Abstract
This research examines the innovative role of Pesantren Darularafah Raya in fostering diversity in North Sumatera through the implementation of the Ulul Albab Curriculum (ULA), an integrative model that synergizes Islamic knowledge, general knowledge, and practical skills. Data were gathered through interviews with pesantren leaders, curriculum coordinators, students, and community members, supported by curriculum documents, lesson plans, and institutional archives. Data collection employed triangulation of participatory observation, semi-structured interviews, and documentary studies. Analysis followed Miles, Huberman, and Saldana's interactive model, comprising data reduction, display, and conclusion drawing. The research findings reveal four main mechanisms of the ULA curriculum as social cohesive agents. Firstly, the integration of the three pillars of the curriculum in project-based social learning transforms the complexity of a diverse society into a learning laboratory, shaping moderate and solution-oriented attitudes among students. Secondly, the entrepreneurship unit fosters functional interdependence across ethnic groups within the pesantren and builds economic networks with diverse external communities, transforming transactional interactions into social capital. Thirdly, the synthesis of the values of rahmatan lil ‘alamin and competitiveness into the paradigm of "serving excellence" links academic achievement with inclusive social contribution responsibilities. Fourthly, the community service program based on skills functions as effective public diplomacy, shifting the image of the pesantren from exclusive to a reliable and solution-oriented partner for all societal elements. The conclusion of the research indicates that the ULA curriculum operates as an ecosystem of encounters, systematically building social cohesion through holistic educational design. These findings propose a substantive model for repositioning pesantren as agents for fostering diversity and social resilience in Indonesia.