Concept Of Multicultural Education Research Articles

Developing Students’ Tolerance in Religious Life through Multicultural Education in Setia Budi Senior High School, Sungailiat Bangka

One of the values of the Indonesian nation's character that must be developed in our education process is tolerance. This research is important in order to see the implementation of the inculcation of tolerance in religion through multicultural education. This study tries to answer questions about the implementation of the inculcation of students' tolerance in religious life through multicultural education in Setia Budi Sungailiat High School, Bangka Regency. The findings in this study are the inculcation of students' tolerance in religious life through multicultural education conducted at Setia Budi High School, is the application of one of the policies set by the school to create religious tolerance in the school environment. This inculcation of religious tolerance will go well, if all school members understand, respect each other, and value the differences arranged in a multicultural education concept.

THE MULTICULTURAL EDUCATION IN THE WALISONGO MODERN ISLAMIC BOARDING SCHOOL (PESANTREN MODERN)

A new phenomenon emerged in Walisongo modern Islamic Boarding School ( pesantren modern ), namely the process of integration of multicultural Islamic education values. Its become more established and plays more functions in the context of a global society. This paper focuses on the concept of multicultural education developed and implemented in the learning process of Walisongo modern pesantren. This paper employed a qualitative approach using a phenomenological type of research, and the technique of purposive and snowball samplings in gaining the data. Spradley model was applied to analyze the data; whereas the triangulation strategy and member check were implemented to gain data validity. This study concludes, the formation of the multicultural characters of santri uses the approach of integrating philosophical, spiritual, psycho-philosophical, and socio religious-philosophical values.

MEMBANGUN HARMONISASI DENGAN BEDA AGAMA

Generally, diversity in religioun and in a pluralistic society, for Indonesia people, the discourse and though of religion and multiculturalism is always challenging. And handling the diversities, because religious diversity could create either conflict or harmony, depending on how do we perceive the meaning of religious diversity and pluralism. The pluralism, is going to the important thing to be convest by indonesian people, If religious diversity is perceived as a threat, it is possible to create tension and conflict between religions. In contrast, and the reality of social disadvantage it would contribute to disseminate tolerant and harmony. And also the ortthodoksi that had been done by the people shown the religioun had good situation in Indonesia. It is necessary therefore to strengthen the concept of multicultural education with religious values. The author observes the concept of multicultural education from the perspective of religions

Pendidikan Multi Kultural Dalam Al-Qur’an

Multicultural education emerged as part of the response to the phenomenon of ethnic, social, and cultural conflicts that often emerged in the middle of multicultural faced communities. Multiculturalism is an understanding of the acceptance of pluralism in society so as to avoid horizontal conflict in society. The concept of multicultural education emphasizes the cultivation of a respectful, sincere and tolerant way of life towards the diversity of cultures that live in the midst of a pluralistic society. The goal of multicultural education is to be able to produce generations of people beside being knowledgeable and skilled can also live together in society as khoiru ummah (the best society).

Pendidikan Multikultural dalam Perspektif Islamic Worldview

Educational experts have always held that multicultural education is able to address social, political, and cultural problems. Their views are based on the belief that multicultural education essentially carries themes of respect and respect for other people's cultures, respect and empathy for diversity, tolerance, willingness to live together peacefully, willingness to share. This article attempts to highlight the concept of multicultural education in the perspective of an Islamic worldview

정의지향적 다문화교사교육과정의 내용체계 탐구

This study aims to define the curriculum content for a multicultural teacher education that is both responsive to a social justice perspective and relevant to the context of South Korea. Based on a theoretical relationship among social justice, teaching for social justice, and multicultural education, the author conceptualized a justice-oriented multicultural education. By combining this justice-oriented multicultural education concept with three areas of the teaching profession presented in the Interstate Teacher Assessment and Support Consortium (InTASC), knowledge, performance, and disposition, the author designed curriculum content that helps teachers and teacher educators better achieve academic, cultural, and social/political goals. The author also discussed the suggested curriculum content with a focus on its validity, reality, practicality, and relevancy. The suggested curriculum content will provide a useful tool for developing and evaluating further standards for multicultural teacher education.

의미 연결망 분석을 통한 도덕과와 사회과의 다문화교육 개념 특성 비교 연구

의미 연결망 분석을 통한 도덕과와 사회과의 다문화교육 개념 특성 비교 연구

Pre-Service Teachers’ Resistance to Multicultural Education Courses: The Binary Fear of the Familiar and the Unfamiliar Communities

Abstract This paper discusses pre-service teachers’ (PSTs) resistance to some of the core concepts of multicultural education in a large Midwestern university. The data collected from document reviews, observations, and interviews with a selected group of PSTs point to cultural-ecological factors as major sources of the resistance. The paper examines these cultural-ecological factors correlating to PSTs’ fear of introducing multicultural concepts in their future suburban schools as well as their fear of cultural incongruity in the the urban schools. The study calls for an intensive and extensive multidimensional field experiences to familiarize PSTs with the unfamiliar cultures while providing them dialogic tools to informally engage their own communities on sensitive topics covered in multicultural education.

