Multicultural-based Education Research Articles

Pendidikan Berbasis Multikultural Sebagai Upaya Penguatan Nilai Karakter Siswa di SMA Negeri 5 Kupang

The purpose of this study was to determine multicultural-based education and efforts to strengthen the character values of students at SMA Negeri 5 Kupang. The approach taken was qualitative. The selection of research subjects used purposive sampling technique consisted of teachers and students. Research data were collected through observation, interviews, and documentation. The research data were analyzed using source triangulation, technical triangulation, and time triangulation analysis techniques. This study shows several findings; (1) multicultural-based education is implemented by providing encouragement to students through group work so that students can automatically establish cooperative relationships and mutual respect among themselves, and also implemented through the attitudes and ethics of teachers so that students can imitate the good attitudes and ethics shown by teacher. Students are also taught to always respect and respect each other both between students and students, students with teachers and students with parents. (2) The efforts made in strengthening student character are to encourage students to always be honest, respect each other, be responsible for completing assignments given by the teacher, always show commendable attitudes such as always obeying school rules, respecting older people, and respecting fellow students without looking at ethnic, religious, national and racial differences.

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.

The Role of Multicultural Based Learning for Increasing the Competence of Students

Indonesia is a country that has ethnic, religious, racial and cultural diversity. Multicultural education needs to be applied in the learning process, there are many positive impacts resulting from multicultural-based education. The purpose of this paper is to determine the role of multicultural-based learning for increasing student competence. Literature review was used in writing this article, using the last 10 years of journals, namely 2011 - 2021. The research results are presented in a qualitative descriptive manner and through an in-depth analysis stage. The results showed that through multicultural-based learning in the school environment, it was able to improve students' critical thinking skills, students' character formation, and students' emotional intelligence. Based on the results of these studies, it is necessary to innovate or implement multicultural-based learning in order to form the desired accompaniment impact from the teacher as a designer in the learning process. Keywords: Competence of learners; multicultural; learning resources.

Format of multicultural education for early children age in the formation of tolerance character

This article describes the application of early childhood multicultural education to create a tolerant character in the globalization era. Multicultural education must provide contextual and tolerant moral ideals in very diverse societies such as Indonesia. The research method used is the library research method. This research is a type of descriptive-qualitative research. Data collection techniques are carried out by reviewing documents, archives, national and international repute journals, and books related to the topics discussed. The results obtained are that multicultural-based education has an important role in fostering tolerant and tolerant attitudes and working with different faiths or religions. Multicultural education to children from an early age should enable the growth of brotherhood and tolerance in togetherness from an early age to build a new generation of civilization that is more meaningful to all humankind. Multicultural education is an effort to instill the value of tolerance to children at an early age, especially to stimulate the child to be ready to accept the existence of others and have a tolerant attitude toward the pluralist.

ANALISIS PEMBELAJARAN FIKIH BERBASIS PENDIDIKAN MULTIKULTURAL DI MTs DDI KABALLANGAN KABUPATEN PINRANG

Multicultural-based education is seen as important in responding to existing differences. The diversity of schools of law in fiqh and issues of khilafiyah often become internal debates among Muslims and often lead to divisions. This type of research is qualitative research, the data source is through documentation and resource persons, data collection techniques are through observation, documentation, and interviews. Data analysis techniques through data reduction, data presentation, and drawing conclusions. The results show that (1) the dimensions of multicultural values ​​in fiqh learning consist of curriculum dimensions, dimensions in teaching materials consist of values ​​of tolerance, equality of rights, values ​​of brotherhood, justice, and social ethics, (2) implementation of multicultural values ​​in comparison of schools in fiqh learning, namely promoting the values ​​of tolerance and not being fanatical, being inclusive, not discriminatory, teaching the background of the emergence of differences, ethics in responding to differences, and promoting the values ​​of peace and unity, (3) the implications of multicultural values in fiqh learning, namely (1) implications in the domain of attitude (affection) which consists of awareness and cultural sensitivity, responsiveness to culture, and skills to avoid conflict, (2) domain of knowledge (cognitive) which consists of knowledge of the language and culture of people others, and the ability to analyze and translate cultural behavior and knowledge about cultural awareness. (3) the learning domain which consists of the ability to correct distortions, stereotypes, and misunderstandings about ethnic groups.

