https://mail.siducat.org/index.php/ghaitsa <p align="justify"><strong>Ghaitsa: Islamic Education Journal</strong> with a Registered Number E-ISSN: 2721-1592 (Online), which is managed by Yayasan Darussalam Bengkulu discusses contemporary issues in Islamic education and provides a fair exchange of scholarly information on the results of scientific studies for both academics and practitioners. The scope covers theoretical and practical aspects of Islamic education, including curriculum design, evaluation instruments, learning media development, learning models, and classroom action research related to Islamic education. Ghaitsa&nbsp;is published three times a year, in February, June, and October. The journal is open access and double-blind peer reviewed, providing a forum for lecturers, researchers, teachers, students, and education practitioners to share ideas and innovations in Islamic education.</p> Yayasan Darusssalam Bengkulu en-US GHAITSA : Islamic Education Journal 2721-1592 https://mail.siducat.org/index.php/ghaitsa/article/view/1940 <p>This article aims to analyze the implementation of multicultural education at the Al-Qur'an Harsallakum Islamic Boarding School in Bengkulu City and identify supporting and inhibiting factors in its implementation. This research uses a qualitative approach with a case study type. This research uses a qualitative approach with a case study type of research. The research informants consisted of Islamic boarding school leaders, tutors, and students who were selected purposively. Data collection techniques were carried out through observation, in-depth interviews, and documentation. Data analysis used the Miles and Huberman model which includes data reduction, data presentation, and drawing conclusions. The results of the study indicate that the implementation of multicultural education in Islamic boarding schools is carried out through heterogeneous dormitory-based care, the use of a unified language in communication, the implementation of a student code of ethics, and collective activities that foster values of tolerance and togetherness. Supporting factors for the implementation of multicultural education include inclusive Islamic boarding school leadership, a tolerant social environment, and the integration of religious and social values in the lives of students. The inhibiting factors are related to the dynamics of adaptation of students who come from diverse cultural backgrounds and the complexity of the 24-hour dormitory life system.</p> Riska Mardela Hasrul Piliang Copyright (c) 2026 Riska Mardela, Hasrul Piliang https://creativecommons.org/licenses/by/4.0 2026-02-01 2026-02-01 7 1 1 10 10.62159/ghaitsa.v7i1.1940