<![CDATA[This study examines the integration of Technological Pedagogical Content Knowledge (TPACK) into multicultural Indonesian language instruction incorporating tolerance values at SMA Negeri 1 Surakarta. Employing a qualitative case study design, the study was bounded to the teaching of observation report texts to Grade X students during the 2025/2026 academic year. The primary participant was one Indonesian language teacher purposively selected based on direct involvement in the instructional unit, implementation of the Merdeka Curriculum, and use of digital resources in instruction. Data were collected through an in-depth interview and document analysis involving the teaching module, assessment instruments, digital learning materials, and students’ learning products. Data trustworthiness was strengthened through source and methodological triangulation, while data were analyzed using Miles and Huberman’s interactive model of data reduction, data display, and conclusion drawing. The findings indicate that TPACK integration was reflected in the interrelationship among content, pedagogy, and technology. The Umbul Mantram tradition was incorporated as local cultural content through observation-based, contextual, collaborative, and project-oriented learning activities supported by YouTube, Google Classroom, WhatsApp, and Canva. Tolerance values were embedded in the instructional content, learning activities, and students’ learning products rather than measured as changes in students’ attitudes. The study also identified a case-specific challenge concerning the teacher’s limited mastery of particular features of the digital technologies used. These findings underscore the importance of strengthening teachers’ pedagogically purposeful use of technology to support contextual and tolerance-oriented multicultural Indonesian language instruction.]]>
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