Model For Multicultural Education Research Articles

Saenal School in South Korea: Its Historical Significance

Aim. The importance of this study lies in the fact that in contemporary South Korean society, a model of multicultural education is unquestionably required for the offspring of Goryeoin (Koreans), who were dispersed across Russia, Ukraine, and Central Asia before settling in their homeland of Korea because they urgently need to restore their healthy identity. Method. The basic methods of investigation are historical analysis based on hermeneutical phenomenology, general classification, and psychological and pedagogical approaches aimed at providing a sound multicultural education for Goryeoin children as well as other ethnic students. Results and conclusion. The curriculum and fruitfulness of Saena lSchool have been established to be one of the most effective multicultural educations in South Korea under the leadership of the school's principal, Pastor Cheon-Young Lee, who has excellent insight into the reasons for the emergence of Goryo people in South Korea. This study will show that his view of Korean history, which could persuade almost anyone, was the driving force behind his overcoming the numerous tough situations currently confronting the Korean educational environment, garnering love and respect from many Koreans, and bringing about remarkable innovation in education.

Model Pendidikan Multikultural

The theology subject taught at the school tends merely to reinforce the faith and its achievements to go to heaven without consciousness for having dialogue with other religions. These conditions make religious education very exclusive and intolerant. The Model of multicultural education as an alternative solution to reduce That exclusive and intolerant. Multicultural education can serve as a transformational process, not merely tolerance process; it is not just teaching about different cultures of various ethnic and religious group and supports the appreciation, comfort, cosmos, tolerance of other cultures

The Importance of Cared for Diversity through Multicultural Education at School Medan

Multiculturalism is a concept that is addressed to a society in the context of nationality to recognize diversity, pluralism, and diversity of races, cultures, ethnicities, and religions. The purpose of this study is to describe the model of multicultural education at the Sultan Iskandar Muda educational foundation school and to examine further the concepts and practices of holistic multicultural education. The type of research conducted is qualitative research using an ethnographic approach. Locations conducted during the study were in the area around Medan at the Sultan Iskandar Muda College Foundation, Jalan Sunggal, the informants were appointed by the Principal, Teachers, Students. The results of this study are that the application of multicultural education at YPSIM provides a belief and explanation that examines and assesses the importance of cultural and ethnic diversity in lifestyle, social experience, personal identity, educational opportunities of individuals, groups and countries. The concept of holistic multicultural education can be seen through the school's vision and policies, leadership and management, capacity and culture and school culture. So that later multicultural education can be integrated with existing subjects in schools to realize the values of tolerance, pluralism, nationalism and anti-discrimination.

Harmony in Islamic Boarding Schools, a Multicultural Education Model Based on Local Wisdom

This research aims to determine a multicultural education model based on local wisdom. The research method used in the title Harmony in Islamic Boarding Schools, Multicultural Education Model Based on Local Wisdom uses a qualitative method with an ethnographic approach. Data collection techniques in this research used observation and interviews. Meanwhile, researchers carried out data processing using Spradley data analysis techniques consisting of domain analysis, taxonomic analysis, componential analysis and cultural theme analysis. To test the validity or validity of the data, researchers used ethnographic thematic analysis techniques. The research resulted in the finding that the multicultural education model based on local wisdom consists of 1). Integration of multicultural values ​​in materials and learning. 2). Habituation of religious tolerance activities. 3). Cross-cultural community and 4). Integration of Local Wisdom in the Curriculum.

Models of Multicultural Education in Efforts to Grow Tolerance in the Guidance Center of SMP An Nahdloh Malaysia

