The Pattern of the Teaching of Multiculturalism-Based Civics Education: A Case Study at Higher Education Institutions

Abstract

This research aims to reveal the pattern of the multiculturalism-based civics education at higher education institutions in Surakarta, Indonesia. It applied the descriptive qualitative method with the dual case study approach, conducted at State University of Sebelas Maret and Slamet Riyadi University in Surakarta. The data were collected through observation and interviews to find the answers to the research questions in the field. The data were analysed using the interactive technique, consisting of data collection, data reduction, data display, and conclusion drawing. The result shows that the teaching of multiculturalism-based civics education at State University of Sebelas Maret and Slamet Riyadi University has almost the same pattern, that is media-assisted teaching pattern and is always conducted by considering the material integration dimension, knowledge construction dimension, prejudice minimization dimension, equal rights to education dimension, and the dimension of school culture empowerment and social structure from the planning stage to teaching implementation and evaluation stages. The research findings suggest that the students of universities in Surakarta should be able to implement the goal of the teaching of civics education in universities, and the lecturers should always improve the materials, content, method, and strategies of the teaching of multiculturalism-based civics education.

Contextual Character Education for Students in the Senior High School

“…Research conducted by Agboola and Tsai (2012) and Nuryadi et al (2020) suggested that character-based learning that prioritizes habituation both in schools will be able to create an atmosphere of life that reflects respect for others and the surrounding environment. This condition is very important because habituation that is routinely carried out by the teacher to students, by students to students, and by school residents to the school environment can lead to several aspects, such as a) motivated sense of discipline, b) motivated to respect others and the surrounding environment, and c) make the norms of life work well in harmony that can be applied in society.…”

Multicultural education-oriented digital teaching materials to improve students' pluralist attitudes

“…The multi-cultural values developed include inclusive values (openness), values prioritising dialogue (active), humanitarian values (humanist), tolerance values, values helping, justice (democratic), equality and brotherhood between nations and between nations, being kind. I would have thought, love the homeland (Grant, 2016;McGlynn, 2009;Nuryadi et al, 2020). In inclusive values, this value considers that the truth is embraced by one group, also embraced by other groups.…”

“…The novelty of this research includes digital teaching materials oriented to multi-cultural education that has been designed by integrating multi-cultural values into the teaching materials used informal learning. The multi-cultural values developed include inclusive values (openness), values prioritising dialogue (active), humanitarian values (humanist), tolerance values, help each other values, justice values (democratic), equality and fraternity values between nations and between nations, being kind would have thought, love the homeland (Grant, 2016;McGlynn, 2009;Nuryadi et al, 2020). Teaching material is a collection of simple story texts made thematic integratively by incorporating multi-cultural values into the context of the story.…”

Construction of a Web-Based Higher Education Foreign Language Assistance Teaching Platform

“…In terms of security requirements, there should be a reliable user authentication mechanism and access control system. For usability requirements, the system should feature a user-friendly human-machine interaction interface and provide help documentation [3] .…”