Background/purpose: Globalization and the advancement of communication technology have increased diversity and complexity, including in education. Diversity is currently in classrooms. This situation adds a need for multicultural competence. Materials/methods: This research explains the creation of new products through learning models to develop students' multicultural competencies. This research uses a research and development (R&D) approach based on the development theory of the Dick and Carey model. The learning model is developed for Pancasila subjects by integrating culturally responsive teaching (CRT), local wisdom, and gamification (CERITALOGAM). Research data collection, model development, model trials, and model testing were carried out in public elementary schools in Bogor, Indonesia. Testing research instruments through tests of validity, reliability, test difficulty, test differences, and validation from model, language, and media experts. Results: This study finds that the Pancasila learning model for developing students' multicultural competencies based on CRT, integrated with local culture and gamification (CERITALOGAM), is feasible and in line with the theory of the Dick and Carey learning model. The model of this study is also proven to be effective based on the results of the N-Gain test between the CERITALOGAM learning model and the Problem-Based Learning (PBL) model. The responses of teachers and students also showed that the CERITALOGAM model was easy to implement and motivated students more. Conclusion: The research recommends that teachers pay attention to and enforce Culturally Responsive Teaching (CRT), local wisdom, and gamification in various subjects and grade levels.