The research aims: 1. To introduce the multicultural education model to students through the hierarchical learning media of the Pancasila pyramid. 2. To find out the activities in the Guidance Studio of An Nahdloh Malaysia which have tolerance values. 3. To increase tolerance between students at the An Nahdloh Malaysia Guidance Studio. This research method uses a qualitative approach, collecting data through observation, interviews, and documentation. From the results of observations in the field through observations at the An Nahdloh Middle School Guidance Studio, the majority of students do not have official or illegal citizenship documents. They do not have official citizenship documents because they follow their parents, who come from Indonesia and work in Malaysia as Indonesian migrant workers. And there are still students who discriminate by making fun of their friends. Apart from that, some student's friends are ostracized. Activities carried out by teachers are by providing material about tawasuh (moderate), tawazun (standing), i'tidal (fair), and tasamuh (tolerant). Then, students' activities to maintain harmony by carrying out daily activities at the cottage, such as eating, playing futsal, praying, and cleaning the cottage. From the activities carried out by the school principal and researchers, it can be concluded that all of them have values that build tolerance attitudes and increase insight into multiculturalism. It is hoped that this can foster an attitude of tolerance and strengthen relationships between students in dealing with cultural differences in the studio. Guidance from An–Nahdloh Malaysia

Intercultural education and teaching a language as second/foreign language

This paper focuses, at first, on models of multicultural education. More specifically, intercultural education is the most appropriate model as it is based on mutual recognition and respect among different cultures. In this context, many students are pushed to learn a new language besides their mother language. It is important to distinguish the mother language (L1) from second (L2) and foreign (FL) language and to find the factors that influence their acquisition or learning. In such way teachers will be prepared to deal effectively in the classrooms with non-native speaker students and to organize the learning process in order to help them to face any difficulty.

Development of Multicultural Education: Tasks, Tools and Project Solutions

The methodological model of multicultural education in the country has been developed and substantiated in the article, which is able to ensure timely identification of current problems of multicultural education and innovative ideas for their solution, planning, and implementation of effective measures for the development of multicultural education in accordance with existing objective needs and opportunities. The study was carried out due to the fact that global factors of population formation create a multicultural environment, which forms the conditions of multicultural education. The study suggests that achieving the goals of multicultural education should be through a synthesis of educational principles, methodology, tools of system-targeted approach to management and activity approach to building personality-oriented education, and ensuring the integration of management resources at regional, municipal, and educational institutions.

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.

Social Engineering in Extracurricular-Based Multicultural Education at SMA Negeri 1 Purwokerto

Indonesia's social diversity is a blessing, but it also holds a great risk in the life of the nation and state, namely the threat of disintegration and social conflicts that can arise at any time. One idea that can be taken is the participation of education in addressing these problems. Education has a conception of multicultural education. From various implementation models of multicultural education, at SMA Negeri 1 Purwokerto multicultural education is implemented based on extracurricular organizations as social engineering to strengthen the nationalism of students. This research is a case study type, with the object of extracurricular activities. Data were obtained by interviews, non-participatory observations, and analysis of activity documents. The results of this study show that social engineering in multicultural education at SMA Negeri 1 Purwokerto targets three dimensions, namely individual, social, and moral dimensions. The elements of change in multicultural education are social interaction, orientation direction, ideological maturity, change actors, big ideas and momentum space. Keywords: social engineering, multicultural education, extracurricular.

Implementation of multicultural education perspective based on Islamic values facing the post-truth era in sociology social studies learning

This study aims to reveal: first, to analyze the harmonization relationship of the perspective of multicultural education with Islamic values; second, implementing a model of multicultural education based on Islamic values in sociology social studies learning; and third, to analyze the successful implementation of the perspective of multicultural education based on Islamic values in facing the post-truth era. This study uses a qualitative research design with a case study approach. Data were collected using in-depth interview techniques with key informants, namely the Deputy Head of School for Curriculum, Sociology subject teachers for class XI Social Studies, and several students in class XI Social Sciences. The observation of participation in the learning process inside and outside the classroom and some school activities. As well as research documentation studies. Data analysis techniques include pattern matching, explanation making, and time series analysis. The instrument was validated through triangulation of methods and data sources. The results of the study show several findings, namely: first, the harmonization of the perspective of multicultural education based on Islamic values at Al Azhar 4 Islamic High School is based on the principles of tolerance and equality, which are manifested in a culture of smiling greetings, cultural festivals, competitions between schools, and social services for empowerment Public. Second, the implementation of a multicultural education perspective based on Islamic values in social studies at Al Azhar 4 Islamic High School is patterned into two, namely multicultural-Islamic knowing, namely observing learning videos and multicultural-Islamic feeling in the form of feelings of equality in group discussion activities; and third, the successful implementation of a multicultural educational perspective based on Islamic values in facing the post-truth era through a multicultural-Islamic action pattern in the form of student participation in campaigning for action to stop spreading false news (hoaxes), hate speech, and provocations to create living harmony at the school.

