Indonesia is a multicultural nation that has very high diversity. This diversity can be a potential for the nation's progress as well as its decline, depending on the quality of the management of this heterogeneity. It is undeniable that conflicts with the background of ethnicity, religion and race between groups (SARA) still often occur in Indonesia. This shows the importance of strengthening multicultural education in Indonesia. This study aims to review the urgency of multicultural teaching in schools. The research method used is literature study, explaining the phenomena that occur based on scientific studies that have been done before. Based on the discussion, it can be concluded that multicultural education in schools is very important to do so that students are able to accept all differences from an early age. In this process, the teacher has a very big role. Teachers must be able to master the teaching methods and concepts of multicultural learning itself. The teaching of multicultural education is so that students are able to be active and critical in facing all differences ranging from religion, language, ethnicity, gender, and social status in society.
This study aims to explore student-teachers’ perceptions of the benefits of micro-teaching class they have attended to their teaching internship. It also seeks to identify the most and the least likely aspects of teaching which have been sufficiently covered in the micro-teaching course. The participants of this study were ten senior EFL students at a State Islamic University in Indonesia who have taken a micro-teaching class and teaching internship program. The data from interviews and students’ written narratives reveal that these students perceive the micro-teaching class to be sufficiently helpful in their teaching internship phase. These students developed their basic pedagogical skills. They become more confident; develop communication skills, and most importantly, the micro-teaching class has helped them develop questioning skills. However, students’ interviews and written narratives also indicate that management skills, such as classroom and time management, and skills to write lesson plan are the least likely aspect of teaching covered during the micro-teaching class, which then become obstacles for them during their teaching internship.
An inclusive school where a school allocates all children without exception to one room regardless of differences in physical, intellectual, social, emotional and other conditional. This includes children with disabilities, children who are lazy to learn, children who are not gifted, street children, who are in the lower class. Inclusive education technology provides a very wide open and friendly space in learning, the inclusive education system always prioritizes mutual respect for differences. Therefore the inclusive educational technology system aims to remove barriers and solve problems and support the implementation of inclusive education for children with special needs. Several adaptive technologies are very important, namely NVDA (Non-Visual Desktop Access), JAWS (Job Access With Speech), I-Chat (I Can hear and talk). This service intends not to differentiate between children from one another, regardless of their background, economy and culture, so that they can develop learning like children in general. improving the success of the goals of inclusive school education.
Mayangsari, Indah. 2021. Kemampuan Menulis Resensi Siswa Kelas XI SMA Negeri 6 Kota Bengkulu. Program Studi Pendidikan Bahasa Indonesia. Jurusan Bahasa dan Seni. Fakultas Keguruan dan Ilmu Pendidikan. Universitas Bengkulu. Pembimbing (I) Dr. Ria Ariesta, M.Pd. Pembimbing (II) Rio Kurniawan, M.Pd. Penelitian ini bertujuan untuk mendeskripsikan kemampuan menulis resensi siswa kelas XI SMA Negeri 6 Kota Bengkulu. Metode yang digunakan dalam penelitian ini adalah metode deskriptif dengan pendekatan kuantitatif. Sampel penelitian berjumlah 35 siswa dari jumlah populasi. Teknik sampling yang diterapkan adalah sample random sampling . Pengumpulan data yang digunakan adalah teknik tes penugasan kepada siswa untuk menulis novel resensi Guru Halimah Wendra Ilyas. Hasil penelitian menunjukkan kemampuan menulis resensi siswa tergolong baik dengan perolehan nilai rata-rata sebesar 70,18. Pada aspek struktur tergolong baik dengan nilai rata-rata yang diperoleh 30,54, aspek penggunaan kalimat tergolong baik dengan nilai rata-rata 13,34, aspek pemilihan kata atau diksi tergolong baik dengan nilai rata-rata 13,37, penggunaan ejaan cukup dengan nilai rata-rata 12,92. Kata Kunci: Kemampuan, Menulis, Resensi, Novel Guru Halimah Karya Wendra Ilyas
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