Building Democratic Values in Independent Policy Learning Through Multicultural Learning Communication

The objectives of multicultural-based education can be identified: (1) to function the role of schools in viewing the existence of diverse students; (2) to assist students in developing positive treatment of differences in cultural, racial, ethnic, religious groups; (3) providing resilience to students by teaching them to make decisions and social skills; (4) to assist students in building cross-cultural dependencies and give them a positive picture of group differences. In addition, multicultural-based learning is built on the concept of education for freedom which aims to: (1) help students or students develop knowledge, attitudes and skills to participate in democracy and community freedom; (2) promote freedom, skills, skills across ethnic and cultural boundaries to participate in some groups and other cultures.

Multicultural-Based Curriculum Conception

This study aims to describe about 1) Classification of multicultural-based curriculum in various points of view, (2) Principles and Principles of multicultural-based education curriculum preparation. This research is designed in the form of library research. The results of this study concluded that (1) classification of Multicultural Based Curriculum from three points of view, namely First: Concept and Implementation Perspective is classified into 3 namely (a) Ideal Curriculum (b) Factual Curriculum, and (c) Hidden Curriculum. Second: The Structure and Subject Matter Perspective is classified into 4 i.e. (a) Sparated Curriculum. (b) Broad Fields Curriculum (c) and. (4) Integrated Curriculum. Third: The Scope of Use perspective is classified into 3 i.e. (a) national curriculum, (b) state curriculum,(c) and school curriculum. 
 (2) Principles in designing a multicultural-based curriculum namely (a) The Principle of Child Psychology, (b) the Principle of National Sociology, (c) the Principle of Development of World Science and Technology, and (d) the Principle of Pancasila as the Philosophy of the Nation. While the Principles of Curriculum Preparation in Multicultural Education include: (a) relevance principle, (b) flexibility, (c) continuity, (d) efficient, and (e) effective.

Pengembangan Model Manajemen Pendidikan Kepramukaan Berbasis Multikultural

Scouting education based on multiculturalism is currently the main concern of junior high schools in Indonesia. The low multiculturalism as a form of decline in the nation's character is due to the weakness of multicultural-based education in the education unit. Scout management models are not yet available as an effective instrument for shaping multicultural attitudes. The problem of this research is directed at the development of multicultural-based scouting management education models in junior high schools. This study aims to: 1) describe multicultural-based scouting education in junior high schools in Demak Regency, 2) develop a multicultural-based scouting management management model design in junior high schools and 3) test the feasibility of developing multicultural-based scouting management education models for students. The approach used is a qualitative approach with research and development (R&D) methods. Research locus in 5 (five) junior high schools in Demak Regency. Data is collected through in-depth interviews, observation, documentation, validation of experts and practitioners. The validity of the data uses four criteria, namely the degree of trust (credibility), transferability, dependability and confirmation. Data analysis uses interactive analysis through data collection, data reduction, data presentation and conclusions. Research results: 1) Scouting management education in junior high schools varies, has not been standardized and normative according to the characteristics of the education unit. 2) the development of scouting management management models including planning, organizing, implementing and controlling, involving the principal, stakeholders, frontline, scoutmaster, students through extracurricular activities. 3) the feasibility of developing a Scouting education management model influenced by (a) the scouting education management standard (b) the availability of developing an educational management model (c) the planned, structured, measurable and sustainable scouting education process (d) the availability of individual readiness and stakeholder involvement, (e) the existence of guiding scout coaches and (f) giving appreciation to students. The conclusions of this study are a) the management of scouting education in junior high schools in Demak Regency varies and has not been standardized b) the development of scouting management management models including planning, organizing, implementing and controlling and c) the feasibility of scouting education management is influenced by six success factors. Suggestions of this research are a) the Ministry of Education and Culture, to apply the scouting education management model b) kwarnas to study the development of this model as a strategy for the success of character education and c) kwarda, kwarcab., And kwarran. in order to review the development of the model.

