scholarly journals Implementation of Multicultural Education Values In History Learning at SMA NEGERI Siwalima Ambon

2020 ◽  
Vol 3 (2) ◽  
pp. 69
Author(s):  
Rianko Luturmas
Keyword(s):  
Curriculum Development ◽  
Multicultural Education ◽  
Cultural Diversity ◽  
Cultural Context ◽  
Historical Material ◽  
Educational Curriculum ◽  
Effective Media ◽  
History Learning ◽  
Educational Concept

<p>Multicultural education is an educational concept that recognizes differences / diversity in a frame of togetherness and equality. The concept of multicultural education is relevant in the concept of a country that has cultural diversity like Indonesia. Education is one of the effective media to develop multiculturalist awareness. Educational curriculum development must be based on the socio-cultural context of the community. So it must be realized that historical learning has a big role in the development of multicultural education, considering that historical pursuits present various historical facts of the nation which of course have a diversity of identities and cultures. Through identification of historical material contained in the syllabus of history subjects in schools, it is found that some content is loaded with the development of multicultural values.</p>

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

2017 ◽  
Vol 3 (1) ◽  
pp. 15
Author(s):  
Heri Cahyono ◽  
Iswati Iswati
Keyword(s):  
Literature Review ◽  
Curriculum Development ◽  
Multicultural Education ◽  
Cultural Differences ◽  
School Curriculum ◽  
Human Potential ◽  
Education Curriculum ◽  
Wide Range ◽  
Educational Concept

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.

scholarly journals KONSEP PENDIDIKAN ISLAM BERWAWASAN MULTIKULTURALISME PERSPEKTIF H.A.R. TILAAR

2016 ◽  
Vol 4 (1) ◽  
pp. 42
Author(s):  
Nurul Hidayati
Keyword(s):  
Cultural Studies ◽  
Multicultural Education ◽  
Cultural Diversity ◽  
Western Culture ◽  
Academic Discourse ◽  
Founding Father ◽  
Educational Concept ◽  
Unity In Diversity ◽  
Bahasa Indonesia

<strong>Bahasa Indonesia:</strong><br />Multikulturalisme, sebagai sebuah diskursus, memang merupakan produk kajian ilmuan Barat akan realitas-eksistensial kebudayaan mereka yang heterogen. Namun, ke-khas-an kajian mereka tidak menyentuh aspek-aspek teologis, jika tidak mau disebut Agama. Multikulturalisme hadir ke Indonesia dengan wajah yang berbeda. Ada banyak perspektif, yang kemudian, meng-amalgamasikan kepentingan faham keagamaan, dengan sumber kebudayaan yang dikaji di Barat melalui cultural studies-nya. Kendati demikian, masyarakat Indonesia tidak bisa dilepaskan dari homogenitas, pluralitas, dan multi-kebudayaan. Oleh sebab itulah, para pendiri bangsa memiliki slogan Bhinneka Tuggal Ika, dari hal yang berbeda-beda, namun memiliki satu tujuan yang sama. Slogan ini, terkadang, tidak disadari oleh seluruh masyarakat Indonesia. Untuk itulah, HAR Tilaar menawarkan sebuah konsep pendidikan yang dibasiskan kepada pengenalan dan pemahaman akan perbedaan kebudayaan yang dimiliki Indonesia. Tulisan ini berusaha mengkaitkan gagasan Tilaar ini dengan fenomena konflik yang ada di Indonesia, khususnya, berbasis agama. Melalui pendidikan multikultural, diharapkan, seluruh pemeluk agama menyadari akan tantangan perbedaan yang diciptakan oleh Tuhan.<br /><br /><strong>English:</strong><br />Multiculturalism as an academic discourse comes from western scholarly tradition regarding their heterogeneus cultural existential-reality. However, the distinguish discourse does not deal with theological aspects, if it is to hesitate to call religion. Multiculturalism comes to Indonesia in a different face. There are so many perspectives to amalgamate religious interest and western culture within cultural studies framework. However, Indonesian cannot be separated from homogeneity, plurality, as well as multi-culturalism. For that reason, the nation’s founding father promoted the slogan “Bhinneka Tunggal Ika”, unity in diversity. The slogan is sometimes less understood by citizens. This made H.A.R. Tilaar to offer an educational concept based upon introducation and comprehension towards Indonesian cultural diversity. This paper examines the Tilaar’s thoughts and religion-based conflict in Indonesia. Multicultural education itself is proposed to shade light for religions’s follower regarding the challenge of diversity created by God.<br /><br />

scholarly journals KONSEP PENDIDIKAN ISLAM BERWAWASAN MULTIKULTURALISME PERSPEKTIF H.A.R. TILAAR

