<![CDATA[Abstract : This article aims to describe the strengthening and application of multicultural competence among Religious Education teachers in Lumajang Regency as a means to curb radicalism and foster tolerance within the school environment. A qualitative research design employing a case study approach was used to explore the phenomenon in depth across the teachers' cognitive, affective, and psychomotor domains. Data were gathered through fieldwork—including interviews, observations of instructional interactions, and documentation of activities—involving teachers belonging to the Religious Education Subject Teacher Forum (MGMP) in Pasrujambe District, Lumajang Regency. Qualitative data analysis was conducted interactively, encompassing data reduction, data presentation, and conclusion drawing based on a synthesis of social learning theory, operant conditioning, and perspective-taking. The findings indicate that multicultural competence is integrated across three spheres: the cognitive dimension, where teachers cultivate critical understanding and universal interfaith values without imposing doctrine, thereby fostering a sense of compassion among the school community; the affective aspect, fostered through the habituation of greetings and teachers modeling inclusive behavior; and the psychomotor sphere, where multicultural values are manifested through concrete actions, such as showing mutual respect for major religious observances (Eid al-Fitr, Nyepi, and Galungan) and respecting differences in social organizations. Keywords: Multicultural Competence, Religious Education Teachers, Tolerance, Learning Environment]]>
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