The Framework of Multicultural Education Value in Indonesia Schools to Face Challenge of 21-Century Learning Using Literary Study

This study uses literary analysis to provide a model for how multicultural education might help Indonesian schools meet the challenges of the twenty-first century. This study fills a knowledge vacuum by employing works of fiction to investigate the importance of intercultural education. The novel Negeri 5 Menara also depicts a multicultural lifestyle and educational system. In this investigation, we employ a qualitative strategy based on content analysis. The study's data comes from a search for examples of intercultural education's core values in literature. This study used a selected data gathering method that Huberman and Miles refer to as "data reduction," consisting of five steps: selecting, focusing, simplifying, summarising, and modifying the raw data. Credibility, transferability, dependability, and confirmability are all aspects of data validity that should be examined. According to the study's findings, 1) multicultural education is beneficial because it teaches students to respect and tolerate diverse points of view during the decision-making process; 2) students can benefit from multicultural education both inside and outside the classroom; and 3) the value of multicultural education can be broken down into three main value components: democracy, pluralism, and humanism. The similarities in the concept of pluralism values, cultural empowerment as a basis for freedom of cross-cultural understanding, and the combination of content and knowledge construction in the education system are all examples of the framework of the multicultural education model that emerges from the analysis results. The findings of this study have relevance for the advancement of science, particularly for the study of literature across disciplines.

Model of Multicultural Education In Religion As A Strengthening Strategy The Character of Tolerance In Early Childhood

Multiculturalism is a nation's priceless wealth, as a potential that must be developed and fostered; otherwise, if this diversity is not developed and nurtured correctly, it will grow into something frightening that impacts intolerance between communities. This research was conducted in formal institutions at the early childhood level. This study uses a qualitative approach. Data collection techniques using observation, interviews, and documentation. Data analysis techniques use the theory of Miles and Huberman, namely data condensation, data presentation, and inference. This research concludes that the multicultural model in religion can be implemented in three forms: Content Integration, Equitable Pedagogy, and Empowering School Culture and Social Structure. First, this Content Integration can be carried out with the learning center model by providing examples that occur in everyday life from various points of view; this activity is structured in three stages: opening, core, and closing. Second, in applying equitable pedagogical education, namely praying according to their respective beliefs, there is no difference between Muslim and non-Muslim students. Still, activities that contain religious elements are carried out differently. Third, in applying cultural empowerment, empowering school culture and the social structure includes routine and exemplary habituation activities.

Reinforcing Religious Moderation through Local Culture-Based Pesantren

The study aims to explore the diversity of pesantren (Islamic boarding schools) in Soppeng Regency, Indonesia. The regency is known as a place for multicultural education based on local culture which is expected to strengthen religious moderation. This research is qualitative with a phenomenological approach. The object is selected purposively; four pesantren institutions in Soppeng Regency, Yasrib (Nahdhatul Ulama), Muhammadiyah Lajoa, Al-Irsyad (Darud Da'wah wal Irsyad) Pattojo, and Al-Ihsan Appanang (Jamaah Tablig). The results of the study show that the diversity of pesantren serves as a place for multicultural education. Pesantren may reflect the diversity of society, founding organizations, institutional typologies, and networks. The local culture-based pesantren is designed to promote multicultural education model which was developed by applying several local culture values: sipakatau (mutual respect), sigunakannge' (reminding each other), sipakalebbi (mutual glorification), and sipammase-mase (mutual love). Those values are used as the principles of multiculturalism which is carried out with the ethos of siri (respect themselves) in the life of the pesantren community. Multicultural education model strengthens the principle of wasaṭiyah (moderate) religious moderation through the ideology of Ahl al-Sunnah wa al-Jamā'ah. Religious moderation facilitates the society to accommodate local culture, express strong national commitments, and grow tolerance in the spirit of egalitarianism.

