Multicultural Education In Schools Research Articles

EMBRACING DIVERSITY: THE ROLE OF MULTICULTURAL EDUCATION IN MITIGATING ETHNIC CONFLICT & FOSTERING UNITY IN PAKISTAN

This paper aims to analyze and synthesize whether multicultural education can serve as a means of easing the ethnic conflict and cultural diversity in Pakistan. The ethnic diversity of nations, languages, and cultures has been a strength and, simultaneously, a weakness due to conflicts. This study submits that it is possible to coordinate multicultural education in schools and make it important tool for improving understanding amid different communities. This paper relies on the review of current policies concerning the education systems and proposals drawn from case studies of multicultural societies to provide an understanding of the way forward for Pakistan in responding to the multicultural realities in its education systems that how incorporating multicultural perspectives into the curriculum can help students appreciate different cultures and reduce biases. According to studies, minimization of conflict amid different forms of identities is possible by adopting presented cultural-structural model, that may boost positive attitude toward multiple Pakistani identities and promote the enhancement of the social cohesion in the country.

Urgensi Pendidikan Multikultural di Sekolah Dasar Sebagai Upaya Pencegahan Konflik Sosial Sejak Dini

Indonesia is a pluralistic country that is faced with a challenge in social life. One of the social problems that often occurs in Indonesia is the conflict between individuals or groups on behalf of community organizations, ethnic groups, and cultures, one of which is caused by intolerance. Thus, an educational approach is needed that aims to prevent conflict early on. Multicultural education is an educational approach that is oriented towards developing the human potential to develop an attitude of respect for various kinds of diversity. This study is a literature review that aims to produce an analytical description of multicultural education in terms of concept, internalization of multicultural education in elementary schools, and the role of multicultural education in early conflict prevention efforts in elementary schools. Data collection was done by searching for articles according to the topic using the Publish or Perish application. The results of this study are that the concept of multicultural education is the process of teaching an attitude of acceptance of diversity; multicultural education in schools can be done by integration in all types of subjects; multicultural education plays a role in early conflict prevention efforts that can be realized in appreciating differences and diversity of learner backgrounds, social status, beliefs, and ethnicity, culture.

The Concept of Multicultural Education According to the Book of Wasathiyah by Muhammad Abu Al-Fath Al-Bayanuni

Multiculturalism education is the basis for developing a country with a plural society system. Multicultural education helps the world of education achieve educational goals and teaches multicultural education in schools. This study uses library research. Data sources include: secondary primary data sources. Primary data source: multicultural education model in the Wasathiyah book by Muhammad Abu Al-Fath Al-Bayanuni. And secondary sources of previous research results related to multicultural Islamic education which are published in national and international journals. The data will be analyzed by content analysis method. The Book of Wasathiyah by Muhammad Abu Al-Fath Al-Bayanuni which can be applied in multicultural education is an attitude of piety to Allah, having noble character towards fellow human beings, being devoted to parents, and not making differences in understanding religion and sect in life. Schools and the general public for multiculturalism education to provide awareness from an early age so that they can be placed in a middle position. It can also juxtapose thoughts and actions in a proportionate way that wards off excessive negative justification. As well as building a country in the name of justice for all Indonesian people in a civilized society.

Bibliometric Analysis of Research on Multicultural Education in Google Scholar Database (2018-2022)

The implementation of good multicultural education in schools will be able to have a positive influence on fostering multicultural traits in students. With the development of science and technology, there will be more and more challenges in research on multicultural education, but it is not yet known whether research on multicultural education is still in demand in educational research. This study utilized the VOSViewer software to conduct a bibliometric analysis of articles available in the open-source Google Scholar database for a 5-year period (2012-2021). The research methodology involved using bibliometric analysis with VOSViewer mapping on the Google Scholar database. From the search results with the keyword multicultural education, it was found that there were 617 relevant articles published in the last 5 years. It can be concluded that from the results of the mapping it appears that the field of multicultural education is still open to carrying out newer research linked to other terms so that newer and up-to-date research can be carried out. The implementation of research with the theme of Multicultural Education is still very broad and can be carried out by connecting it to various new terms such as 21st learning skills, social conflict, conflict-based management, diversity and global education, and other terms.

