ABSTRACT
This ethnographic study utilises participant observation and interviews to explore community-based homeschooling in Jakarta, focusing on integrating multicultural education and religious moderation. Engaging 19 families and 45 students from diverse religious, ethnic, and social backgrounds, the research highlights the role of families as primary educators in cultivating inclusive and cooperative learning environments. Findings reveal that homeschooling communities promote religious tolerance and multiculturalism through family-led education and project-based learning. Initiatives such as the Indonesian Boy Scouts further enhance children's cultural identity and global readiness. These practices align with Sustainable Development Goals (SDG 4: Quality Education and SDG 16: Peace, Justice, and Strong Institutions) by advancing inclusive education and strengthening community resilience. The study emphasises the need for robust legal frameworks and educational standards to support the positive development of homeschooling, alongside mechanisms to monitor and prevent radicalisation. This model offers significant potential for broader implementation within informal education to foster social cohesion and cultural diversity. Recommendations include enhancing parental involvement, improving monitoring systems, and reinforcing legal safeguards to optimise educational outcomes and community resilience.
