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Benih-benih intoleransi yang berujung kekerasan yang dewasa ini merebak ditengarai akibat memudarnya nilai-nilai humanisme dan multikulturalisme bangsa ini. Pendidikan sebagai instrumen peradaban berperan dalam mengatasi hal tersebut. Pendidikan multicultural dapat menjadi solusi mengatasi dekadensi moral pelajar bangsa ini. Guru, sebagai bagian dalam sistem pendidikan, dituntut untuk tidak hanya menguasai ilmu-ilmu pengetahuan, tetapi juga diharapkan memiliki sikap multikultural seagai bekalnya mengajar. Mengingat komposisi sekolah-sekolah di negeri ini acap diisi oleh pelajar dari diversitas etnik, agama, ras, dan golongan.

The phenomenon of violence in the name of religion, ethnicity,and culture has shown that humans have failed to understandheterogeneity, diversity, and plurality as main characteristics of theIslamic educational institutions, such as Madrasa. For respondingthat phenomenon, MAN Yogyakarta III (Mayoga) believes that theywill create the humanist and inclusive education. This research withphenomenological approach and qualitative descriptive method wasfocused on best practice done by Mayoga, humanist and inclusiveeducation. The results showed that the values of diversity in Mayogawere internalized in learning activities by integrating the values ofreligion, culture, and diversity. The integration generates socio-culturalvalues, such as appreciating ‘mazhab’ differences in religious practices,cultural assimilation and regional languages, tolerance and humanrights, and social coherence among the school communities. Thus,the social values that grow in Mayoga can keep the values of socialcohesion among people in Madrasa.