Vol. 6 No. 1 (2027): January 2027

This study aims to explore the assimilation of a multicultural inclusive curriculum toward the formation of students' moral identity at MI Bakalrejo, Susukan District, Semarang Regency. The approach used in this field study is descriptive qualitative. The data analysis process applies an interactive model referencing the framework of Creswell and Miles-Huberman. The research results show that the assimilation process of the inclusive curriculum successfully crystallizes students' tasâmuh values through mutual cooperation activities. Teachers still face real obstacles in the form of limited literacy facilities and high administrative burdens in the madrasah. The synergy of religious rural sociological cultural values serves as the main supporting factor in strengthening student character. These findings imply the urgency of formulating more concise local curriculum guidelines to reduce the workload of teachers.