Values Of Multicultural Education Research Articles

Mapping literature of multicultural education: a bibliometric review

<span lang="EN-US">The value of multicultural education is acknowledged on a global scale, despite the fact that various barriers prevent its complete implementation. These include cultural, linguistic, religious, economic, difference in physical condition, and ethnic backgrounds. By assessing publishing trends, extracting data on author keyword trends, examining conceptual evolution, and establishing possible future research on this topic using the Scopus database. This study found that publications grew in quantity from 2013 to 2022, decreased in 2015 and 2018 but were not significant, and 2021 was the highest peak with 221 documents. With 111 publications, the United States is the most prolific and co-authored with authors from Canada, China, United Kingdom, Germany, Australia and South Korea. Based on thematic evolution, ‘subspace-clustering’, ‘conversational-system’, ‘aortic-aneurysm’, ‘Bayesian-network-classifier’, are themes or topics that have recently developed. By utilizing these important terms, the study of multicultural education can be examined more thoroughly and more extensive in the future in order to learn new knowledge. In conclusion, this research has the potential to contextualize previous research on the topic and create an evidence-based practice paradigm for future studies grounded in science.</span>

Implementation of Multicultural Education in the Subject of Aqidah Akhlak

Multicultural Education is an effort to instill awareness and develop mutual respect to realize the needs and ability to cooperate with all differences. Implementation of Multicultural education is a process of implementing education that teaches students to accept the differences that exist in themselves and others through the values of multicultural education. The purpose of this study is to analyze the implementation of multicultural education on the subject of aqeedah morals. The type of research used in this research is Research and Development with the ADDIE development model. The subject of this research is educational actors. Based on the research results, the implementation of multicultural education in the subject of Aqidah Akhlak is that this approach has great potential to promote broader understanding and tolerance among students in the context of cultural, religious, and ethnic diversity. By integrating multicultural elements into learning Aqidah Akhlak at MTs Azzahra Tasikmalaya students can develop a deeper understanding of universal human values, respect differences, and build harmonious relationships with people from different cultural backgrounds.

Exploring Multicultural Education: A Case Study of Singkawang

This article investigates multicultural education in Singkawang, Indonesia, where diverse ethnicities coexist. Rapid social changes often trigger ethnic migration, leading to a convergence of cultures. Ethnocentrism can impede inter-ethnic communication, fostering stereotypes and ethnic conflicts. Multicultural education, emphasizing democratic, humanistic, and pluralistic values, is proposed to address these issues. Singkawang, recognized for its ethnic diversity, serves as a unique case study. The research method involves qualitative analysis with interviews from students, teachers, and parents from various ethnic backgrounds. Findings revealed the city's friendly atmosphere, preserved harmony, and respectful behavior, especially among students. "Ngopi bareng" (coffee gathering) is identified as a key practice among adult localsstated by parents of students in maintaining multiculturalism. Schools also actively promote tolerance through democratic practices, curriculum diversity, and inclusive instructional strategies. The article concludes that multicultural education is vital in fostering acceptance, understanding, and appreciation of diversity, emphasizing the dynamic nature of this approach in shaping open-minded individuals in a diverse society. Further research is recommended to explore this topic's nuances.

Jejak Habaib dalam Manuskrip Borneo (Melacak Peran Ulama dalam Penanaman Nilai Pendidikan Multikultural)

The presence of habaib in Nusantara and Kalimantan (Borneo) not only leaves a historical trace, but also leaves an important role in instilling the value of multicultural education for the community. The traces and role of this habaib are depicted in several manuscripts of handwritten works left by the Kutai Kartanegara sultanate and Pontianak Sultanate that had triumphed in their time. The famous Kutai Kartanegara sultanate manuscripts are Salasila Kutai, Panji Salatin and Baraja Niti. While the famous Pontianak Sultanate manuscripts are Prince Sharif's Syair Script and Bahar Al-Lahut's Script. This research wants to answer the question of how habaib traces in Borneo manuscripts? and what are the roles of habaib as a cleric in the multcultural education of the people of the Sultanate of East Kalimantan and West Kalimantan? The manuscripts of the sultanate were then traced according to a philological approach and analyzed with a historical and paedagogic approach. The results of the analysis illustrate that habaib as a scholar has a role in instilling the value of multicultural education. The habaibs serve as preachers, teachers, and muftis, as well as sulthans in the system of government.