Reconstruction of Islamic Education (Study of Islamic Education Thoughts of Prof. Dr. Muhaimin, M.A.)

The aims of this paper is to examine the thoughts of Prof. Dr. Muhaimin. MA about the reconstruction of Islamic education. The development of Islamic education in schools is a culture of quality and quantity and will be used as a platform, values, enthusiasm, attitudes, and behaviors for education as a lactor in the school environment. Muhaimin offers a reconstruction of Islamic education by offering a modernization paradigm in education because it was considered more ideal to be applied in the arena of the development of Islamic education. Meanwhile, the educational theory used was in accordance with the education theories of the Neo-modernists namely by continuing to actualize old theories that were still compatible with the demands times accompanied by new innovations in education. In that context, renewal of Islamic education according to Muhaimin must be done by conducting integrated and multicultural-based education. The idea of renewing Islamic education offered includes implementing Islamic Religious Education learning that is integrated with a multicultural-based approach to inquiry and Islamic education, namely developing education through the learning of contextual and research-based Islamic religion. Actualization of the thought above is based on the modernization paradigm and Neo-modernist theory both at university and at school.

Integritas Pendidikan Multikultural dalam Implementasi Kurikulum 2013

Multicultural-based education is a tiered educational process that is able to become a binder and a bridge that accommodates differences in social, ethnic, gender and religious status in multicultural societies in order to create intelligent, wise and polite personalities in dealing with diversity problems. The multicultural education paradigm is very useful for building social harmony among the diversity of ethnicity, race, religion, culture and needs among us. Considering the complexity of plurality and multiculturalism in Indonesia in terms of socio-cultural and geographical conditions that are so diverse and broad, special strategies are needed to solve these problems through various fields; social, economic, cultural and educational. In this regard, multicultural-based education has actually been integrated in the 2013 curriculum. This is reflected in being integrated in the education curriculum and learning process.

Multicultural Education and Humanism Theory as An Effort to Improve The Social Sensibility of Primary School Students

Data from the Indonesian Child Protection Commission noted that 34%Children deal with the law, one of the cases is bully. The bully case is one proof of thesocial sensitivity of the elementary students. The program for basic education thatcan be pursued to increase social sensitivity is through multicultural education andthe theory of humanism. This study uses a literature study method that collects several reference journals and textbooks. The results of the research are collaborative methods of multicultural-based education and humanism theory when classroom learning is more effective for improving social sensitivity for elementary school students.

Pendidikan Multikultural di Pesantren (Upaya Membendung Radikalisme di Indonesia)

Multicultural-Based Education in Pesantren (An Effort to Stem Radicalism in Indonesia). This study examines the role of pesantren in stemming radicalism. This is due to the wave of Islamic radicalism that keeps popping up on one side and terrorism on the other hand. It has disrupted the existence of pesantren. There is even a stigma that pesantren is a hotbed of terrorism and always fosters radicalism. Based on this fact, the conclusion of this study emphasizes the role of pesantren in stemming radicalism, that must be institutionally responsive and emphasize belief and morality. Pesantren education should be multicultural based, including an understanding of religious reality. As a religious education institution capable of processing and gathering all local wisdom in the face of Islam Nusantara, it is expected to deny the world’s perception on Islam that is always identified with the religion of terror and hatred.

