Implementation of Multicultural Education Cooperative Learning to Develop Character, Nationalism and Religious

Abstract

The Implementation Multicultural Cooperative Learning Primary School in MIN 3 Grobogan. Understanding the elements would be a common awareness of teachers. However, the implementation and practice are extremely complicated as the important and challenging issues mentioned Education in Indonesia, whose society consists of various races, ethnic groups, nationalities, and religions, considered important for implementing multicultural education. This study used descriptive qualitative, literature studies and case study. In the case of MIN 3 Grobogan, Multicultural education in Indonesia can only be developed through continuous and integrated efforts. Role and support from teachers/teaching staff, educational institutions, and other educational policymakers, especially in applying the curriculum with a multicultural approach. Finding of the study: 1) Multicultural education is a form of awareness about cultural diversity. Multicultural education can be used as a strategic instrument to develop an awareness of one's pride in the ethnic group. 2) Multicultural education is also very relevant to plural societies such as Indonesia, which emphasizes understanding of multi-ethnic, multi-religious, multi-lingual and multicultural, which requires new construction of justice, equality, and democratic society. 3) Application of multicultural education in an integrated curriculum or integrated with other subjects. 4) The application of integrated multicultural education can use cooperative learning models. 5) The basis for efficient group formation is the formation of non-permanent groups with session agreements or face-to-face meeting agreements, which allow students to interact in turns with classmates. 6) Familiarization with the basis of the formation of varied groups in the cooperative learning model will develop an awareness that life now and later for students is no problem in adjustment.