<![CDATA[This study used a qualitative approach, since it attempts to assess the depth of the reformulated model of PAI-based multicultural learning through participatory critical paradigm, done by: (1) multicultural nuanced analysis of potential factors, (2) determine the levels of multicultural learning strategy, (3) menyusunan design of learning the nuances of multicultural PAI, namely: (a) content analysis, a process for the identification, selection, and determination of PAI learning materials, (b) analysis of the cultural background, development of cultural and lifecycle approach, (c) material mapping learning is closely related to the principles that should be developed in teaching values and morals; (d) pouring into a stage-based model of multicultural learning through: (1) study of self-exploration and socio-cultural environment (local) potential students with multicultural substance; (2) The presentation of the results of the exploration of the local problems of interest to him, in the presence of friends or other groups, (3) peer group analysis: students who have been divided into several groups, mengalisis and comment on selected issues of exploration results presentation, (4) expert opinion: giving comments regarding exploration results presented; (5) reflection, teachers with students recommending advantage of local cultural values and prospects who have the potential and commitment to build value that can be used as an adhesive unity in both local and national life.]]>
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