Multicultural-based Education on Indonesian Character in Early Childhood Education

This paper is a field research which examines Multicultural Education based on Indonesian Character on Early Childhood Education. This research is very interesting because the Multicultural Education is assessed on the basis of Indonesian character, while Indonesian must have character as Indonesian people. Furthermore, the Indonesian character needs to be applied early on, especially in early childhood education institutions. In addition, this research is the descriptive one with a qualitative approach. Data were obtained through interviews, observation and documentation. In this paper, there are three questions; first, how is the concept of Multicultural Education based on Indonesian Character according to SALAM?, second, how are the basic principles of learning model development on Multicultural Education based on Indonesian Character in SALAM?, third, how is the implementation of Multicultural Education based on the Indonesian Character in SALAM?. The objectives of this research are: first, to know the concept of Multicultural Education based on Indonesian Character on early childhood in SALAM, second, to know the basic principles of learning model development on Multicultural Education based on Indonesian Character on early childhood education in the school (SALAM), and third, to know the implementation of Multicultural Education based on Indonesian Character on early childhood in SALAM.Tulisan ini merupakan penelitian lapangan yang meneliti Pendidikan berbasis Multikultural pada Karakter Indonesia di Pendidikan Anak Usia Dini. Penelitian ini sangat menarik karena Pendidikan Multikultural dinilai atas dasar karakter Indonesia, sementara Indonesia harus memiliki karakter sebagai orang Indonesia. Selanjutnya, karakter Indonesia harus diterapkan sejak dini, terutama di lembaga pendidikan anak usia dini. Selain itu, penelitian ini adalah deskriptif dengan pendekatan kualitatif. Data diperoleh melalui wawancara, observasi dan dokumentasi. Dalam tulisan ini, ada tiga pertanyaan; pertama, bagaimana konsep Pendidikan berbasis Multikultural pada Karakter Indonesia menurut SALAM ?, kedua, bagaimana prinsip-prinsip dasar pembelajaran pengembangan model Pendidikan berbasis Multikultural Karakter Indonesia di SALAM ?, ketiga, bagaimana pelaksanaan Pendidikan berbasis Multikultural pada Karakter Indonesia di SALAM ?. Tujuan dari penelitian ini adalah: pertama, untuk mengetahui konsep Pendidikan berbasis Multikultural pada Karakter Indonesia pada anak usia dini di SALAM, kedua, untuk mengetahui prinsip-prinsip dasar pengembangan model pembelajaran di Pendidikan berbasis Multikultural pada Karakter Indonesia pada pendidikan anak usia dini di sekolah (SALAM), dan ketiga, untuk mengetahui pelaksanaan Pendidikan berbasis Multikultural pada Karakter Indonesia pada anak usia dini di SALAM.

Implementation Multicultural - Based Education in Confucius Integrated School Playgroup, Kindergarten and Elmentary School Mulia Bakti Purwokerto

Indonesia is one of the multicultural country. This can be seen from the multitude of religious differences, ethnic, geographic and cultural. The existence of various diversity that is owned by the people of Indonesia when not managed with good will generate conflicts.. Based on this, then needed a special strategy to solve the problem through various areas of education, economic, social and culture. Efforts must be continuously, systematic and sustainable. The planting of the values of diversity that effective can be done through the world of education. One of the alternative and efforts in take by Schools Integrated Confucius Playgroup, Kindergarten, and Elmentary School Mulia Bakti namely the implementation of the multicultural-Based Education. Integrated Confucius school Play Group and Kindergarten Standards Prostitutes is one of the schools that the multicultural because teachers and students consists of various differences in religion, race and culture.
 Multicultural Education is a reform in the education sector toward learning and lead to the output of the students to reach the achievement. Multicultural Education is also a development of students potential optimally which can be realized with an equal education service. Education multukultural oriented more on equality, diversity, respect over the plurality of languages, religion, race, tribe, culture, etc.
 Implementation of the multicultural-based education requires all elements of the teachers and the students, school principals and educators. The implementation of the multicultural education includes 5 dimensions: integration dimension, construction knowledge, reducing prejudice, education equivalent, and empowerment of the structure of the school.