Analysis of teachers’multicultural education in France

The author makes a review of scientific works by native and foreign researchers, pointing out that teachers' multicultural education in France has not been yet studied deeply and thoroughly, though principles of teachers' training are enlightened in many works of modern scientists. It was found that pedagogical education in France is diverse and is provided by different types of educational establishments. Further the author analyses programmes of professional education in University Teachers' Training Institutes and finds that they contain modules which combine teachers' training with the concepts of multicultural education as well as diversity in education, such as modules of the course Philosophy of Education «Cultural Diversity» and “Rights of Minorities”. The author analyses the given courses, gives her understanding of the themes that are included into the courses of studies and explains how they might facilitate teachers' multicultural training. Further the author analyses master's programmes of some French universities that provide specialized courses of International prospects of teachers' training which enable students learn the principles of cultural diversity, intercultural communication and intercultural management. The author draws the conclusion that multicultural education in the system of teachers' education in France is organized at the levels of bachelor and master training but it covers only certain aspects of multicultural training and is mostly theoretical. The prospects of the research are seen as further analysis of practical teachers' training and practical teaching materials which are used in the classroom with respect to multicultural education

Cultivating Multicultural Values in Learning History: A Unifier of the Nation’s Plurality

Indonesia is full of diversity, either ethnic, religious, culture, custom, racial, territorial, and so on. In having a common perception onIndonesian diversityas a nation, multicultural education has become a necessity. Incorporating multicultural education into the curriculum is very urgent, at least by incorporating it with other relevant subjects, such as Civics, History, and Religion. Multicultural education is a response to the growing diversity of school populations, as well as the demands of equal rights for every citizen. Another dimension, multicultural education is the development of curricula and educational activities to tap into the views, history, achievements and concerns of non-Europeans. Multicultural education encompasses all learners regardless of group, such as: gender, ethnic, racial, cultural, social, territorial, and religious strata, which has become a demand and necessity in building a new Indonesia. However, multicultural education requires an in-depth study of the concepts and praxis of its implementation, even to the present the concept of multicultural education has not been studied seriously in education. However, when judicially judged, Act Act no. 20/2003 on the National Education System has provided an opportunity to elaborate further on the concept of multicultural education, particularly in Article 4 paragraph (1) which regulates the implementation of education which takes into consideration the diverse cultural values ​​of society.

MULTICULTURAL EDUCATION AS SEEN IN FORREST CARTER’S THE EDUCATION OF LITTLE TREE

This papers primary purpose is to examine the concept and the impact of multicultural education that is seen in The Education of Little Tree . This paper employs American Studies perspective and Historicism theory in order to obtain the purpose of the study. Using American Studies perspective, this research views Native Americans as indigenous people of America. Using Historicism theory, this research is able to uncover the concept and the impact of multicultural education in the novel by viewing the socio-historical context that is referred by the novel and the socio-historical context when the novel was written and then published. Based on the analysis, it can be concluded that the concept of multicultural education that is seen in the The Education of Little Tree is similar to the concept that is promoted by the experts of multicultural education. The education that is given by the grandparents promotes cultural pride, knowledge of historical information of a culture, and respect towards other cultures. Furthermore, there are several positive impacts of multicultural education that is seen in The Education of Little Tree , they are: first, children possess cultural pride; second, children possess the historical knowledge of their own culture; third, children possess the cultural knowledge of other cultures in their society; and fourth, children respect other cultures in their society.

MULTICULTURAL EDUCATION AS SEEN IN FORREST CARTER�S THE EDUCATION OF LITTLE TREE

This papers primary purpose is to examine the concept and the impact of multicultural education that is seen in The Education of Little Tree. This paper employs American Studies perspective and Historicism theory in order to obtain the purpose of the study. Using American Studies perspective, this research views Native Americans as indigenous people of America. Using Historicism theory, this research is able to uncover the concept and the impact of multicultural education in the novel by viewing the socio-historical context that is referred by the novel and the socio-historical context when the novel was written and then published. Based on the analysis, it can be concluded that the concept of multicultural education that is seen in the The Education of Little Tree is similar to the concept that is promoted by the experts of multicultural education. The education that is given by the grandparents promotes cultural pride, knowledge of historical information of a culture, and respect towards other cultures. Furthermore, there are several positive impacts of multicultural education that is seen in The Education of Little Tree, they are: first, children possess cultural pride; second, children possess the historical knowledge of their own culture; third, children possess the cultural knowledge of other cultures in their society; and fourth, children respect other cultures in their society.DOI: https://doi.org/10.24071/ijhs.2017.010104

