At the level of implementation of multicultural-based character education,
there are problems such as marginalisation of minority groups and
uniformity of character education approaches towards majority and minority
student groups, so that minorities are not served. This research focused on
the potential of multicultural conflict and its anticipation as well as the
strategy of equalising the presentation of character education to
multicultural students. This research method uses a qualitative approach to
the design of individual and multi-site site analysis. Data collection
techniques are interviews, observation, and documentaries. Checking the
validity of the data uses four criteria, namely with credibility, transferability,
audibility, and conformability, then analysing interactively. The findings of
this study are: (1) potential for multicultural conflict is found in: teachers
and school residents in how they behave, speak and harass others, the
introduction of anti-multiculturalism and groupings based on ethnicity and
religion; (2) anticipation of multicultural conflicts; providing orientation and
guidance, a system of supervision, integration and coordination with the
community; and (3) leadership strategy: planning with deliberations with all
parties, empowering all teachers to develop multicultural character,
empowering all available resources, becoming an example model and
working with various parties.