Wawasan Kebinekaan Global Pada Anak Usia Dini di Ternate

Ismail, Radjiman

doi:10.5281/zenodo.7421891

Cited by 1 publication

(1 citation statement)

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“…They are encouraged to respect and understand these differences and foster good friendships without discrimination. Students' understanding of intercultural communication concepts in interacting with others is a suitable way to embody global diversity character (Ismail, 2021;Yudha & Aulia, 2020). This aspect provides students with a broader understanding of cultures, enabling them to build harmonious relationships, encourage tolerance, reduce conflicts, and prepare for a globally connected world.…”

Section: Discussionmentioning

confidence: 99%

Global Diversity Values in Indonesia: An Elementary School High-Grade Indonesian Language Textbook Analysis

Sadiah,

Yanti,

Tarmini

2024

iejee

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This research aims to analyze global diversity values present in Indonesian language textbooks for fourth-grade elementary school students. The study employs a qualitative approach with content analysis as the method. The research objects consist of four textbooks published by Erlangga, Yudistira, Bumi Aksara, and Puskurbuk Kemdikbudristek. The analysis process involves selecting relevant material samples, developing analytical categories, coding the content, and interpreting emerging patterns. The research findings indicate that the Indonesian language textbooks for fourth-grade elementary school students provide activities and experiences that enrich their understanding of cultural diversity in Indonesia. Students are taught to develop attitudes of tolerance and intercultural communication, as well as reflection and responsibility towards diversity. These books contribute to shaping students who are inclusive, tolerant, and capable of communicating in a multicultural environment, embodying the values of global diversity character. The importance of fostering global diversity character in primary school students is highlighted through education, particularly using meticulously designed Indonesian language textbooks. These textbooks introduce students to various aspects of Indonesian and other cultures, promoting understanding, appreciation, and tolerance for cultural diversity. Emphasizing character development, the textbooks instruct students in intercultural communication and encourage interactions with culturally diverse peers, fostering effective communication skills for multicultural environments. Furthermore, students are prompted to reflect on their own multicultural experiences, shaping their global perspectives. In summary, Indonesian language textbooks serve as a vital resource in shaping students into inclusive, tolerant individuals proficient in effective communication within multicultural contexts.

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Section: Discussionmentioning

confidence: 99%