2016 ◽  
Vol 4 (1) ◽  
pp. 44
Author(s):  
Nurul Hidayati
Keyword(s):  
Cultural Studies ◽  
Multicultural Education ◽  
Cultural Diversity ◽  
Western Culture ◽  
Academic Discourse ◽  
Founding Father ◽  
Educational Concept ◽  
Unity In Diversity ◽  
Bahasa Indonesia

<strong>Bahasa Indonesia:</strong><br />Multikulturalisme, sebagai sebuah diskursus, memang merupakan produk kajian ilmuan Barat akan realitas-eksistensial kebudayaan mereka yang heterogen. Namun, ke-khas-an kajian mereka tidak menyentuh aspek-aspek teologis, jika tidak mau disebut Agama. Multikulturalisme hadir ke Indonesia dengan wajah yang berbeda. Ada banyak perspektif, yang kemudian, meng-amalgamasikan kepentingan faham keagamaan, dengan sumber kebudayaan yang dikaji di Barat melalui cultural studies-nya. Kendati demikian, masyarakat Indonesia tidak bisa dilepaskan dari homogenitas, pluralitas, dan multi-kebudayaan. Oleh sebab itulah, para pendiri bangsa memiliki slogan Bhinneka Tuggal Ika, dari hal yang berbeda-beda, namun memiliki satu tujuan yang sama. Slogan ini, terkadang, tidak disadari oleh seluruh masyarakat Indonesia. Untuk itulah, HAR Tilaar menawarkan sebuah konsep pendidikan yang dibasiskan kepada pengenalan dan pemahaman akan perbedaan kebudayaan yang dimiliki Indonesia. Tulisan ini berusaha mengkaitkan gagasan Tilaar ini dengan fenomena konflik yang ada di Indonesia, khususnya, berbasis agama. Melalui pendidikan multikultural, diharapkan, seluruh pemeluk agama menyadari akan tantangan perbedaan yang diciptakan oleh Tuhan.<br /><br /><strong>English:</strong><br />Multiculturalism as an academic discourse comes from western scholarly tradition regarding their heterogeneus cultural existential-reality. However, the distinguish discourse does not deal with theological aspects, if it is to hesitate to call religion. Multiculturalism comes to Indonesia in a different face. There are so many perspectives to amalgamate religious interest and western culture within cultural studies framework. However, Indonesian cannot be separated from homogeneity, plurality, as well as multi-culturalism. For that reason, the nation’s founding father promoted the slogan “Bhinneka Tunggal Ika”, unity in diversity. The slogan is sometimes less understood by citizens. This made H.A.R. Tilaar to offer an educational concept based upon introducation and comprehension towards Indonesian cultural diversity. This paper examines the Tilaar’s thoughts and religion-based conflict in Indonesia. Multicultural education itself is proposed to shade light for religions’s follower regarding the challenge of diversity created by God.<br /><br />

scholarly journals KONSEP PENDIDIKAN ISLAM BERWAWASAN MULTIKULTURALISME PERSPEKTIF H.A.R. TILAAR

2016 ◽  
Vol 4 (1) ◽  
pp. 44
Author(s):  
Nurul Hidayati
Keyword(s):  
Cultural Studies ◽  
Multicultural Education ◽  
Cultural Diversity ◽  
Western Culture ◽  
Academic Discourse ◽  
Founding Father ◽  
Educational Concept ◽  
Unity In Diversity ◽  
Bahasa Indonesia

