Relation Between Multicultural Education, Sociology, and Indigenous Knowledge

Abstract

Abstract-This article aims to link connection between how multicultural education able to learn by introducing Indigenous Knowledge through Sociology Studies because it is proven that sociology is a subject that enabling the student to have the knowledge, attitude, and affective as a social human life. In several education phases, sociology contains several sub-themes that associated with multicultural education. One of paradigm and perspectives that enable the teacher to develop the model of education which more emphasized to local context is indigenous knowledge. This article aims to give example how multicultural education can undergo beyond indigenous knowledge especially in South Kalimantan province which has multicultural areas. This article aims to contribute to the concept of teaching multicultural education in multicultural societies by enabling indigenous knowledge and describe the indigenous knowledge of South Kalimantan Province and how it will able to contribute to multicultural education through Sociology Subject. Several indigenous knowledge of societies contains a value to support multicultural education. This article gives an example of several indigenous knowledge that used by the teacher to promote multicultural education that furthermore will support the development of multicultural societies.

Development of a Tourism Village Based on the Integration of Language Education and Local Potential (Case Study in Karanganyar Regency, Central Java, Indonesia)

“…Based on the selection of samples, the researcher chose to use a purposive sampling technique, in which the collection of samples used criteria determined by the researcher. This technique prioritizes samples of data and informants to explain the phenomena occurring, rather than using a population that is too large to expound the conditions relevant to the research [25], [26]. The selection of samples was decided based on criteria determined by the researcher, and included the head of Pakel hamlet as the person responsible for channelling information and directing the community; the head of Isy Karima Islamic Boarding School as the initiator of the innovation and the source of information for the idea of empowerment; the young people's organization (Karang Taruna); and community representatives who contributed to and participated in the village empowerment program.…”

“…A semi-structured approach was used for the interviews so that the researcher could ask additional questions outside the guidelines in order to obtain data and information that was more comprehensive and detailed [30]. The researcher used a method of non-participant observation, visiting the field to seek information by observing the activities and interaction between individuals in the research location [26]. The researcher used the primary data source of observation and interviews together with secondary data collected from documents, books, journals, and photographic documentation.…”