PENERAPAN PENDIDIKAN BERBASIS MULTIKULTURAL

School is an educational institution that prepares students to become generations who have knowledge, insight or attitudes and actions in the life of the nation and state that pay attention to multiculturalism. The diversity of the Indonesian nation which has differences in culture, ethnicity, race, religion can be used as a synergistic source of strength in building the progress of the nation and state.This study uses qualitative research. This means that the data collected is not in the form of numbers, but the data comes from interview transcripts, field notes, personal documents, memo notes, and official documents.. The results of the research stated that in developing multicultural education in schools, several good strategies could be used in teaching and learning activities. Multicultural education is a progressive approach to transforming education which holistically provides criticism and points out weaknesses, failures and discrimination in the world of education. Multicultural education encourages schools to play a role in instilling awareness in a multicultural society and developing an attitude of tolerance and tolerance to realize needs and the ability to work together with all the differences that exist.

MATHEMATICS LEARNING BASED ON MULTICULTURAL EDUCATION TO REALIZE PANCASILA STUDENTS

Indonesia consists of various tribes, nations, races, religions, languages, cultures, skin colors, and many others. The embodiment of pluralism in educational units is to organize multicultural education in schools, one of which is in mathematics learning. The purpose of this research is to describe mathematics learning based on multicultural education to realize Pancasila students. documentation method. The data analysis technique used is content analysis. Repeated reading of the literature and re-checking is done to maintain the accuracy of the discussion and prevent misinformation. The results of the study show that multicultural-based mathematics learning is very well applied in the mathematics learning process, because it forms the character of students to respect diversity and can also answer current expectations. This is in realizing the profile of Pancasila students.

Multicultural Education Curriculum in Preschool Education

Multicultural or called as multiple cultures derive from a word multi which means more than one and cultural refers to culture. Multicultural means cultural diversity. The concept of multiculturalism or cultural diversity must be introduced as early as possible to the children because living amid that existence is so necessary for children to be able to accept it. Yet the problem now is that many teachers and schools find it difficult to implement multicultural education in schools. One of the main reasons is the lack of a multicultural education curriculum that can serve as a guidance in learning. This article will describe the concepts and characteristics of a multicultural education curriculum model. All are intended as alternative proposals for the preschool education curriculum. Meanwhile, Optional Reporting Items for Systematic Review and Meta-Analysis (PRISMA) were adopted for the current research review using two major journal databases, namely Scopus and Google Scholar. Thus, the search effort yielded a total of 9 articles that could be systematically analyzed from the various articles that had been excluded with filtering tailored to the specified criteria.

Pendidikan Multikultural di Sekolah

Indonesia is a country that has a variety of cultures, customs, races, ethnicities, religions, and many more. For this reason, Indonesian society is considered very plural. Diverse cultures with various characteristics and characters became a problem due to a lack of understanding of diversity. Friction regarding race, religion, ethnicity, customs, and culture continues to occur due to the weak cultural awareness of the community. Education can form an attitude of tolerance, mutual respect, and mutual respect. Establishing and developing multicultural education in schools can be the right area to become a vehicle for learning multicultural education in schools for students or educators. Multicultural education is essential so students will be ready and aware to become members of a plural society.

A Case Study of Multicultural Education Curriculum in Japanese Middle School

In the context of globalization, Japan has gradually moved from a single ethnic group to diversity due to historical factors such as the immigration boom and economic development. This change also calls into question the traditional form of education in Japanese society, which is unable to adapt to the current society where multiculturalism coexists, and where the trend toward diversity in Japan has become inevitable as the world continues to globalize. Therefore, it is necessary and urgent to discuss the reflection on how to solve the social problems of multicultural impact. In this study, we analyzed the implementation of multicultural education in schools and the difficulties encountered, and discussed measures to solve the problem based on interviews and research conducted in middle schools in Hamamatsu City, using multicultural education as the main research topic and analyzing the research conducted by Japanese scholars and experts.

