Implementation Of Multicultural Education Research Articles

IMPLEMENTATION, CHALLENGES AND SOLUTIONS OF MULTICULTURAL EDUCATION IN SCHOOL

This research describes the implementation, challenges, and solutions of multicultural education. This research is library research. The analysis shows that multicultural education promotes equality in schools to develop students' attitudes toward diversity and living together in harmony. Multicultural education is a reform movement aimed at providing equal opportunities for all students, regardless of their ethnicity, culture, language, religion, race, or class. It is crucial in Indonesia, where the school system is a social system with individuals from different backgrounds united. The success of multicultural education depends on the desire and care of the school community, especially teachers. Teachers must innovate to teach multicultural education, aiming to increase student motivation and tolerance towards diversity. In a multicultural classroom, all students from different cultures and languages have equal educational opportunities. Learning reflects culture, experiences, perspectives on linguistics and culture of a group, as well as respect for differences and student cultural similarities. Having a positive attitude towards differences can bring individuals into the community and bring the community into the wider world community. However, challenges during the implementation of multicultural education may. Indonesia's education policy should promote a democratic, egalitarian society that respects the values of humanity and equality, and values differences.

Analyzing Revitalization of Multicultural Education on Higher Education to Reduce Negative Stereotypes in Indonesia

A negative stereotypes are the root of big problems in this country. It is the forerunner to the birth of hatred and racist behavior. The negative stereotypes must be reduced. One way that can be done is by revitalizing multicultural education as an educational concept that is most friendly to diversity. This study aims to describe the revitalization of multicultural education in tertiary institutions to reduce negative stereotypes. This study uses a qualitative method with a concept analysis approach. Data collection techniques using document studies. The revitalization of multicultural education is carried out by reviewing the focus, goals, values, and approach of multicultural education. There are four approaches to multicultural education, namely the transformation, additive, contribution, and social action approaches. This revitalization is carried out so that the implementation of multicultural education in tertiary institutions as a macro environment can be carried out properly. The impact is the reduction of negative stereotypes so that social conflicts can be prevented.

Preventing Disruptive Behavior in Elementary School Students: An Academic Investigation from a Multicultural Islamic Education Lens

The objective of this study is to identify strategies for enhancing the social development of children within inclusive educational settings. The present study employs a qualitative research design and adopts a phenomenological framework. The study was conducted in SD Muhammadiyah 3, Ikrom Wage Sidoarjo, with a sample size of five individuals who were chosen as participants. The data collection process involved the utilisation of in-depth interviews and observation techniques, which were subsequently followed by data reduction and data display procedures. Subsequently, the data underwent analysis by the method of triangulation. The present study yielded the subsequent findings: The term "character" refers to the attributes, traits, and qualities that define an individual's personality and behaviour. It encompasses a The social attributes of pupils at SD Muhammadiyah 3 Ikrom were enhanced, encompassing virtues such as honesty, civility, social responsibility, tolerance, democracy, and justice. The process of enhancing character development is implemented for all students, especially those who possess exceptional requirements. The implementation of multicultural education is accomplished through two primary methods: firstly, by incorporating it into the curriculum across many disciplines taught in the classroom, and secondly, by fostering a school environment that embraces and upholds the principles and values of multicultural education. The process of integrating subjects is facilitated with the active participation of educators who have received specialised training. Educators receive periodic training sessions focused on strategies and approaches for instructing students with exceptionalities. In the context of educational institutions, the process of school acculturation is often implemented during the initial orientation phase for incoming students. During student orientation, it is crucial to prioritise the instruction of habits and fostering a sense of acceptance towards individuals with diverse backgrounds.

Satu Saudara: Pelaksanaan Pendidikan Multikultural di TK X Kabupaten Jember

Indonesia is a country rich in diversity, encompassing various ethnicities, religions, races, and languages, which necessitates its citizens to cultivate a spirit of tolerance towards one another. One effective means of fostering an understanding of diversity is through multicultural education. Multicultural education is especially important when applied to children from a young age, as it equips them to approach differences with acceptance and a sense of tolerance in the future. The aim of this research is to describe the implementation of multicultural education in one of the preschools in Jember Regency, where students exhibit different religious characteristics. The research methodology employed in this study is qualitative, involving data collection through methods such as observation, interviews, and documentation. The findings of this research indicate that, in response to the religious diversity present within the school, the institution packages multicultural education in the form of a flagship program called "One Brotherhood," held annually. In its implementation, teachers divide students according to their respective religions, which include Christians, Catholics, Muslims, Buddhists, and Hindus. Furthermore, the "One Brotherhood" program includes a tolerance class that serves as a bridge to reinforce religious tolerance among young children.

