Integration of Multicultural Education Values in History Teaching

Ponco Setiyonugroho; Umasih Umasih; Kurniawati Kurniawati

doi:10.23887/jere.v6i2.43483

Authors

Ponco Setiyonugroho Postgraduate Historical Education Study Program, State University of Jakarta
Umasih Umasih Postgraduate Historical Education Study Program, State University of Jakarta
Kurniawati Kurniawati Postgraduate Historical Education Study Program, State University of Jakarta

DOI:

https://doi.org/10.23887/jere.v6i2.43483

Keywords:

Multicultural, Educational value, History

Abstract

The differences in various things will prove that each individual has a different point of view in looking at the differences that occur in Indonesia. These various views can ultimately trigger the occurrence of inter-ethnic, religious, and cultural innovations that are found in conflict. This study aims to analyze the integration of multicultural education in history learning. This research uses qualitative research with a case study approach. Informants obtained 9 people who were selected using the purposive sampling technique. The method used in data collection uses observation, interviews, and documentation. The instruments used are interview sheets and questionnaires. The technique used to analyze the data is descriptive qualitative analysis. The results show that multicultural integration is a synchronization effort between learning methods. Humans have gender, social status, religion, race, and language differences. The teacher conveys historical material to students about multicultural education through history learning. In addition, there are multicultural values that can be integrated into history learning, including four values, namely tolerance, pluralism, humanism, and democracy. It is concluded that multicultural education is one of the essential concepts that history teachers must master in applying multicultural values to more in-depth historical material, which will give students a high spirit of tolerance in society and the environment.

References

Agirdag, O., Merry, M. S., & Van Houtte, M. (2016). Teachers’ understanding of multicultural education and the correlates of multicultural content integration in Flanders. Education and Urban Society, 48(6), 556–582. https://doi.org/10.1177/0013124514536610.

Agustina, L., & Bidaya, Z. (2019). Integrasi Nilai-Nilai Pendidikan Multikultural Dalam Proses Pembelajaran PPKN Di SMP Negeri 3 Lingsar Lombok Barat. CIVICUS : Pendidikan-Penelitian-Pengabdian Pendidikan Pancasila Dan Kewarganegaraan, 6(2), 54. https://doi.org/10.31764/civicus.v6i2.674.

Arifin, A. H. Al. (2013). Implementasi Pendidikan Multikultural Dalam Praktik Pendidikan Di Indonesia. Jurnal Pembangunan Pendidikan: Fondasi Dan Aplikasi, 1(1), 1. https://doi.org/https://doi.org/10.21831/jppfa.v1i1.1052.

Awaru, A. O. T. (2017). Membangun Karakter Bangsa Melalui Pendidikan Berbasis Multikultural Di Sekolah. Prosiding Seminar Nasional Himpunan Sarjana Ilmu-Ilmu Sosial, 2, 221–230. https://ojs.unm.ac.id/PSN-HSIS/article/view/2747.

Azis, A., Haikal, M., Iswanto, S., Sejarah, P., Maret, U. S., Sejarah, P., Kuala, U. S., Sejarah, P., & Kuala, U. S. (2018). Internalisasi Nilai-Nilai Budaya Toleransi dalam Pembelajaran Sejarah (Studi Kasus SMA Negeri 1 Banda Aceh). Jurnal Riset Dan Konseptual, 3(1), 287–299. https://core.ac.uk/download/pdf/296286926.pdf.

Cherng, H. Y. S., & Davis, L. A. (2019). Multicultural matters: An investigation of key assumptions of multicultural education reform in teacher education. Journal of Teacher Education, 70(3), 219–236. https://doi.org/10.1177/0022487117742884.

Civitillo, S., Juang, L. P., & Schachner, M. K. (2018). Challenging beliefs about cultural diversity in education: A synthesis and critical review of trainings with pre-service teachers. Educational Research Review, 24, 67–83. https://doi.org/10.1016/j.edurev.2018.01.003.