교사의 다문화교육 운영 경험에 관한 질적 메타분석

This study conducted qualitative meta-synthesis on the experiences of teachers actually operating multicultural education in schools. The thesis analyzed as the object of meta-analysis was conducted with interest in the problems, difficulties, and development potential in the overall curriculum that teachers perceive in the practice process as the subject of multicultural education management. Through the qualitative meta-synthesis study, various limitations inherent in individual studies of qualitative studies were solved with a comprehensive analysis frame, and a new possibility of interpretation was derived with more generalized and definitive results. Most of the studies focusing on the experiences of teachers' multicultural education revealed the experiences and perceptions of teachers about multicultural students, the operation of multicultural education programs, the effects of implementing multicultural education, and the difficulty of implementing multicultural education. It was later implemented to suggest directions for multicultural education in schools. This study analyzed the difficulties of teachers in practicing multicultural education. Most of the papers to be analyzed used case study methods, and phenomenological studies and narrative inquiry existed on one side. In conclusion, teachers pointed out the heavy duty of multicultural education as the biggest difficulty in operating multicultural education. In addition, there are problems such as lack of various information due to the unsystematic multicultural education system in operation and lack of cooperation between neighboring schools and fellow teachers. Eventually, the unstructured multicultural education was revealed as a lack of information and resources, which led teachers to make independent efforts to develop expertise. Therefore, it was analyzed that the introduction of a systematic multicultural education system was urgent. Among them, the introduction of the guidelines for multicultural education, which can be easily used by novice teachers, is urgently needed.

Peran Guru dalam Pengajaran Pendidikan Multikultural: Inisiasi dan Praktek

Indonesia is a multicultural nation that has very high diversity. This diversity can be a potential for the nation's progress as well as its decline, depending on the quality of the management of this heterogeneity. It is undeniable that conflicts with the background of ethnicity, religion and race between groups (SARA) still often occur in Indonesia. This shows the importance of strengthening multicultural education in Indonesia. This study aims to review the urgency of multicultural teaching in schools. The research method used is literature study, explaining the phenomena that occur based on scientific studies that have been done before. Based on the discussion, it can be concluded that multicultural education in schools is very important to do so that students are able to accept all differences from an early age. In this process, the teacher has a very big role. Teachers must be able to master the teaching methods and concepts of multicultural learning itself. The teaching of multicultural education is so that students are able to be active and critical in facing all differences ranging from religion, language, ethnicity, gender, and social status in society.

The Role of Teachers in Fostering Religious Multiculturalism

Conflicts that occur in the school environment as the dynamics of a multicultural society. Shaping the character of students' multicultural education is the main responsibility of a teacher. The objectives of the study are 1) To find and explain the role of Islamic Religious Education teachers in fostering religious attitudes in multicultural society in schools; 2) To find, understand, and explain the strategy of Islamic Education teachers in implementing multicultural values in schools; 3) To find, understand, and explain what are the obstacles faced by Islamic Religious Education teachers in implementing multicultural education in schools. This research is qualitative descriptive analysis with depth interview method. Data were obtained from interviews with 25 teachers from various subject areas at Cirebon 2 State High School, West Java, Indonesia. The positive role of the teacher can be seen in the attitude of fostering religious awareness and multicultural attitudes in schools by providing religious lessons. The strategy of Islamic religious education teachers in growing religious multiculturalism through sustainable character education learning. The obstacles faced by some education teachers are religious fanaticism, teachers cannot control the implementation of daily interactions and different levels of student awareness.