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

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

Design Multicultural Islamic Religious Education Curriculum Elementary School

Multicultural education is required to foster harmony and the beauty of coexistence among people from various cultures, social backgrounds, languages, ethnicities, languages, groups, and so on. As a result, it must be nurtured through the creation of a multicultural education curriculum. Communities must be educated with multicultural insight so that diversity becomes a unifying nation, and awareness of multicultural values is introduced into educational institutions through educational policies. This study applied a qualitative approach centered on library research. According to the findings of this study, the textbooks on Islamic Religious Education and Elementary School Characteristics for the third grade were still general and did not specifically describe the value of multicultural education. Even though the Islamic Religious Education and Characteristics of Elementary School for the third-grade textbook did not yet include multiculturalism education, it is expected that it can be loaded in other lessons to prevent radicalism and that it can be concluded that in Islamic religious education material, a curriculum with a multicultural paradigm can be developed by combining other. a. Al-Qur’an material, which helps to understand and instill attitudes when interacting with people of different religions. b. The concept of nationality can be used to extend on how the Prophet Muhammad led the multi-ethnic and multi-religious Medina community. c. The laying of the national foundation is the moral material. d. The date material can be exemplified by the Prophet Muhammad’s process of building Medina, where there was recognition and appreciation for the values of plurality and tolerance.

Implementation of Multicultural Education Values in Senior High School

This research aims to describe and analyze the implementation of multicultural education values at Kharisma Bangsa Global Education High School in South Tangerang City and know the obstacles and challenges of implementing multicultural bathing there. This research uses a qualitative approach with this type of case study research. Data sources are obtained from primary data sources (Principals, PAI Teachers, Academic Staff, and Kharisma Bangsa Learners) and secondary data sources from several books and others that support primary data. Data collection techniques are used through observation, interviews, and documentation. Then from some of the data that has been obtained the author performs data analysis techniques. The results of this study show that 1). The implementation of multicultural education values at Kharisma Bangsa Global Education High School in South Tangerang City is the value of democracy, humanism, and tolerance, and the learning of multicultural Agama Islam (PAI) Education. These values are implemented through a whole school approach, dan 2). Obstacles and challenges in the implementation of multicultural educational values at Kharisma Bangsa High School are the adaptation of early learners into school, digital multicultural literacy, and awareness of understanding of multicultural education.

Nilai-Nilai Pendidikan Multikultural Pada Budaya Sakai Sambayan Dalam Menumbuh Kembangkan Sikap Toleransi Masyarakat Lampung Pepadun

The value of education with a multicultural perspective contained in the Sakai Sambayan culture, is used as a reference to develop the norms of life for the people of Lampung Pepadun in educating the nation's character and creating an attitude of tolerance. This is because of the rapid development of social media or mass media which is almost felt by all groups by providing its own pampering and having an effect on the emergence of a negative culture, lifestyle, individualistic attitude, and a low sense of help. So the Sakai Sambayan culture must be instilled in the minds of every community to form a society that is social and tolerant. This study shows that the values ​​of multicultural education in the Sakai Sambayan culture in developing a tolerance attitude of the people of Lampung Pepadun are: 1) Can increase a sense of unity and integrity, 2) Can strengthen brotherhood ties, 3) Able to create voluntary attitudes, help, and togetherness among community members, 4) Able to ease and accelerate work in the community, and 5) Establish and maintain social relations and harmony among community members. The implications or application of the Sakai Sambayan culture in developing the tolerance attitude of the people of Lampung Pepadun are with the following activities: 1) Hioh sumbay activities, 2) Deliberations to reach consensus, 3) Mutual cooperation activities in the agricultural sector, 4) Activities at weddings, and 5) Activities community (building places of worship and cleaning Tiyuh).

Integration of Multicultural Education Values in Learning Pancasila and Citizenship Education in Catholic High Schools Saint Andrew Palu

The integration of multicultural educational values is an effort to combine learning strategies that include multicultural educational values in accepting and affirming human differences and similarities that include diversity, race, language, religion, ethnicity, and gender. This study aims to find out how to plan, implement and evaluate the integration of multicultural education values in learning Pancasila and Citizenship Education at Santo Andreas Palu Catholic High School, specifically in Classes XA and XB. The research method used is qualitative research. The collection of data that has been used is observation, interviews, and documentation. The research subjects are teachers, students, and school principals. Data analysis uses a descriptive model through data reduction, data presentation, and conclusions. The results of the study show: 1) The teacher does the planning by first making a lesson plan (RPP) in which the values of multicultural education include inclusive values, tolerance, mutual help, equality and brotherhood, justice, and love for the motherland which are conveyed to the goal. learning and learning materials. 2) The implementation stage in PPKn learning is carried out by approaching students by introducing cultural diversity, race, custom, and religion owned by students associated with the students' living environment themselves and inserting multicultural education values, namely inclusive values (open), tolerance , please help, equality and brotherhood, justice, and love for the motherland. 3) Evaluation of Civics learning that integrates multicultural education values is carried out by providing question points that have been answered by students and given an assessment by the teacher according to the level of accuracy and ability of all students.