<strong>Bahasa Indonesia:</strong><br />Multikulturalisme, sebagai sebuah diskursus, memang merupakan produk kajian ilmuan Barat akan realitas-eksistensial kebudayaan mereka yang heterogen. Namun, ke-khas-an kajian mereka tidak menyentuh aspek-aspek teologis, jika tidak mau disebut Agama. Multikulturalisme hadir ke Indonesia dengan wajah yang berbeda. Ada banyak perspektif, yang kemudian, meng-amalgamasikan kepentingan faham keagamaan, dengan sumber kebudayaan yang dikaji di Barat melalui cultural studies-nya. Kendati demikian, masyarakat Indonesia tidak bisa dilepaskan dari homogenitas, pluralitas, dan multi-kebudayaan. Oleh sebab itulah, para pendiri bangsa memiliki slogan Bhinneka Tuggal Ika, dari hal yang berbeda-beda, namun memiliki satu tujuan yang sama. Slogan ini, terkadang, tidak disadari oleh seluruh masyarakat Indonesia. Untuk itulah, HAR Tilaar menawarkan sebuah konsep pendidikan yang dibasiskan kepada pengenalan dan pemahaman akan perbedaan kebudayaan yang dimiliki Indonesia. Tulisan ini berusaha mengkaitkan gagasan Tilaar ini dengan fenomena konflik yang ada di Indonesia, khususnya, berbasis agama. Melalui pendidikan multikultural, diharapkan, seluruh pemeluk agama menyadari akan tantangan perbedaan yang diciptakan oleh Tuhan.<br /><br /><strong>English:</strong><br />Multiculturalism as an academic discourse comes from western scholarly tradition regarding their heterogeneus cultural existential-reality. However, the distinguish discourse does not deal with theological aspects, if it is to hesitate to call religion. Multiculturalism comes to Indonesia in a different face. There are so many perspectives to amalgamate religious interest and western culture within cultural studies framework. However, Indonesian cannot be separated from homogeneity, plurality, as well as multi-culturalism. For that reason, the nation’s founding father promoted the slogan “Bhinneka Tunggal Ika”, unity in diversity. The slogan is sometimes less understood by citizens. This made H.A.R. Tilaar to offer an educational concept based upon introducation and comprehension towards Indonesian cultural diversity. This paper examines the Tilaar’s thoughts and religion-based conflict in Indonesia. Multicultural education itself is proposed to shade light for religions’s follower regarding the challenge of diversity created by God.<br /><br />

scholarly journals IMPLEMENTASI PENDIDIKAN NILAI MULTIKULTURALISME DALAM PEMBELAJARAN SEJARAH INDOENSIA

2019 ◽  
Vol 6 (2) ◽  
pp. 59
Author(s):  
Syarif Hidayat
Keyword(s):  
Multicultural Education ◽  
Student Motivation ◽  
Learning Culture ◽  
Classroom Ethnography ◽  
Historical Material ◽  
History Learning ◽  
History Of ◽  
Unity In Diversity ◽  
The Creation

Pembelajaran sejarah Indonesia di kelas multikultural, siswa, guru praktek langsung menanamkan nilai pendidikan multikulturalisme dan terciptanya budaya belajar multikultural mampu menghasilkan motivasi siswa tentang Bhineka Tunggal Ika. Penelitian ini menggunakan metode Classroom Etnografi dengan pertanyaan masalah, implementasi pendidikan nilai multikulturalisme dalam pembelajaran sejarah Indonesia. Implementasi dari nilai multikulturalisme pada pembelajaran sejarah, siswa membuat konten video vlog dengan materi sejarah Indonesia seperti toleransi, menjaga keberagaman, plurarisme serta multikultural. Konten ini merupakan salah satu bagian dari pengembangan digitalisasi literasi sebagai alat untuk menangkal perang Cyber yang dikhawatirkan akan memecah belah bangsa dampak hoax.Learning the history of Indonesia in multicultural classes, students, practical teachers instill the value of multicultural education and the creation of a multicultural learning culture capable of producing student motivation about Unity in Diversity. This research uses the Classroom Ethnography method with problem questions, the implementation of multiculturalism value education in learning Indonesian history. Implementation of the value of multiculturalism in history learning, students create video vlog content with Indonesian historical material such as tolerance, maintaining diversity, pluralism and multiculturalism. This content is one part of the development of digitization as a tool to ward off the Cyberwarar which is feared to divide the nation's impact of hoaxes.

Urgensi Implementasi Pendidikan Multikultural di Sekolah

1970 ◽  
Vol 12 (2) ◽  
pp. 220-233
Author(s):  
Iis Arifudin
Keyword(s):  
Multicultural Education ◽  
Cultural Diversity ◽  
Learning Process ◽  
Social Conflict ◽  
New Order ◽  
Plural Society

Indonesian nation consist of many kind of culture, ethnic, race, religion, etc. At one side that diversity is a treasure of Indonesian, but at other side it triggers social conflict. Conflict that happens about three decade of New Order power is because our education always teaching similarity (uniformity) and averse plurality. Therefore, this paper suggested multicultural education as solution to this problem. Multicultural education has to be implemented on learning process at school. It not necessarily became separated lesson, but can integrated to every lesson . Multicultural education is a process to cultivating attitude to respect each other, honest, and tolerant to cultural diversity that exit on the plural society. With multicultural education we hope there’s toughness and flexibility of this nation to face the clash of social conflict.

scholarly journals Understanding Multiculturalism in Saudi Education: A Case Study of Two Schools in Mecca