Black Students’ Perceptions of School Ethnic-Racial Socialization Practices in a Predominantly Black School

Ethnic-racial socialization describes messages and practices that teach youth about their racial and/or ethnic group membership and the role of race in society. Despite a wealth of research on families, little work has considered school socialization practices. The current article uses a framework of school racial socialization to explore six socialization messages reported in a predominantly Black public charter school in an urban area. In focus group and individual interviews, 21 African American students (71% female) discussed what they learned about race and culture at school. Responses revealed a high frequency of cultural socialization and promotion of cultural competence messages, but the content was limited to certain key figures and events. The findings illustrate the complexity of youths’ perceptions of socialization and the need for multicultural education in schools.

Strategi Pelaksanaan Pendidikan PAI Berwawasan Multikultural di Sekolah

This paper discusses how to build and develop Islamic Religious Education (PAI) subjects with multicultural insights in Schools, while the focus of the discussion is how to strategy in education with multicultural insights and how to develop them in Schools. The method used in this discussion is qualitative research library approach. The results of the discussion illustrate that the application of multicultural education in schools must be integrated with a variety of relevant subjects and are based on the social conditions of children and not merely the adoption of multicultural education concepts of other nations and the development of multicultural education design in schools consists of three stages, namely: analyzing factors potential multicultural nuances, determining approaches, methods and media for multicultural learning, and developing multicultural based learning designs. The conclusion of this research is that the forerunners of multicultural education must be integrated with a variety of relevant subjects with respect to plurality and heterogeneity.
 Keywords: Strategy of Implementation, PAI Subject, Multicultural Insights

IMPLEMENTASI PENDIDIKAN MULTIKULTURAL DI SMA NEGERI 1 TELUK KERAMAT

This study aims to describe the implementation of multicultural education in 1 Teluk Keramat senior high school. This research is a qualitative research. The research subjects were Principals, Teachers, and Students. The results of the study show the strategies carried out by schools in implementing multicultural education through the implementation of multicultural education in schools seen from the dimension of content integration. integration into self-programmed and programmed self-development activities. Programmed self-development activities in the form of extracurricular activities, and non-programmed self-development activities consist of routine activities carried out on a scheduled basis, spontaneous activities and exemplary activities. Integration into social studies subjects, integration in subjects is carried out in each subject or theme in learning. Supporting factors are the school climate, school curriculum, facilities and infrastructure, the role of teachers, school programs and activities, and students. The inhibiting factors are individual attitudes, lack of diversity media, posters about diversity and multicultural values, and lack of socialization. In addition, multicultural education in the form of practical activities outside of school in particular is still lacking in schools. Efforts to overcome obstacles include emphasizing values of respect, respect and tolerance. Supported by school policies that carry out noble character education, add diversity posters, socialize, conduct activities outside of school by participating students in various activities outside of school.

KONSEP DAN IMPLEMENTASI PENDIDIKAN MULTIKULTURAL DI SEKOLAH DASAR (SD) NEGERI DURENSEWU I

Research on the concept and implementation of multicultural education for elementary school level students needs to be described and carried out in-depth analysis. Limited learning resources is still related to the implementation of multicultural education for elementary school students. The success or failure in the implementation of Multicultural Education for students in Primary Schools. Thus, this research is focused as follows: 1) What is the concept of multicultural education in SD Negeri Durensewu I Pandaan? 2) How is the implementation of multicultural education in SD Negeri Durensewu I Pandaan ?. 3. Why is success or failure in the implementation of Multicultural Education in Pandaan Durensewu I Primary School?. The results of this study, it was concluded that the concept and implementation of multicultural education in schools was carried out using several approaches, namely the contribution approach, the social action approach and the habituation approach, these were carried out by means of various kinds of activities that existed at school and carried out during teaching and learning activities. In the thematic curriculum applied by schools, there are several subject matter in SD Negeri Durensewu I one of those is elements of multicultural education

Cyber-Bullying Prevention Effort with Multicultural Education Approaches in School

