The Problems of Implementation of Multicultural Education Through E-Learning Based History Learning (Case Study of SMAN 1 Natar)

Abstract

This study aims to find out the problems of implementing multicultural education through history learning during the E-Learning period, with a case study of the State High School 1 Natar. The strategy in this research is a case study, the research method used is qualitative, with a descriptive approach. Collecting data through direct observation, interviews with history teachers and students, literature studies in the form of books, journals, archives and documentation. Data were analyzed through data reduction, data presentation, and drawing conclusions. The validity of the data analysis technique used source triangulation and method triangulation. The results showed that the implementation of multicultural education through history learning based on E-learning was carried out by history teachers to students using the google classroom, whatsapp, quizizz and zoom platforms. The multicultural education provided by each history teacher is different, namely in various ways, such as the purpose of studying cultural heritage from the Hindu-Buddhist period to Islam, teaching tolerance, mutual cooperation, mutual assistance, unity to providing examples of equal rights in opinion, answering questions. or ask questions during the learning process regardless of ethnicity, religion, race, culture to social status. Barriers to E-learning are unstable internet networks in some student residences, only a few teaching materials are provided to teachers, so students are forced to seek additional supplementary teaching materials independently, and some parents tend to ask students for help with homework. during the e-learning process. The impact of implementing Elearning-based multicultural education through history learning is varied, giving rise to pros and cons for both history teachers and students at SMAN 1 Natar.

Creative Project Work as A 21st-Century Education Tool

“…Moreover, based on the instructors' observations, Form 2 pupils observed that the typical student reported having difficulty recalling historical information (Amali et al, 2022) since there were too many facts to remember. This encourages students to disregard the topic of History since it is boring, difficult to comprehend, and has no direct relevance to their life (Perdana & Ekwandari, 2022), resulting in the passive teaching and learning of History. To solve the issue, instructors and students collaborate to provide a dynamic and engaging curriculum.…”