PERAN PENDIDIKAN MULTIKULTURAL DALAM MEMUPUK KERAGAMAN BUDAYA DI PONDOK PESANTREN MODERN

This research aims to investigate the role of multicultural education in fostering cultural diversity in modern Islamic boarding schools. In the context of globalization and increasingly complex cultural diversity, modern Islamic boarding schools are faced with the responsibility to equip students with a deep understanding of the importance of tolerance, respect for differences and cultural diversity. This research uses a qualitative approach using library research methods. This research analyzes the role of multicultural education in promoting cultural diversity in modern Islamic boarding schools. The literature review method is a method of collecting data by reviewing documents related to research, with the aim of providing an overview to the reader. The data analysis technique used is content analysis technique to obtain data that is relevant to the research objectives. The tool used is a checklist to group data sources based on the orientation of the research variables. It is hoped that the results of this research will provide a better understanding of the implementation of multicultural education in modern Islamic boarding schools. This research also has the potential to provide practical guidance to increase understanding and appreciation of cultural diversity for santri and modern Islamic boarding schools as a whole.

Filsafat pendidikan Islam multikultural KH. Abdurrohman Wahid dan implementasinya dalam pendidikan Islam Indonesia

Purpose − It is alleged that cultural pluralism in Indonesia still causes various problems such as racism, negative stereotypes, ethnocentrism, radicalism and environmental destruction. Seeing this phenomenon, KH. Abdurrohman Wahid looked for a solution by formulating an Islamic Education Philosophy with a multicultural pattern. This article aims to describe the Islamic Education Philosophy formulated by Abdurrohman Wahid and its implementation in Indonesia.
 Method − The method used is a type of qualitative research using literature study. Data collection was carried out using the note-taking technique through related scientific references. Data analysis uses descriptive-analytic analysis.
 Findings − The results of this research show that the concept of Multicultural Islamic education from KH's perspective. Abdurrohman Wahid includes: First, the objectives of Multicultural Islamic education, namely; Islamic education based on neomodernism, Islamic education based on liberation, Islamic education based on multiculturalism. Second, the multicultural Islamic education curriculum prioritizes affective and psychomotor aspects, develops student-oriented patterns, educators are able to understand the meaning of education, create students who have an interest in learning, process-oriented patterns, and are vocationally based. The implementation of multicultural education can be implemented through various strategies in the form of cultural strategies, socio-political strategies, socio-cultural strategies, pedagogical strategies.

Implementation of Multicultural Education at Boarding School: Comparative Study

This study aims to describe and analyze the differences in the implementation of multicultural education at the Hidayatul Mubtadiin Islamic Boarding School in Sidoharjo and the Al-Ishlah Sukapeace Islamic Boarding School. This study uses a qualitative approach. The data collection using observation, interview and documentation techniques. Meanwhile, for data analysis using three flow of activities, namely data reduction, data presentation and drawing conclusions. This study found that first, the implementation of multicultural education in both Islamic boarding schools was good, as seen from the role of the pesantren leaders. Second, the implementation of multicultural education at the Hidayatul Mubtadiin Sidoharjo Islamic boarding school with a cultural assimilation approach in the seven mottos of students, while the Al-Ishlah Islamic boarding school uses a self-development approach and self-development through formal and non-formal activities.

Influence of Knowledge Aspects of The Multicultural on The Implementation of Multicultural Education in Elementary Schools

This study examines the knowledge level of Multicultural Education among national school teachers in Negeri Sembilan. This study was conducted on 927 teachers who teach in national-type schools in Negeri Sembilan. This study aims to identify the influence of knowledge about multicultural education from content integration knowledge, knowledge construction, equity pedagogy, prejudice reduction and knowledge of school cultural empowerment and social structure on implementing multicultural education in primary schools. It is quantitative survey research. The questionnaire was distributed to 927 respondents consisting of teachers who teach in national-type schools in Negeri Sembilan. The data of this study was analyzed using the Statistical Package for the Social Sciences (SPSS) software version 26.0. Two types of statistics are used, namely descriptive statistics and inferential statistics. Descriptive statistics using frequency, percentage, mean and standard deviation are used to describe the profile of the respondents and answer the research questions. The data of this study was analyzed using the Statistical Package for the Social Sciences (SPSS) software version 26.0. Multiple Regression Statistics are used to identify the influence of multicultural education knowledge from knowledge of content integration, knowledge construction, equity pedagogy, prejudice reduction and knowledge of school cultural empowerment and social structure on implementing multicultural education in primary schools.