This study had purposed to describe the efforts prevent cyber-bullying in schools through a multicultural education approach. The main problems of implementation and models of cultivation multicultural education values among students are could to prevent cyber-bullying at school is happened. The method had used in this study is qualitative with the type of library research method. The results illustrated are the implementation of multicultural education in schools is supported through the school climate, school curriculum, school advice and infrastructure, the role of teachers, school programs and activities as well as students. The method chosen in value management is based on students' dynamics, relaxed and does not suppress students. When teaching in class the teacher also applies multicultural education by familiarizing the mutual respect for one another, creating a democratic classroom atmosphere, and instilling multicultural values routinely. With these policies, it is expected that education will make a significant contribution to the problem of cyber-bullying. Through education in schools the development of open attitudes towards diversity, tolerance, and understanding togetherness as needs will be able to be invested and developed as capital in the life of the nation and state so as cyber-bullying events can be prevented before they occur.

The Role of Multicultural Education towards the Strengthening of Bhinneka Tunggal Ika (Case Study University of Muhammadiyah Metro)

<p>The religious conflicts seem to correlate strongly with factors of non religion. Religion is usually a factor triggering the riots that preceded the conflict with economics, such as snatching parking lots, the area, and other factors. In other words, a small conflict often happens to be a huge deal. Multicultural education is education which notes the skill and knowledge base for the citizens of the world, it is important for students, penetrating all aspects of the education system, develop the attitudes, knowledge, and skills that enable students working for social justice. Process when a teacher and students together learn the importance of cultural variables for academic success as well as implement science education provides a critical attention to the social sciences and to help students to develop skills. Multicultural education is very important to minimize and prevent the occurrence of conflicts in some regions. Through education-based, multicultural attitudes and mindsets (the thinking) students will be more open to understand and appreciate diversity. In addition, the multicultural education are also useful for establishing ethnic diversity, race, religion, and culture (promoting diversity values). A key aspect in implementing multicultural education in schools is the absence of a policy that inhibits tolerance, including the absence of affront to race, ethnicity, and gender, cultivate sensitivity to against cultural differences.</p>

Поликультурное образование в школах Республики Саха (Якутия)

The article presents a theoretical analysis of the scientifi c literature, regulatory documents and mass media materials in the fi eld of the implementation of multicultural education in schools of the Republic of Sakha (Yakutia). The article considers globalization as a kind of starting point, after which changes occur in the educational sphere of our country, namely the emergence of multicultural education in Russian schools as a new concept and direction. The beginning of the development of multicultural education in Russia is determined. At the regional level, the country specifi c characteristics of the republic as a multinational subject of the Russian Federation are given. The main stages of the formation and development of multicultural education in the Republic of Sakha (Yakutia) are highlighted. This study presents practical examples of the implementation of multicultural education in schools of the republic. The article describes the main state programs, projects at the regional and school levels.

Internalization Multicultural Education for the prevention of Children`s Problem Against the Law

<p>Children are next generation of nations need to get education can be used as capital to continue development. Ironically cases of children facing the law is increasing. Implemented school education does not character changes for children. So that the curriculum is needed in which there is knowledge of mutual respect, tolerance and understanding culture between communities. This study aims to reveal the internalization of multicultural education in schools in order to prevent the case of children facing the law. The method used in this study using descriptive qualitative which is intended to deepen the multicultural education is applied and implemented by the students. Data were collected by in-depth interviews with teachers, students involved in criminal cases, the Foundation for Child Protection and parents. Data analysis using descriptive interpretation detail in to the data that have been collected and then done the interpretation, information data that has been collected in the analysis with descriptive interpretative technique that is done interpretation (interpretation) of the object based on data obtained then taken conclusion. The results of this study reveal that the curriculum of moral character development in children is minimal. The child's output at school is merely a value, not looking at the elements of character, behavior and feelings.</p><p><strong><em> </em></strong></p>