URGENSI NASIONALISME DALAM PENDIDIKAN MULTIKULTURAL

Indonesian nationalism cannot be separated from the fact that Indonesia is a plural and multicultural society with its cultural diversity and complexity. Indonesia is a plural country, both in terms of ethnicity, race, religion, and belief. This diversity in Indonesia raises several problems, such as inter-ethnic fights, separatism, and the loss of humanity to respect the rights of others. To solve this problem, a solution is needed, one of which is a multicultural education model. Multicultural education is expected to be able to answer the challenges of today's era. The application of multicultural education in Indonesia is still experiencing various obstacles or problems. One of the problems of multicultural education in Indonesia is the lack of community nationalism which causes a lack of tolerance for other people with different cultures and cultures. Indonesia's cultural diversity requires a force that unites the entire plurality of the country. Pancasila as the nation's view of life, national personality and state ideology functions.Keywords: Urgency, Nationalism, Multiculturalism

Islamic Boarding School Reform and Multicultural Education

Islamic Boarding School education, in general, has not shown satisfactory results, based on stakeholder expectations. The existing Islamic Boarding School education system still requires serious studies to move towards better improvements. Reform of Islamic education, especially Islamic boarding schools, is an urgent demand because generations are faced with various multidimensional challenges of life. The role of pesantren as a means of education and socialization has its own meaning for its students as a place to seek knowledge and experience as well as a place to make friends and interact socially. During the period of study and socialization, students will meet a group of friends with very different personalities and habits. Therefore, the integration of multicultural values ??in Islamic boarding school learning can be an alternative model of multicultural education in society. Because the essence of multicultural education is not to implement the nomenclature of multicultural learning, but to realize the internalization of these multicultural values ??in people's lives constructed by pesantren. This research study aims to describe the reform of Islamic boarding schools and multicultural education. This type of research is library research, focusing on discussing literature in the form of books, journals, papers, and other writings, with a qualitative approach. In addition, the author also uses an interpretation method in order to achieve a correct understanding of Islamic boarding schools and multicultural education.

Measuring the multidimensionality of educators' approaches to diversity: Development of the in-service teacher multicultural education model

The purpose of this study was to examine the latent construct of multicultural education (ME) among 1887 in-service teachers. Using existing ME scales and Banks' five-pillar framework to capture relevant classroom, school, and community-level contexts, we generated and tested 48 survey items. This study revealed a six-factor model solution representing teachers' ME. The model not only captured three factors that measure teachers' multicultural capacities (multicultural efficacy, multicultural teaching practice, and multicultural beliefs), but it also identified three additional factors (school support, family and community interactions, and challenges and pushback) that may either enable or hinder the enactment of those capacities.

Pela Gandong local wisdom as multicultural education model after the Ambon Conflict

The purpose of this study is to describe how Pela Gandong as a model of multicultural education has been implemented between the State Junior High School (SMPN) 9 Ambon City and the State Junior High School (SMPN) 4 Salahutu Liang, Central Maluku Regency. The Ambon conflict became a very valuable lesson for the Indonesian people, especially the Ambonese-Maluku people. That the diversity that has been bestowed must be managed properly and is a reality of life. The Ambon conflict is the largest civil conflict based on ethnicity, religion, race and ethnicity (SARA) after the fall of the Suharto government on May 21, 1998. After the Ambon conflict ended, various parties began to think about how to do peacebuilding so that similar conflicts did not happen again. One of them is implementing multicultural education based on the local wisdom values of Pela Gandong. During the Ambon conflict resolution, Pela Gandong's local wisdom became the medium. The research method used is descriptive qualitative with a case study approach. Data was collected by means of literature study, interviews, observation, and document analysis. The results show that Pela Gandong contains multicultural values that have been built by the ancestors of the Maluku people, and is currently uniting Muslim and Christian students with a local cultural approach. The implementation is done by transforming Pela Gandong values in schools and teacher exchanges. Then jointly held; scouting activities, camping, Christmas, iftar, Sports and Arts Week. Both schools were also part of the 2013 film Provocateur of Peace as a campaign for peace and the spread of multicultural values.