Implementation Of Multicultural Education Values In Islamic Boarding School

Indonesia has a motto known as 'Bhineka Tunggal Ika'. This motto means although they are different but still one, this is because Indonesia has a diversity of tribes, cultures, races, and languages. The inability of some individuals in Indonesia to accept these differences leads to negative multiculturalism. In pesantren, this will be more sensitive because the students have a diversity of backgrounds both in terms of culture, ethnicity, ethnicity, language, and regions which are then united in the same place. Multicultural education is defined as education that teaches differences and the vitality of cultural diversity and ethnicity related to equality, justice, openness, and recognition of differences. This study aims to determine the inculcation of the value of multicultural education, especially at the Al-Fatah Islamic Boarding School, Temboro. This research is a descriptive qualitative using a phenomenological approach, which is a study that aims to objectively reveal facts, symptoms, and events related to the phenomenon of planting and values ​​of multicultural education at the Al-Fataah Islamic Boarding School, Temboro. This research is also included in the field research category. The results of the study found the inculcation of multicultural educational values ​​that emphasize the importance of legitimacy, and the vitality of ethnic and cultural diversity in shaping the order of life, groups, and nations by inculcating democratic values ​​to using strategies that involve approaches to parents.

The Value of Multicultural Education and Tolerance in Indonesian History Learning Textbooks for Senior High School

This study aimed to find out how the presentation of Indonesian history learning textbooks published by Erlangga, Grafindo, and Kemendikbud presented Multicultural and Tolerance texts. This study used a qualitative research method with a library research approach. The primary data source used in this research is Indonesian history textbooks published by Erlangga, Grafindo, and Kemendikbud. The data collection technique used in this study was documentation techniques, and data analysis was carried out using content analysis.his study uses a qualitative technique with the content analysis method of texts relating to multiculturalism and tolerance in books. The results of this study indicate that the three textbooks for students and teachers of Indonesian history for class X in DKI Jakarta present multicultural and tolerant texts on the lives of Indonesian ancestors and are emphasized as the main capital of Indonesian society to progress.

Strengthening Wasatiyyah for the Youth through Islamic Education

This paper aims to discuss strengthening wasatiyyah among the youth in Indonesia. This issue is critical since the development of radicalism among youth has been increasing. The data will be analyzed through a descriptive-analytic approach. The analysis finds that pesantren and Islamic schools have play important role in strengthening wasatiyyahamong Indonesian youth through implementing the value of multicultural education that emphasizes moderation for the youth. It is no wonder since multicultural education is the priority value that must be included in every learning in pesantren and Islamic schools as a mandate from the Ministry of the Religion of the Republic of Indonesia. Besides, the principles of pesantren and Islamic schools have a significant impact on fostering a moderate attitude towards the youth.

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

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

Pendidikan Multikultural di Pondok Pesantren sebagai Solusi Penangkal Faham Radikalisme

This research started with the researcher's desire to see how to hide the values of multicultural education found in Islamic boarding schools, where students come from different regions and of course different cultures and ethnicities. They were then united in a boarding school environment and lived in a dormitory which is the hallmark of a boarding school. It is very interesting to note that in Islamic boarding school life there are a series of activities that are carried out both formal activities at school and non-formal in the dormitory and also activities outside the Islamic boarding school. This type of research is library research using descriptive analytical method, namely a method that seeks to systematically present discussion materials originating from various sources to then be analyzed carefully in order to obtain results as conclusions. Data collection methods are through observation, interviews, and documentation. While the approach used by researchers is a sociological-anthropological approach. From the research results, it can be concluded that: 1) Multiculturalism is a meeting point for various cultures that necessitates achievement and appreciation in the midst of cultural plurality. 2) multiculturalism education that is able to create transformative and dialogic nuances towards other cultures. Open yourself up, appreciate, protect, complement and complement each other, not the other way around, namely penetracion pacifigures or presenting violence and egocentricity. 3) Multicultural Islamic boarding schools also support the development of tolerance so that in the pesantren community an inclusive understanding grows for the harmonization of religions in the midst of a plural society that protects the existence of various religious variations.

Strengthening the Values of Multicultural Education to Develop Equality

The digital era provides a change in the education system that has led to the pattern of learning from online to blended learning. The ease of access to cyber information makes students very open to absorbing multicultural, in addition to the students' backgrounds that are very diverse in culture, so multicultural education is very important to implement. This research was conducted in two upper schools based on cultural, and racial diversity and in schools with religions adhered to by religious students. This research uses qualitative methods with a phenomenological approach. Data collection is followed by interviews. documentation and observation. Data analysis techniques with data reduction and presentation after conclusions. The research finding is that strengthening multicultural educational values can lead students and shape school culture by strengthening equal rights between students. Strengthening multicultural values is carried out by implementing school programs on prejudice reduction, the development of tolerance, the internalization of justice values, and the program of strengthening brotherhood.
 
