This study investigates the implementation of multicultural education values in Madrasah Aliyah (Islamic Senior High Schools) in Tanjung Balai City, North Sumatra, and examines their role in promoting social harmony in a post-conflict educational context. A qualitative case study design was employed involving five Akidah Akhlak teachers from five different Madrasah Aliyah, selected through purposive sampling based on their teaching experience and active involvement in multicultural education. Data were collected through semi-structured interviews, non-participant classroom observations, and document analysis. The data were analyzed using a six-stage thematic analysis involving familiarization, coding, theme development, refinement, interpretation, and reporting. The findings reveal that multicultural education is implemented through five interconnected dimensions: content integration, knowledge construction, prejudice reduction, equitable pedagogy, and an empowering school culture. Teachers integrated multicultural values by linking Islamic teachings with students' diverse social realities, promoting dialogical learning, encouraging critical reflection on social issues, and implementing inclusive instructional practices. In addition, school leadership, extracurricular programs, and anti-bullying policies strengthened an inclusive school environment that fostered tolerance, empathy, and mutual respect among students. This study contributes to the literature by extending Banks' multicultural education framework to Islamic educational settings in post-conflict communities and by proposing an integrated model that illustrates how Islamic moral values and an inclusive school culture collectively promote social harmony. The findings provide practical implications for policymakers, school leaders, and teachers seeking to strengthen multicultural education in culturally diverse educational settings.
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