Pendidikan Multikultural dalam Membentuk Karakter Santri di Pondok Pesantren Buntet

Multicultural education has become an important issue in the context ofeducation in the current era of globalization. This research aims toinvestigate the role of multicultural education in shaping the character ofstudents (santri) in Pondok Pesantren Buntet. Through a qualitativeapproach, data were collected through participant observation,interviews, and analysis of relevant documents. The literature reviewinvolved the concepts of multicultural education, the character of studentsin the context of Islamic education, and the role of Islamic boardingschools (pondok pesantren) in multicultural education. The results of thestudy indicate that Pondok Pesantren Buntet implements a multiculturalapproach through its curriculum, activities, and programs designed topromote understanding, appreciation, and tolerance towards cultural andreligious diversity. The implementation of multicultural education in thisIslamic boarding school has a positive impact on the development ofstudents' character, including multicultural awareness, tolerance, and abroader understanding of global society. This research contributes to theunderstanding of the importance of multicultural education in shaping thecharacter of students in Islamic boarding schools and provides insightsfor the development of curriculum and practices of multicultural educationin similar institutions.

Multicultural Education in Islamic Boarding School

Indonesia is a great nation with various differences. This has the potential to occur conflicts. Through multicultural-based education in Pesantren can prevent conflicts. The main objective of this study is to describe the concept of multicultural education in Islamic boarding schools and describe the implementation of multicultural education in Islamic boarding schools. This research uses qualitative phenomenological methods with data collection techniques through observation, interviews, and documentation. The results of the study found that the concept of multicultural education is an educational education that providing an understanding of equality, freedom, tolerance, and respect for the differences and diversity that exist in Indonesia and even in the world, ranging from physical forms, languages, tribes, races, customs, cultures, to beliefs in religion, based on religious knowledge and general knowledge, so that one another can coexist in harmony and peace. Its implementation, there is equality and freedom in all students, there are teaching materials with multicultural educational materials in Islam, and leadership education is given with material on national insight, there is art and cultural education. This research can be considered by local and central governments in deciding policies related to Islamic boarding school education and formal education and become a reference to overcome and prevent conflicts in society caused by various differences.

Analisis Pelaksanaan Pendidikan Multikultural oleh Guru Kelas SD

SD Negeri 06 Muara Rupit is one of the schools located in the district capital in the Muara Rupit sub-district, Rupit sub-district, North Musi Rawas Regency. This study aims to describe the Analysis of the Implementation of Multicultural Education by Classroom Teachers in schools with case studies at SD Negeri 6 Muara Rupit in 2022. The facts revealed are described in words and actions, so this research uses a qualitative approach. Data analysis applies an interactive model through interviews, data collection, data reduction, data presentation and drawing conclusions. The results of the study show that there is multicultural equality, differences in religion and ethnicity in the multicultural interactions of class VI students at SD Negeri 06 Muara Rupit based on religion and ethnicity, religious status consisting of Islam and Christianity. The existing tribes are the Rawas tribe and the Anak Dalam tribe. Efforts made by the class teacher to strengthen self-confidence and reinforce these students and apply mutual respect and a sense of kinship with friends around them.
 
 Keywords: multicultural, class teacher

The Strategy of School Principal to Promote Multicultural Education in Islamic High Schools in Samarinda

Multicultural education is the process of character formation for respecting and valuing different groups such as ethnicity, culture, language, race, and skin color because human nature is created for mutual recognition. The purpose of this research is to explore the school principal strategies in promoting multicultural education at one of the Islamic high schools in Samarinda, East Kalimantan, Indonesia. This research employed a case study design with a qualitative approach. Direct observation was done to make sure the implementation of multicultural education in the process of teaching and learning in classrooms. Additionally, in-depth interview was conducted with three types of school elements including the school principal, four vice principals, and two representative teachers to figure out their perspectives towards the implementation of multicultural education so far at their school as well as figure out the strategies used by the school principal. Document analysis was also utilized in order to make sure the reflection of multicultural education values on the teaching materials used by teachers in class. The results showed that the school principal apply contribution and enrichment strategies in applying multicultural education at school. It was discovered that multicultural education was reflected in all three aspects, i.e., teaching materials, students’ activities, and the teaching and learning process. The research novelty and future implications of this study are further discussed in this article.