 Received: 24 February 2023 / Accepted: 21 April 2023 / Published: 5 May 2023

Multicultural Education in the Cultural Arts Festival at Sahabat Alam Palangka Raya School

This research is motivate by one fact that cannot be denied for Indonesia, namely a multicultural society. A multicultural society has the potential to become a capital for the nation’s progress, but it does not rule out the possibility that it will become a gap and an opportunity for turmoil to arise, such as social conflict, intolerance, and even division. Providing education in the form of instilling the value of multicultural education from an early age is a form of strategic alternative efforts to suppress and prevent destructive social conflicts. Multicultural education is an attempt to build a person’s mindset to appreaciate diversity within a framework of equality in order to develop social skills. One of the formal education that implements and internalizes multicultural education through special programs in order to realize student’s understanding of the urgency of multicultural education is Sekolah Sahabat Alam. Sekolah Sahabat Alam holds an arts and culture festival at the end of each semester. The cultural festival functions as a concept to provide understanding to students so that they live with mutual respect, appreciation, and tolerance. The problem formulation of this research is how to apply multicultural education in cultural festivals at Sekolah Sahabat Alam in Palangka Raya. This research method was used descriptive research intended to describe the context of multicultural education in the cultural arts festival at Sekolah Sahabat Alam in Palangka Raya. Multicultural education is used as a concrete first step planting good things, this planting can be seen from several activities implemented by Sekolah Sahabat Alam; 1) Cultural festivals as tool for cultural encounters and seeds for seeding multicultural awareness 2) Multicultural education in the creativity of cultural festivals. Keywords: Multicultural Education, Cultural Arts Festival, Sekolah Sahabat Alam

Teacher Perceptions of Multicultural Education and Diversity Values in the School Environment

A comprehensive education system is essential to promote peace in a diverse, multicultural society. Teachers have a critical role in organizing the classroom environment, and it is vital to understand their perceptions of Multiculturalism and the extent to which educational programs adopt multicultural principles. This study investigated teachers' perceptions of multicultural education and diversity and evaluated their awareness of these issues. A qualitative research design with case studies was used, and six teachers from an elementary school in Surabaya were deliberately selected for this study. The data were collected through interviews, observation, and document analysis, and the results were analyzed using content analysis techniques. This study found that teachers have adequate knowledge about multicultural education and a positive attitude toward it. However, their understanding and prejudices related to specific concepts still need more. In addition, the inclusiveness of Multiculturalism in annual plans and teaching programs still needs to be improved. Learning transformation is required that encourages active student collaboration, such as the project-based learning (PjBL) model.

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.

MULTICULTURAL EDUCATIONAL VALUES IN LEARNING HISTORY

<em>Multicultural education is education that is based on the principles and principles of multiculturalism. The concept of multiculturalism is the diversity that recognizes and accepts human differences and similarities related to gender, race, religion, and social class based on democratic values and understanding that builds cultural pluralism to avoid prejudice and discrimination. The method used in this research is qualitative with a descriptive approach. This study aims to inculcate multicultural values through learning history. The results of the study show that learning history has a major contribution to the development of multicultural education, through learning history which presents historical facts that have a diversity of identities and cultures. Learning history, can provide an understanding of the differences that exist and contribute to the cultivation of the values of multicultural education properly.</em>

ISLAMIC EDUCATION GENEALOGY AS THE BASIS OF TREATING RELIGIOUS PLURALISM AND RELIGIOUS COMMUNITY HARMONY

This article discusses multicultural education as a relevant educational model used as a basis for caring for religious pluralism and religious harmony for the people of Karangpandan Village who have religious diversity. The background of this study is that there are many groups of intellect towards religious pluralism which ultimately distort national unity. Seeing these conditions, it is important to make real efforts in order to re-awaken the importance of religious pluralism and religious harmony. This study uses a qualitative approach with ethnographic types. The main objective of this research is to describe religious diversity, religious pluralism, and religious harmony and to treat religious pluralism and religious harmony in Karangpandan Village that is obtained from empirical data. To obtain a valid data, it is done by means of participant observation, in-depth interviews, and document analysis. Data sources were selected using a snowball sampling pattern, while the analysis was based on qualitative data/informants in the field using four types of qualitative data analysis techniques, namely domain analysis, taxonomy, componential analysis, and cultural theme analysis. The results of this study indicate that the formal findings of this research is the collaborative accommodative multicultural Islamic education model, that is, a plural society that has a dominant culture, makes certain adjustments and accommodations for the cultural needs of minorities, formulates and implements culturally sensitive laws, and provides freedom to minorities to maintain and develop their culture, otherwise the majority do not against the dominant culture and between the majority and minority groups collaborate to build and maintain a culture of society that implements the values ​​of multicultural education. 
 Keywords: : Genealogy of Islamic Education, Religious Pluralism,