Creswell, J. W. (2019). Pendekatan Metode Kualitatif, Kuantitatif dan Campuran (4th ed.). Pustaka Pelajar.

Ekwandari, Y. S., Perdana, Y., & Lestari, N. I. (2020). Integrasi Pendidikan Multikultural dalam Pembelajaran Sejarah di SMA YP UNILA. Criksetra, 9(1), 15–31. https://doi.org/10.36706/jc.v9i1.10268.

Gay, G. (2013). Teaching to and through cultural diversity. Curriculum Inquiry, 43(1), 48–70. https://doi.org/10.1111/curi.12002.

Ibrahim, R. (2013). Pendidikan Multikultural : Pengertian , Prinsip , dan Relevansinya dengan Tujuan Pendidikan Islam. Addin, 7(1), 1–26. https://doi.org/10.21043/addin.v7i1.573.

Janakiraman, S., & Watson, W. R. (2019). Instructional Design and Strategies for Multicultural Education : A Qualitative Case Study. Journal of Educational Research and Practice, 9(1), 300–315. https://doi.org/10.5590/JERAP.2019.09.1.21.

Kamza, M., Rasnawi, R., & Furqan, M. H. (2020). Pendidikan Humanistik Melalui Pembelajaran Sejarah (Suatu Kajian Terhadap Pencapaian Tujuan Pendidikan Nasional). Seminar Nasional Peningkatan Mutu Pendidikan, 33–39. http://publikasi.fkip-unsam.org/index.php/semnas2019/article/view/11.

Kangiden, T. K. P., Sela, R. L. E., & Rengkung, M. M. (2017). Taman Budaya Bolaang Mongondow di Kotamobagu. “Arsitektur sebagai Simbol Budaya.” Daseng: Jurnal Arsitektur, 6(2), 139–147. https://www.neliti.com/publications/177923/taman-budaya-bolaang-mongondow-di-kotamobagu-arsitektur-sebagai-simbol-budaya.

Lionar, U., & Mulyana, A. (2019). Nilai-Nilai Multikultural Dalam Pembelajaran Sejarah: Identifikasi Pada Silabus. Indonesian. Journal of Social Science Education (IJSSE), 1(1), 11–25. https://doi.org/10.29300/ijsse.v1i1.1322.

Mahfud, C. (2016). Pendidikan Multikultur. Pustaka Pelajar.

Martincová, J., & Lukešová, M. (2015). Critical thinking as a tool for managing intercultural conflicts. Procedia-Social and Behavioral Sciences, 171, 1255–1264. https://doi.org/10.1016/j.sbspro.2015.01.239.

Muawanah. (2018). Pentingnya Pendidikan Untuk Tanamkan Sikap Toleran di Masyarakat. Jurnal Vijjacariya, 5(1). https://doi.org/10.31219/osf.io/vqgj4.

Muhammad, U., & Widyanto, A. (2019). Internalisasi Nilai-Nilai Toleransi dalam Pembelajaran Pendidikan Agama Islam di SMA Negeri 1 Lhokseumawe. DAYAH: Journal of Islamic Education, 2(1), 36–52. https://doi.org/http://dx.doi.org/10.22373/jie.v2i1.2939.

Muliono, M. (2020). Pola Perubahan, Wacana, dan Tren Konflik Sosial di Indonesia. Al-Adyan, 1(2), 115–132. https://www.neliti.com/publications/337370/pola-perubahan-wacana-dan-tren-konflik-sosial-di-indonesia.

Najmina, N. (2018). Pendidikan Multikultural Dalam Membentuk Karakter Bangsa Indonesia. Jupiis: Jurnal Pendidikan Ilmu-Ilmu Sosial, 10(1), 52. https://doi.org/10.24114/jupiis.v10i1.8389.

Nurjanah, S. (2017). Penanaman Nilai-Nilai Multikulturalisme dalam Pembelajaran Sejarah Sub Materi Pokok Indonesia Zaman Hindu-Buddha pada Siswa Kelas X Madrasah Aliyah Negeri Purbalingga Tahun Ajaran 2016/2017. Indonesian Journal of History Education, 5(2). https://journal.unnes.ac.id/sju/index.php/ijhe/article/view/19928.