Multicultural Education in Private Universities Study at Nahdlatul Wathan University Mataram

This research is motivated by the existence of various kinds of ethnicities, religions, ethnicities, races and cultures in Indonesia. Diversity becomes a social force to build the strength of the nation. Conflicts that occur in several places in Indonesia as an illustration, how diversity can give birth to violence and defeat and unrest, especially in the world of education in universities. Therefore, multiculturalism education is important to be developed by UNW Mataram because UNW Mataram is a swatsa university located in the heart of the city of Mataram and was founded by national pahlwan, its presence as a private university to provide opportunities for all generations of nations of different races, tribes and religions to continue their education, UNW Mataram has the obligation to pay attention to multicultural matters in this university so that it is intertwined peace and success for the entire academic community. This study shows that the implementation of multicultural education at UNW Mataram runs well by adopting an inclusive learning approach, Enriching the curriculum with multicultural issues, Supporting and facilitating multicultural activities and organizations, Building partnerships or MOUs with government agencies, as well as private and universities within the region and abroad.

Establishing multicultural society: Problems and issues of multicultural education in Indonesia

Creating a multicultural society that coexists peacefully amidst various kinds of differences is not an easy thing. The fact that multicultural society is still challenging to realize is a serious problem, not only for one or two countries but also for all countries worldwide. This research has three objectives. The first describes the implementation of multicultural education in Indonesia with various obstacles. Second, describe solutions to multiple problems in the implementation of multicultural education in Indonesia. Third, provide recommendations for the implementation of multicultural education in other areas. Based on a qualitative study of several studies on the implementation of multicultural education in Indonesia, The results show that the implementation of multicultural education in Indonesia is carried out in several ways or several approaches. In general, this approach can be divided into two: the approach in terms of learning materials and the approach in terms of learning methods. The multicultural education approach in terms of material means that the values of multiculturalism are given to students through special materials that discuss multiculturalism. Meanwhile, the approach in terms of methods means that the values of multicultural life are given to students by integrating them into various subjects namely the approach in terms of learning materials and approaches in terms of learning methods.

Penerapan Pendidikan Multikultural dalam Pembelajaran Sejarah Islam di Prodi Pendidikan Sejarah UISU

The implementation of multicultural education in the teaching of Islamic history in the History Education Study Program at UISU (Universitas Islam Sumatera Utara) holds significant value and benefits. In this context, multicultural education aims to develop a comprehensive understanding of Islamic history in an inclusive manner, promote appreciation for cultural and religious diversity, and enhance students' cross-cultural communication skills and understanding. Through the implementation of multicultural education, students in the History Education Study Program at UISU can develop broader and deeper perspectives on Islamic history, including its influence on various regions and eras' cultures and societies. They can study and analyze the roles and contributions of different ethnic groups, languages, and traditions in the development of Islam. The multicultural education approach also enables students to understand that Islam has rich internal diversity, encompassing diverse worship practices, intellectual traditions, and theological thoughts. This research adopts a qualitative research method with a phenomenological approach, which involves critically analyzing social phenomena. The phenomenological approach is employed by the researcher to ensure the objectivity and scientific nature of the research. The researcher acts as a key instrument and suspends preconceived assumptions or biases. Meanwhile, qualitative methods can be used to uncover and understand the underlying aspects of phenomena, providing insights into the unknown or little-known aspects for both researchers and lecturers.

Multicultural Education as an Alternative to Countering Radicalism in the Era of Globalization: Thoughts of Prof Muhammad Tholchah Hasan

This research discusses multicultural education as an alternative to counter radicalism in the era of globalization based on the ideas of Prof. Mohammad Tolchah Hasan. This study aims to explore Prof. Mohammad Tolchah Hasan's ideas and identify multicultural education concepts that can be a solution to counter radicalism in the era of globalization. This research uses a qualitative descriptive method by analyzing Prof. Hasan Mohammad Tolchah Hasan's writings and related literature. The results show that Prof. Mohammad Tolchah Hasan emphasizes the importance of multicultural education as a solution to counter radicalism in the era of globalization. Prof. Mohammad Tolchah Hasan emphasized multicultural education concepts, including understanding differences, respecting diversity, and strengthening national identity. In addition, multicultural education can enhance critical thinking skills, tolerance, and empathy. However, implementing multicultural education in Indonesia still needs to overcome various obstacles, such as a lack of support from the government and society and problems in the curriculum and teaching. Therefore, joint efforts from the government, educational institutions, and society are needed to strengthen the implementation of multicultural education as an alternative to counter radicalism in the era of globalization.

