Quantifying Indonesia's Ethnic Diversity

Arifin, Evi Nurvidya; Ananta, Aris; Utami, Dwi Retno Wilujeng Wahyu; Handayani, Nur Budi; Pramono, Agus Joko

doi:10.1080/17441730.2015.1090692

Cited by 43 publications

(25 citation statements)

References 24 publications

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“…One reversal of this was the separation of West Papua (Javanese) from Papua (Dani). This has also occurred at the district level, with an increase from 340 in 2000 to 514 in 2014 [14]. Hierarchical multiculturalism drives groups when they become large enough to establish an administrative unit that they can control.…”

Section: Advances In Social Science Education and Humanities Researcmentioning

confidence: 99%

“…The provinces that split tended to have two large ethnic populations. For instance, Banten separated from the Sudanese in West Java, Gorontalo from the Minahasa in North Sulawesi, and the Tobelo in North Maluku from the Butonese in Maluku [14]. There are also instances of indigenous ethnic groups splitting from regions that have large Javanese populations, such as Bangka-Belitung from South Sumatra, and North Kalimantan (Buginese) from East Kalimantan.…”

Section: Advances In Social Science Education and Humanities Researcmentioning

confidence: 99%

“…While these nationallevel statistics are important, they tell us little about cultural diversity as they do not explain the patterns of ethnic mixing within geographical regions. At the level of islands, Java is more homogenous than the other islands with the dominant ethnic group on average 87.56 percent of the population at the district level (see table 2 from [14], but there are important differences between western Java and the rest of Java due to the presence of Jakarta (which I explore below). The most homogenous populations were in Central Java (97.9% Javanese) and Yogyakarta (96.5%) followed by Gorontalo (89.1%), West Sumatra (87.3% Minangkabau), and Bali (85.5%).…”

Section: Literature Reviewmentioning

confidence: 99%

“…They constitute the largest ethnic group is 132 districts, 52 of which are outside Java. INDONESIA, 2010 [14] This brings us to internal migration. Internal migration can be divided into lifetime migration, or people who have migrated at some point in their life, and recent migration, or people who have migrated in the last 5 years.…”

Section: Literature Reviewmentioning

confidence: 99%

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Multicultural Indonesia in Geographical and Cultural Perspectives

Jones¹

2018

Proceedings of the 1st International Conference on Social Sciences Education - "Multicultural Transformation in Education, Soci

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Abstract-This paper argues that there are unresolved tensions between the forces driving cultural diversity in Indonesia, namely Indonesia's demographic transition and urbanization, and the state's approach to multiculturalism.It argues that multiculturalism under the New Order can be defined as hierarchical multiculturalism, where ethnic groups are aligned with the administrative units of the state at different levels and locations. This form of multiculturalism is a key reason for the proliferation of administrative units (pemekaran) since decentralization, and is in tension with the powerful forces for socio-demographic change mentioned earlier. I suggest a placebased multiculturalism would be more appropriate for Indonesia given the trend towards increasing cultural diversity.

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Section: Advances In Social Science Education and Humanities Researcmentioning

confidence: 99%

Section: Advances In Social Science Education and Humanities Researcmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

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Multicultural Indonesia in Geographical and Cultural Perspectives

Jones¹

2018

Proceedings of the 1st International Conference on Social Sciences Education - "Multicultural Transformation in Education, Soci

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“…LbL is also considered very appropriate to be used in Indonesia where this country is known for its diversity of ethnicities, languages and traditions (Albantani & Madkur, 2018;Arifin, Ananta, Utami, Handayani, & Pramono, 2015;Asfina & Ovilia, 2017). By utilizing local wisdom, students' conservation character can be developed (Khusniati, Parmin, & Sudarmin, 2017).…”

Section: Introductionmentioning

confidence: 99%

The implementation of local wisdom-based learning and HOTS-based assessment: Teacher survey in Banjarmasin

Abidinsyah¹,

Ramdiah²,

Royani³

2019

JPBI

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The use of local wisdom as learning sources and the empowerment of students' Higher-Order Thinking Skills (HOTS) are the two components that must be carried out in the 21st-century biology learning. The purpose of this study was to explore the information about the application of local wisdom-based learning and HOTS-based assessment in Banjarmasin. This survey research involved 41 high school biology teachers in Banjarmasin who joined in Biology Teacher Working Group activities as research samples. The research instruments were questionnaires that were validated by experts. The data were analyzed using descriptive statistics in term of percentage. The findings showed that the teacher gave a positive response to the content of local wisdom to be a source of biology learning. In addition, they believed that through the learning, the students caring attitudes towards the potential and local wisdom of South Kalimantan were developed. Nonetheless, the empowerment of HOTS was not optimal as it was less frequent for the teachers to design HOTS-based learning in their class.

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