The multicultural approach plays a vital role in learning religious education in order to recognize the diversity that
exists, especially in conflict-prone zone schools. This study aims to describe a multicultural approach in learning religious
education in conflict-prone zones. Through exercising Garfinkel’s ethnomethodology analysis, this qualitative research was
conducted at SMAN 2 Pasaman and SMAN 1 Luhak Nan Duo senior high schools within conflict-prone zones of West Pasaman,
West Sumatra. The dynamics of school philosophy towards inclusive multicultural approaches in religious education for schools in
conflict-prone zones indicated that academic culture within said schools must be capable of creating a more harmonious
atmosphere among ethnic diversities, mainly that of Javanese, Minangkabaunese, and Bataknese. The application of
multicultural approaches in religious education for such schools in conflict-prone zones showed that the planning,
implementation, and evaluation of religious education must be carried out while simultaneously considering the diversity of
these ethnicities. The employment of an inclusive multicultural approach in association with schools in conflict-prone zones
showed that the school’s physical environment is strategic for the interaction of various ethnicities, such as with Javanese,
Minang, and Batak ethnicities at SMAN 2 Pasaman and SMAN 1 Luhak Nan Duo. This research is useful as input in making and
improving policies by schools and the government regarding the implementation of religious education with a multicultural
approach in conflict-prone zone schools.
Keywords: conflict-prone zones, multicultural approach, religious education