Implementation of Multicultural Education in Islamic Education Subjects through Collaboration of Online Applications as Character Building

This research was motivated bymulticulturalism, namely people who have a background of differences in ethnicity, religion, ethnicity, culture and between groups. On the one hand, this diversity is the potential strength of a large and united nation state in building great peace and civilization, but on the other hand, the potential for conflicts to disrupt the stability of the nation and can hinder development and the existence of diversity on one side of this diversity is the starting point for disputes, vertical conflicts. and horizontally, a multidimensional crisis. The study of this paper focuses on multicultural education as learning material through a process of instructional activities in building multicultural awareness to develop the religious and social character of students at the Junior High School level in Palu City. The data collection techniques were carried out by observation, interview and documentation. The data was collected by triangulation to check the validity of the data in finding the validity of the data. Data were analyzed using data reduction, data display, and data verification. Research Results Description The application of students’ culture of tolerance has four factors that influence the occurrence of conflict in society, namely the influence of globalization from Western culture, economic factors, the existence of rich and poor groups, democratic behavior carried out freely without limits and the destruction of individual dignity, and will developed through animated games for students.
 Keywords: Character building; Islamic education; multicultural education

Implementation of Multicultural Education Through School Social Capital Relationships in Creating Social Harmonization

This article results from field research at several religion-based schools in Surakarta. The focus is to answer the first formulation of the problem, which identifies the process of harmonization in schools and implements multicultural education. It talks about how harmonization practices exist in the school environment through various policies. This harmonization process is essential in creating an atmosphere and learning environment that is tolerant, harmonious, and respectful among fellow school members. The second formulation that the author wants to review in this article is regarding the school's strategy in implementing multicultural education through social capital owned by the school. Using a qualitative method and a case study approach, the data obtained shows that schools have beliefs, values ​​and norms, obligations, and expectations in the form of a vision and mission that can become capital in strengthening unity towards a multicultural school. Based on the findings of the data obtained, the researcher concluded that schools are not just a place to transfer knowledge between teachers and students by the guidance of curriculum. Moreover, schools are community settings. There are structures, values ​​, and norms in the daily educational process. The social capital used is James Coleman's social capital, which every community has. We see here the school community must have the capital and components to maintain their society. In this case, unity in diversity.

Dasar Pendidikan Dan Pendidikan Multikultural

Education is the process of forming human abilities such as manners, morals, intellectual abilities so that humans can implement them in everyday life and humans can achieve the desired goals and happiness without any help from others. Multicultural education is education that must be implemented in countries with diverse cultures. The basic understanding of education and multicultural education. The method used is literature review by reviewing articles. The essence of education is the extension of one's ability to learn as a result of student effort as well as a series of historic workforce formation. The implementation of multicultural education in Indonesia, namely that there are still some deficiencies, namely an attitude of tolerance that is not developed in several schools. The implementation of multicultural education in Indonesia is still found some deficiencies. Increasing tolerance in schools to develop attitudes that there are cultural differences. This research only discusses the basis of education and multicultural education

Multicultural education for strengthening harmony in diversity

The multicultural era requires habituative awareness of diversity in schools as a praxis of multicultural education to instill awareness of diversity. This study aims to obtain a model of implementation of multicultural education in building harmony in diversity in schools. The research method uses qualitative with a case study approach. Data collection techniques use active-participatory observation, semi-structured interviews, and documentation.The results showed that the curriculum is integrated with the values of humanism and pluralism, its implementation is designed with social action programs. The next implementation goes through stages: prejudice reduction, content integration, equality paedagogy, and empowering school culture and social structure. This research contributes to the implementation of multiculrural education in schools, and is very urgent to be carried out in schools in line with the digital era of multicultural mixing globally. Keywords: Education, multiculturalism, values, harmony, diversity