URGENSI PENDIDIKAN MULTIKULTURAL SEBAGAI UPAYA MENINGKATKAN APRESIASI SISWA TERHADAP KEARIFAN BUDAYA LOKAL

Indonesia is a pluralistic country. Plurality, apart to become a wealth and pride, of course also be a crucial challenge. Multicultural education is an activity in developing human potential that is able to appreciate the wide range of differences and an effort to increase students' appreciation of the wisdom of the local culture. This paper is a literature review encouraging the multicultural education as an educational concept that is very urgent to be implemented in the education unit, given once occurred various problems of conflicts caused by cultural differences. This paper examines how the concept of multicultural education, multicultural education curriculum development in schools, the development of multicultural education in the school curriculum, and the role of multicultural education in improving the students' appreciation of the local cultural wisdom.

IMPLEMENTASI PENDIDIKAN MULTIKULTURAL DALAM PRAKTIK PENDIDIKAN DI INDONESIA

Indonesia is a multicultural country consisting of different tribes, languages ​​and religions. This diversity, on one hand, is one of the advantages and wealth of the nation that must be maintained. But on the other hand, this diversity can be a potential conflict in the midst of society. Therefore, the understanding of the motto of "bhineka tunggal ika" should be instilled to the young generation from an early age so that they can play a role in maintaining unity amid the pluralism of the nation. One effort that can be realized in order to respond to this problem is to implement the concept of multicultural education (multicultural education) in education in Indonesia. This article seeks to discuss the concept of multicultural education and its practice in education in Indonesia.

Culturas musicais religiosas: problematizações sobre o ensino de música nas escolas

Considering the conception of multicultural education in the contemporaneity in the face of the compulsoriness of the music teaching in the curriculum of Brazilian schools, this work intends to discuss some aspects concerning religious musical cultures. Some theoretical tendencies in musical education, informed by the students’ everyday view, have debated the challenges and the possibilities of a plural music teaching, which may be opened to the different ways of producing, surrounding and consuming music. The questions developed here deal with a theoretical reflection on the possible tensions of music teaching in schools, looking upon the specificities of the religious cultures and their practices and musical experiences. Keywords: music education, musical cultures, religion.

KEBERAGAMAN ELEMEN BUDAYA DALAM PEMBELAJARAN PENDIDIKAN AGAMA ISLAM DI SEKOLAH DASAR ISLAM DI MALANG

The education system in Indonesia requires multicultural education model for Indonesian society which has cultural diversity. The Government has made efforts in disseminating the concept of multicultural education before applying it as a representative model relevant for every level of education, but it still needs condition of situational diversity in the reality of people’s life in order to be the spearhead of success in education. The case study implemented qualitative approach and its participants were PAI teacher selected through purposive sampling. The result of in-depth interviews, classroom observation and documentation were analyzed using qualitative description. The findings show the application of elements of various cultures in the teaching of PAI which has been identified as a mechanism to develop relationship, to confirm the universality of Islam, dakwah method and the requirements of curriculum. It also reveals some existing obstacles in implementing these elements, namely the constraints of teachers, lack of reading and less training. Although this study showed that PAI teachers in this study attempted to implement various cultural elements in their teaching, the level of implementation of these elements is still at an acceptable level. Hence, the PAI teachers must enhance their understanding, knowledge, skills, and expertise to improve and develop their skills in applying the elements of multicultural education in the learning of PAI.

Desain Pembelajaran PAI Kontekstual Multikultural Di Madrasah Ibtidaiyah Berbasis ICT

Multicultural education as a sub education has a strategic role in the formation of personal children as early as possible. Multicultural education in Islam in general can be understood as an effort to increase faith, understanding, appreciation and practice of children about Islam so that it becomes a pious Muslim personal and uphold morality in personal life, society, nation and state. The context of the society, nation and state indirectly require an educational format that the form-implementable method that is ready practiced in the school / madrasah. In this respect the development-based research needed to find a format that is ideal in the implementation of the concept of multicultural education in general. The method used in this research is the development (Research Development) 4-D model namely, the definition, the design, Development, and Dissemination. Becomes interesting when it is able to find a development study format multicultural education for children, so that education becomes optimal touch. Optimaly education in the perspective of Islamic education is touching the two main elements of education are elements of the world and the akhirat elements. Urgency in finding implementable concepts that will require an accurate and in depth analysis. A multicultural perspective into urgent bid as an educational concept that can be implemented into guidelines and methods of education of children in the present era. The results of this study may indicate that PPKM models can stimulate and improve students' understanding of concepts as well as to foster a love of students towards subjects PAI. Learning implementation went smoothly, the response of students and teachers was also good.
 Keywords: Multicultural education, the concept of education, children's education

