconsidering stereotypes and valuing cultural and religious differences. The study contributes a process model explaining how multiperspective history learning transforms historical understanding into multicultural awareness. It recommends that History Education programs systematically integrate historical sources from diverse groups, reflective dialogue, and assessments of empathy and inclusive attitudes.]]>
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