Perdana, Y., Djono, D., & Ediyono, S. (2018). The Implementation of Multicultural Education in History Learning At SMAN 3 Surakarta. International Journal of Multicultural and Multireligious Understanding, 5(3), 11–18. https://doi.org/10.18415/ijmmu.v5i3.135.

Perdana, Yusuf, Djono, D., & Ediyono, S. (2018). The Implementation of Multicultural Education in History Learning At SMAN 3 Surakarta. International Journal of Multicultural and Multireligious Understanding, 5(3), 11. https://doi.org/10.18415/ijmmu.v5i3.135.

Riyanton, M. (2015). Pendidikan Humanisme dan Implementasinya Dalam Pembelajaran Bahasa Indonesia. Jurnal Ilmiah Lingua Idea, 6(1), 1–18. http://jos.unsoed.ac.id/index.php/jli/article/view/327.

Rofik, M. F., & Hermanto, F. (2021). nternalisasi Nilai-Nilai Multikultural Pada Siswa Melalui Pembelajaran IPS Di SMP Pangudi Luhur Domenico Savio. Sosiolium : Jurnal Pembelajaran IPS, 3(1). https://doi.org/10.15294/SOSIOLIUM.V3I1.43647.

Sadono, M. Y., & Masruri, M. S. (2014). Keefektifan VCT dalam pembelajaran sejarah untuk meningkatkan nilai nasionalisme, demokrasi, dan multikultural. Harmoni Sosial: Jurnal Pendidikan IPS, 1(1). https://doi.org/10.21831/hsjpi.v1i1.2429.

Salgur, S. A., & Gursoy, A. (n.d.). Multicultural education and teacher’s characteristics. Euromentor Journal, 6(3), 7. https://www.ceeol.com/search/article-detail?id=529806.

Setiawan, A. B., Maryati, T., & Wirawan, I. G. M. A. S. (2021). Strategi Sekolah Dalam Menanamkan Nilai-Nilai Multikulturalisme Pada Masyarakat Plural (Studi Pada Smp Laboratorium Undiksha Singaraja, Bali). Jurnal Pendidikan Sosiologi Undiksha, 3(1), 21–27. https://doi.org/http://dx.doi.org/10.23887/jpsu.v3i1.34219.

Sleeter, C. (2018). Multicultural Education Past, Present, and Future: Struggles for Dialog and Power-Sharing intercultural education Multicultural Education Comes into Being Twenty-Two Years and Two Emblematic Experiences Ago Elites React Neoliberal Multicultural Education? International Journal of Multicultural Education, 20(1), 5–20. https://doi.org/http://dx.doi.org/10.18251/ijme.v20i1.1663.

Sultanova, L. (2016). Origin and Development of Multicultural Education in the USA. Comparative Professional Pedagogy, 6(2), 49–53. https://doi.org/10.1515/rpp-2016-0018.

Tajima, Y. (2013). The Institutional Basis of Intercommunal Order: Evidence from Indonesia’s Democratic Transition. American Journal of Political Science, 57(1), 104–119. https://doi.org/https://doi.org/10.1111/j.1540-5907.2012.00631.x.

Van Klinken, G. (2007). Communal violence and democratization in Indonesia: Small town wars. In Communal Violence and Democratization in Indonesia: Small Town Wars. Taylor & Francis e-Library. https://doi.org/10.4324/9780203965115.

Yaqin, M. A. (2005). Pendidikan Multikultural: Cross Cultural Understanding untuk Demokrasi dan Keadilan. Pilar Media.

Zamhari, A. (2017). Nilai Keselarasan Pada Pola Tata Ruang Desa Pelang Kenidai Kecamatan Dempo Tengah Kota Pagaralam Sebagai Sumber Pembelajaran Sejarah. Journal of History Education and Historiography, 1(1). https://journal31.unesa.ac.id/index.php/jhi/article/view/9405.