INTEGRASI NILAI-NILAI PENDIDIKAN MULTIKULTURAL DALAM PROSES PEMBELAJARAN PPKn DI SMP NEGERI 3 LINGSAR LOMBOK BARAT

Abstract

Integrasi nilai-nilai pendidikan multicultural adalah upaya untuk mengambungkan strategi pembelajaran yang mencangkup nilai-nilai multicultural dalam menerima dan menegaskan pada perbedaan dan kesamaan manusia yang mencangkup keragaman, ras, bahasa, agama dan gender. Tujuan dari penelitian ini yaitu untuk mengetahui bagaimana integrasi nilai-nilai pendidikan multikultural dalam proses pembelajaran Pendidikan Pancasila dan Kewarganegaraan di SMP Negeri 3 Lingsar Lombok Barat. Metode penelitian yang digunakan adalah penelitian kualitatif dengan pendekatan deskriptif. Pengumpulan data yang telah digunakan adalah observasi, wawancara, dan dokumentasi. Subyek penelitian yaitu, guru PPKn, siswa, serta kepala sekolah. Analisis data menggunakan model diskriptif melalui reduksi data, penyajian data, dan kesimpulan. Hasil penelitian menunjukkan: 1) guru PPKn melakukan pendekatan multicultural pada siswa dengan mengenalkan keragaman budaya, ras, adat, dan agama yang dimiliki siswa dikaitkan dengan lingkungan hidup siwa itu sendiri. 2) memperkenalkan bahwa keragaman budaya yang disebut multicultural itu indah, sebab dengan adanya keragaman Indonesia dikenal dan dikatakan Negara yang kaya akan multikulturalnya, dengan pendekatan tersebut, siswa dapat saling menghargai satu sama lain dan sadar bahwa indonesia merupakan negara yang kaya dengan keberagaman multikulturalnya yang digabungkan dalam bhineka tunggal ika. Sehingga sikap solidaritas sosial yang tertanam pada siswa sangat positif karna dapat menerima perbedaan-perbedaan yang berada di lingkungan sekolah dan tempat tinggal. Integration of the values of multicultural education is an attempt to connect learning strategies that include multicultural values in accepting and affirming human differences and similarities that cover diversity, race, language, religion and gender. The purpose of this study is to find out how the integration of multicultural education values in the learning process Pancasila and Citizenship Education at Lingsar 3 Public Middle School in West Lombok. The research method used is qualitative research with a descriptive approach. Data collection that has been used is observation, interviews, and documentation. The research subjects were PPKn teachers, students, and principals. Data analysis uses descriptive models through data reduction, data presentation, and conclusions. The results of the study show: 1) PPKn teachers take multicultural approaches to students by introducing the diversity of cultures, races, customs, and religions that students have associated with the student's own living environment. 2) introducing that the diversity of cultures called multicultural is beautiful, because with diversity Indonesia is known and said to be a country that is rich in multiculturalism, with this approach, students can respect each other and realize that Indonesia is a country rich in multicultural diversity combined in the singular diversity of ika. So that the social solidarity attitude that is embedded in students is very positive because it can accept differences that are in the school environment and place of residence.

The Multicultural Education Paradigm Pattern: A Case Study in Muhammadiyah Junior High School in Palangka Raya, Indonesia

“…Palangka Raya is an administrative city with 5 sub-districts, namely Pahandut, Sabangau, Jekan Raya, Bukit Batu, and Rakumpit and has 30 villages [2]. In Palangka Raya there is a regional leadership organization Muhammadiyah Palangka Raya which only has one junior high school and one study group in class VIII with a total of 29 students.…”

“…Indonesia is a country that is rich in multicultural diversity which is combined in "Bhinneka Tunggal Ika" (national emblem) so that the attitude of social solidarity that is embedded in students is very positive because they can accept the differences in the school environment and residence (2). The historical reality, Multicultural Education Praxis is the translation of our country's, namely "Bhinneka Tunggal Ika."…”

The Effect of the School Environment on the Establishment of Student Tolerance

“…Research by Linda Agustina and Zaini Bidaya also proves that domain is one of the determinants of students' multicultural development. The background is the most decisive external factor in forming a child's character (Agustina & Bidaya, 2018).…”

“…On the other hand, some factors support multicultural learning, namely family, teachers, and the environment (Agustina & Bidaya, 2018). Findings in the field indicate that the domain is one of the factors supporting the application of Rinduan Zain & Zahrotun Salimah multiculturalism.…”

Integration of Multicultural Education Values in History Teaching

“…This prejudice is masterminded by the growing view of ethnocentrism, therefore in facing the view of ethnocentrism, multicultural education practices must be held in the world of education (Muliono, 2020). Multicultural education implemented in schools will provide understanding to students for all humans who live to have the same degree of equality regardless of ethnic, cultural, linguistic and racial background with the ultimate goal of living side by side in harmony (Agustina & Bidaya, 2019;Van Klinken, 2007). Multicultural education is an idea, movement, educational reform, and educational process whose main goal is to change the structure of educational institutions so that male and female students, students with special needs, and students belonging to various races, ethnicities, and cultures.…”