2020 ◽  
Author(s):  
◽  
Mohammed Alharbi
Keyword(s):  
Professional Development ◽  
Saudi Arabia ◽  
Multicultural Education ◽  
Cultural Diversity ◽  
Research Question ◽  
Arabic Language ◽  
Western World ◽  
Equity In Education ◽  
Different Levels

Problem This research investigated the understanding and perceptions of Saudi educators toward multiculturalism and multicultural education in Saudi Arabia. The research had three broad questions. The first question was, "What are Saudi educators’ conceptions of culture and multicultural education?" The second research question was, "What practices do educators employ concerning multicultural education?” The third research question was, "How do educators implement multicultural education for their students at schools with different levels of cultural diversity?" Method In this study, I used the qualitative multiple case study research design to explore the understanding and the attitudes of Saudi educators regarding multiculturalism and multicultural education. The study was applied in the Holy city of Mecca in Saudi Arabia, which is one of the most highly diverse cities in the whole country. The participants of this study were selected from two elementary schools with different levels of cultural diversity. The participants were varied in their school positions, teaching subjects, and levels of education. To collect the data of the study, I developed the interview protocol and conducted semi-structured interviews for teachers and administrators to understand Saudi educators' attitudes and perceptions regarding multicultural education. Interpretations The findings of the study were categorized into four themes. First, culture was defended into three different ways: a gained knowledge, customs and traditions, and an integrated life system. Second, the relationship between culture and education was seen from three different perspectives: the cultural background influences students' learning, the family's background influences students’ learning, and the school’s culture influences students’ learning. Third, participants' perspectives regarding multiculturalism and multicultural education were divided into three viewpoints: multiculturalism empowers the community and it improves students’ achievements at schools, multiculturalism empowers the teacher's performance in the classroom, and multiculturalism and multicultural education participate in losing the Islamic and Arabic identities for Saudi students. The fourth theme was related to teachers’ professional development. All participants agreed that training programs provided form the Educational Training Department did not reach their desired needs. Implications of the Study The findings of this research have implications regarding multiculturalism and multicultural education in Saudi Arabia. First, the meaning of multicultural education used in the western world was not compatible with the culture of Islamic societies, including Saudi people. Therefore, there is a need for developing a multicultural education philosophy for Arab and Muslim societies that take into account the Arabic and Islamic identities. Second, equity in education is the backbone of the education system in Saudi Arabia. However, Saudi teachers need to be informed about equity in education and students' rights to empower all students to succeed. Third, there is a need for developing an Arabic language learning program for non-Arabic speakers. The fourth implication is that teacher professional development programs need to be developed to prepare teachers to participate in building the future of the country.

Artful Learning

2014 ◽  
pp. 299-322
Author(s):  
Randee Lipson Lawrence
Keyword(s):  
Learning Environment ◽  
Curriculum Development ◽  
Cultural Context ◽  
Indigenous Communities ◽  
Learning Objectives ◽  
Holistic Learning ◽  
True Nature ◽  
Learning Domains ◽  
Creative Learning ◽  
The Mind

This chapter begins with a critique of traditional models of curriculum development as overly rigid, fragmented, and disconnected from the true nature of the learner. Holistic learning is described as engaging the mind, body, heart, and spirit of the learner in relationship to the learning environment. Holistic learning is earth-centered, participatory, and inclusive of the cultural context of the learners. These various learning domains and their relationship to curriculum are discussed, including the application of learning from indigenous communities. Several examples of arts-based and creative learning activities are offered along with holistic ways of developing learning objectives and assessing learning.

scholarly journals Biculturalism and Multiculturalism: Competing Tensions in Visual Arts Education in Aotearoa-New Zealand

2010 ◽  
Vol 12 (2) ◽  
Author(s):  
Jill Elizabeth Smith
Keyword(s):  
New Zealand ◽  
Multicultural Education ◽  
Cultural Diversity ◽  
Visual Arts ◽  
Art Teachers ◽  
Multicultural Society ◽  
Visual Arts Education ◽  
Aotearoa New Zealand ◽  
Multicultural Art Education ◽  
Postcolonial History

New Zealand has become an increasingly multicultural society since the 1990s. But multicultural education is complicated in this nation by its position on biculturalism, a commitment founded in its postcolonial history. The finding of an investigation in secondary schools, which showed that national and visual arts curricula emphasize biculturalism over multiculturalism, was reflected in art teachers’ pedagogies. In this paper I discuss how multicultural art education could be strengthened within the existing bicultural framework. Bridging the gap between policies and practices would require art teachers to review their practices and implement strategies which take into account the cultural diversity of students to enhance understandings of their own and other multicultural societies.

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