Pela Gandong local wisdom as multicultural education model after the Ambon Conflict

Pela Gandong local wisdom as multicultural education model after the Ambon Conflict

Studying the practices of implementing a multilingual model of multicultural education in the Russian Federation

Introduction. The article discusses the practices of implementing a multilingual model of multicultural education in the Russian Federation. The Russian Federation is a multinational and linguistically diverse country. The official language of the country is Russian; 37 state languages are spoken in the republics of the Russian Federation; more than 15 languages have an official status. For a number of regions of the country, the model of multilingual learning is extremely relevant. The purpose of the article is to study the practices of implementing a multilingual model of multicultural education in the territory of the Russian Federation and to conduct their comparative analysis. Materials and Methods. Within the framework of the study, the analysis of legislative documents regulating the processes of multicultural and multilingual education in the Republic of North Ossetia-Alania, Kabardino-Balkar Republic, Chechen Republic, Republic of Sakha (Yakutia), Republic of Tatarstan, Chuvash Republic, Republic of Bashkortostan (state programs, concepts, regulations, etc.) was carried out. Data gathering included round-table discussions and interviews with the representatives of academic and teaching communities of the regions; analyses of curricula, syllabi and teaching materials on language disciplines; lesson observations; questionnaires and language assessment of primary (4th grade) and secondary schoolchildren (8th grade) in foreign and native languages; analysis of academic performance and attainment (e.g. the results of the All-Russian Olympiad of schoolchildren in Russian and Foreign Languages, national assessment, state final certification, and final national examinations). Results. The research team of Bashkir State Pedagogical University named after M. Akmulla, in accordance with the state task in the field of science of the Ministry of Education of the Russian Federation, has been implementing a research investigation ‘Comparative analysis of the practices of implementing a multilingual model of multicultural education (with the main focus on the Republics of Bashkortostan, Tatarstan, North Ossetia-Alania, Sakha (Yakutia), etc.)’ since 2021. The authors have determined the main types of models of multilingual education implemented in the studied regions. In particular, the models presented in the Republic of North Ossetia-Alania, the Republic of Tatarstan and the Republic of Sakha (Yakutia) are reported to be the most developed as they have been implemented for several years. The findings in this study contribute to a greater understanding of the specifics of multilingual education in Russia and the study makes a theoretical contribution to multilingual education in general. Conclusions. The article concludes that currently there is no a single coordinated model for multilingual education in Russian schools. The development of a multilingual model of multicultural education is primarily aimed at preserving and further developing the native languages in the subjects of the Russian Federation, remaining one of the most important tasks not only in terms of solving narrow ethno-cultural problems, but also in the context of preserving the natural multicultural basis of the multinational Russian state.

FORMATION OF COMMUNICATIVE AND SOCIAL AND CULTURAL COMPETENCE IN THE CONDITIONS OF MULTILINGUALISM (THE CASE OF PRESCHOOL EDUCATIONAL INSTITUTIONS OF THE CHUVASH REPUBLIC)

In modern Russian education the issues of forming a personality capable of being tolerant, ready for a dialogue of cultures, mastering the ways of the intercultural communication in the global information multicultural space are actively discussed. The relevance of studying on a multilingual basis is determined both by the global integration processes in different spheres of an individual's life, and by the need to preserve national languages and cultures. A multilingual educational and developmental environment is an important condition for the development of communicative skills and cognitive abilities in children. The purpose of the research is to analyze the formation of communicative and social and cultural competence among pupils in the context of the introduction of a multilingual model of multicultural education in preschool educational institutions. The working group of the BSPU named after M. Akmulla developed diagnostic materials that test the skills of speaking, listening, vocabulary in native and foreign languages, knowledge of national traditions and realities. Preschoolers of multilingual groups of the Chuvash Republic took part in the diagnostic study. The analysis of the results of the level of formation of communicative and socio-cultural competencies allowed us to conclude that children have sufficient knowledge of lexical units on the topic "My family", "Account", "Animals", are able to answer questions both in Chuvash and in English. It should be noted that the level of formation of communicative and social and cultural competencies of preschoolers depends on the creation of an appropriate developing multilingual environment in a preschool institution. The introduction of multilingual educational trajectories of learning allows students to form a civic identity, promotes the development of a tolerant attitude to linguistic and cultural diversity.