Public Pedagogy and the City

This paper seeks to contribute to the interdisciplinary discussion of the all-too-often- contested concept of multicultural education and, specifically, the way it is conceptualized and put into practice in city libraries, museums, cultural centers, and other emerging sites of public education. As the formal education system has so far been seen as the main venue for research on multicultural education, to date there is relatively little empirical inquiry exploring how the ideas of multicultural education play out outside the school settings. The study aims to address this gap and explore the educators’ perspective, the views of those who set the agenda for educational programs. Based on 10 in-depth interviews with the educators in Oslo and Moscow, two cities with extensive networks of public education, the study sheds light on how multicultural education is interpreted in this often-overlooked context. Drawing on the transformative approaches in multicultural education on the one hand and the concept of public pedagogy on the other, the discussion uncovers some of the potentials and limitations intrinsic to the practices of multicultural education in the settings of public education.

Pendidikan Multikultural Upaya Membangun Keberagaman Inklusif di SMA Negeri 1 Bumiayu Kabupaten Brebes

The people of Indonesia are heterogeneous, in terms of religion or kepecayaan, culture, ethnicity, language and culture, because Indonesia is a country that Berbhineka Tunggal Ika, with a classification of social, cultural and excellence culture and geography, is one of the biggest advantages of a multicultural world , The roots of multicultural education, coming from intensive care to spread the views on the importance of the background of learners, both in terms of aspects of culture, ethnicity and religion. Educational attention in earnest background of learners is the forerunner for the emergence of multicultural education.
 Multicultural education is composed of two terms, namely education and multicultural. Education means the development process and the attitude of a person or group of conduct in an attempt to mature through teaching, training, processes, and how to educate. Multicultural interpreted as cultural diversity, a variety of politeness. The concept of multicultural education in the journey widespread, especially countries that have ethnic diversity, rationalism, religion and culture like Indonesia.
 SMA Negeri 1 Brits Brebes are public school students come from various backgrounds, ranging from the academic year 2011-2016 has been practicing multicultural education, given its students are not from the same religion, namely Islam, but there are also students who are non-Muslims are Catholic and Protestant, with an approach and interviews with parents guardians and students, they are welcomed, the provision of teaching of religious education non-Muslims, and runs well without any intimidation and discrimination, because the kids are already observed by the schools in following the teachings of his religion, although in the District brebes no teacher of Religious Education in addition to Islam, with the help of the church, can run smoothly, from planning, mobilization, organization and evaluation and control are done by the school, school committees and offices of National Education and Ministry of Religious Affairs Brebes Brebes.
 In this research use, qualitative research methods, by presenting a wide range of anchovies in favor, with the data collection through: observation, interviews, and questionnaires to the school principal, school committees, teachers Muslims and non-Muslims, and elderly parents are Muslim and non-Muslims, as well as the students were Muslims and non-Muslims to Obtain valid the data, the number of students taking the population of parents and guardians are non-Muslims, principals, school committees and teachers partly that Muslims and non-Muslims.

Establishment of the Concept of Multicultural Education and Institutionalization in South Korea

The purpose of this study is to analyze how the concept of multicultural education was established in Korea and examine if the concept is being validly legalized and institutionally realized in education. For this, we compared the conceptual elements of multicultural education being settled down in Korea with those of foreign countries, and based on it, we investigated how multicultural education is being reproduced in various legislations. In Korea, due to the advent of multicultural society caused by increase of immigrants, the establishment of multicultural policies and enactment of statutes, multicultural education has become more important. However, although the concept of multicultural education of Korea is similar to that of the western society, Korea has focused on assimilation. Thus, in order for multicultural education to be established in schools and society, it is very important to examine how multicultural education is being institutionalized in related legislations. To this end, this study performed theoretical research for establishing the concepts in both pedagogical and juristic perspectives. As a result of the analysis, it turned out that multicultural education was institutionalized being divided into education for immigrants' social adaptation, support for children with immigration background on right for learning and multicultural education for general students and general members of community. However, it could be found that, multicultural education is lacking for general people and all students. Regarding the purpose of education, it was indicated that while 'social integration' having 'nationalization' as the premise is being focused, people's understanding of multicultural society and guaranteeing cultural diversity of immigrants are not sufficient. Based on the study results, as the developmental direction of multicultural education in Korea, an emphasis on immigrants' human rights and cultural diversity, and the paradigm shift to multicultural education embracing all students and citizens were suggested as alternatives.