Conflicts that occur in the school environment as the dynamics of a multicultural society. Shaping the character of students' multicultural education is the main responsibility of a teacher. The objectives of the study are 1) To find and explain the role of Islamic Religious Education teachers in fostering religious attitudes in multicultural society in schools; 2) To find, understand, and explain the strategy of Islamic Education teachers in implementing multicultural values in schools; 3) To find, understand, and explain what are the obstacles faced by Islamic Religious Education teachers in implementing multicultural education in schools. This research is qualitative descriptive analysis with depth interview method. Data were obtained from interviews with 25 teachers from various subject areas at Cirebon 2 State High School, West Java, Indonesia. The positive role of the teacher can be seen in the attitude of fostering religious awareness and multicultural attitudes in schools by providing religious lessons. The strategy of Islamic religious education teachers in growing religious multiculturalism through sustainable character education learning. The obstacles faced by some education teachers are religious fanaticism, teachers cannot control the implementation of daily interactions and different levels of student awareness.

Evaluation of an education program is a process of systematic activity to see how successful the planned education program is and to provide information to stakeholders in order to make a decision. The problem that often occurs is that the object of evaluation in education is still focused on the learning process, even though the evaluation includes all educational components and programs in a comprehensive manner. The purpose of this research is to describe program evaluation models and their urgency in evaluating educational programs. The novelty of this study is the implementation of various evaluation models in elementary education. The results of this study indicate that there are more than 50 program evaluation models, of which there are five program evaluation models that can be applied in evaluating educational programs, namely the Context, Input, Process, Product (CIPP), outcomes (CIPPO), Provus, Countenance (Stake), and Kirkpatrick evaluation models. The contribution is that with this evaluation information will be obtained about the achievements of the educational program, including its quality, effectiveness, efficiency and productivity, so that a decision can be made whether the program is worth continuing, revising, stopping or reformulating so that goals, objectives, processes can be found from the previous one

Background: The issue of pluralism has always been a topic of conversation from time to time, along with scientific developments. Likewise, theological thinkers and Islamic thinkers have highlighted pluralism to date regarding pluralism in Islamic education. Pluralism is an essential issue because it has contributed to developing the world of Islamic education. Purpose: This article examines the understanding of the concept of religious pluralism put forward by one of the Islamic leaders, namely Saykur Yasin or Buya Sakur. Methods: This qualitative research uses content analysis with data sources from books, journals, and YouTube related to Buya Sakur’s thoughts. Results: The concept of religious pluralism of Buya Sakur in developing Islamic education can be seen from the concepts he teaches at Islamic boarding schools, public recitations, and da’wah through Chanel YouTube. The uniqueness of pluralism thinking, according to Buya Sakur, is that the reality of life in this world shows pluralism and various ethnic groups, skin colors, languages, and different religions that receive recognition from God as reality Conclusion: The concept of religious pluralism that he conveyed was very different from that of other figures or scholars. Some claim that he has a concept of understanding, especially regarding religious pluralism which is liberal in orientation and adheres to relativism.