The implementation of tolerance character education at SD Eka Tjipta 01 Telen faces challenges, ranging from educators' limited understanding of the multicultural approach to the suboptimal integration of diversity values in daily learning. This study aims to describe the process of implementing multicultural-based education as an effort to strengthen the character of tolerance among elementary school students, as well as to identify strategies, practices, and obstacles that arise in the context of schools with heterogeneous socio-cultural backgrounds. The research used a descriptive qualitative case study with participatory observation, in-depth interviews, documentation, and field notes, involving teachers, students, and parents as main informants. Data were analyzed using Miles and Huberman's interactive model through reduction, presentation, and conclusion drawing. The results show that tolerance values are instilled through thematic learning, habitual mutual respect, and open communication among teachers, students, and parents, helping to create an inclusive learning atmosphere and supporting early internalization of tolerance. However, limited multicultural resources and minimal teacher training remain challenges. This research contributes to the discourse on multicultural education by providing empirical evidence for developing value-based education models adaptive to diversity and local needs, emphasizing the critical role of teachers, schools, and families in shaping tolerant students.

Keywords:
character; elementary school; multicultural education; tolerance