Implementasi Pendidikan Multikultural melalui Mata Pelajaran PPKn untuk Mendukung Sikap Toleransi Siswa dalam Masyarakat Multikultur

Purnama, Shilmy

doi:10.31004/basicedu.v5i6.1561

Cited by 6 publications

(7 citation statements)

References 3 publications

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“…This knowledge of diversity makes students know and understand the existence of their classmates who are socially and culturally different. Once the differences are known, students will be guided to respect each other and show tolerance during the learning process in and outside the classroom (Purnama, 2021). The interaction between the teacher and the student is harmonious with the presence of openness to differences in both the teacher's background and the background of the student.…”

Section: Resultsmentioning

confidence: 99%

Multicultural Learning Competence Analysis of Teachers in Madrasah Ibtidaiyah

Sulistiono,

Mansur

2024

Bri

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Madrasah Ibtidaiyah Negeri I Malang shows a multicultural level in educational values. Therefore, the purpose of this research is to find out the pattern of teacher multicultural learning competencies in managing diversity from various backgrounds among the residents of MIN 1 Malang. This research used a qualitative approach to phenomenological research. Research findings and results: 1) multicultural experiences of teachers include; perception alerts, problem solving, and surveys. 2) The teacher's knowledge of the cultural background of students includes; knowledge of multicultural values and cultural knowledge of students. 3) teacher skills in multicultural-based learning include; transparent norms and expectations, awareness of change, and productive interaction. The conclusions in this study show that the competence of teachers at Madrasah Ibtidaiyah Negeri I Malang City in general has multicultural competence with interesting and unique patterns.

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Section: Resultsmentioning

confidence: 99%

Multicultural Learning Competence Analysis of Teachers in Madrasah Ibtidaiyah

Sulistiono,

Mansur

2024

Bri

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“…Penanaman nilai-nilai toleransi perlu diintegrasikan dalam keseharian siswa agar siswa mendapat gambaran serta teladan penuh untuk mewujudkan karakter toleransi tersebut (Djuniasih & Kosasih, 2019). Penanaman nilai menghargai, menghormati, toleransi, dan simpati menjadi bekal yang sangat diperlukan bagi siswa untuk menciptakan kedamaian dan penanggulangan konflik di kemudian hari (Purnama, 2021). Melalui sikap toleransi, para siswa dapat menghargai perbedaan agama, suku, etnis, pendapat, sikap, dan tindakan orang lain yang berbeda dari dirinya (Djuniasih & Kosasih, 2019).…”

Section: Gambar 1 Diagram Nilai Aktivitas Siswaunclassified

Implementasi Problem Based Learning Untuk Meningkatkan Karakter Toleransi Melalui Pendidikan Multikultural

Kurnia

Mukhlis²

2023

educatio

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Penelitian ini bertujuan untuk meningkatkan karater toleransi pada siswa guna terciptanya lingkungan yang kondusif baik secara fisik maupun psikis. Permasalahan siswa ini muncul dalam keseharian siswa baik selama pembelajaran berlangsung atau diluar kegiatan pembelajaran. Peningkatan karakter toleransi siswa dapat ditingkatkan melalui sebuah penerapan model pembelajaran Problem Based Learning yang dipersiapkan dengan dengan baik mulai dari tahap perencaan, pelaksanaan dan evaluasi. Penelitian ini menggunakan metode Penelitian Tindakan Kelas atau PTK dengan menggunakan desain Kemis Tagart. Adapun subjek penelitian adalah siswa kelas V SDN Cililitan 02. Intrumen yang digunakan adalah lembar observasi. Setiap pembelajaran berlangsung guru melakukan observasi dengan cara menceklis indikator karakter toleransi yang dimunculkan oleh siswa. Hasil penelitian menunjukan bahwa karakter toleransi meningkat dan mencapai terget penelitian selama 2 siklus. Pada siklus I peningkatan menunjukan angkat sebesar 81%,sedangkan pada siklus II mencapai angka 92%. SDengan begitu tujuan dari penelitian ini tercapai edengan meningkatnya karakter nilai toleransi siswa melalui impelemntasi model pembelajaran Problem Based Learning melalui pendidikan multikultural.

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“…. While multicultural attitudes are the target of this research, none other than because of the importance of multicultural attitude education given to students from an early age (Purnama, 2021). Therefore, this study focuses on practical problems related to learning interactions so that it has an impact on the formation of multicultural attitudes of students of different religions.…”

Section: On This Basis the Selection Of Research Loci At Taman Harapa...mentioning

confidence: 99%

Patterns Of Educational Interaction in the Formation of Multicultural Attitudes of Students in Multi Religious Schools

Gafur

2022

ELEMENTARY

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This study aims to describe the pattern of educational interaction that was built at Taman Harapan Elementary School, Malang City. This research approach is qualitative and contains one type of case study. On the Other Hand, the researcher examines interesting and unique things from the implementation of learning carried out in multi-religious schools (Taman Harapan Elementary School) which focuses on aspects of learning interaction patterns developed by teachers so that they can form a multicultural attitude. To dig up data and information related to this research activity, data collection techniques, participant observation, in-depth interviews, and document analysis will be used. Meanwhile, the data analysis technique using the interpretive approach refers to the interaction model of Milles, Huberman, and Saldana including 3 techniques; (1) data condensation, (2) data display, and (3) conclusion drawing/verification. After carrying out these stages, they then will be described in such a way that conclusions and research findings related to the pattern of educational interaction applied in Taman Harapan Elementary School, Malang City are obtained. The results of this study indicate that the educational interaction model in forming the multicultural attitude of Taman Harapan primary school students is realized through the construction of three models. The interaction between educators and multi-faith students on learning objectives, materials, and methods. First, educative interaction on learning objectives developed through analysis of multicultural values in the curriculum and school institutional goals. Secondly, educational interaction with learning materials. This interaction is built through a culture of values in the course content taught by the teacher and the reference books used. Third, the educational interaction on the teaching method developed by the teacher in the classroom. Includes the use of learning methods that can enable communication and communication between students and teachers, teachers and students, students and students based on multicultural values, respecting diversity and differences, tolerance, and openness.

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Implementasi Pendidikan Multikultural melalui Mata Pelajaran PPKn untuk Mendukung Sikap Toleransi Siswa dalam Masyarakat Multikultur

Cited by 6 publications

References 3 publications

Multicultural Learning Competence Analysis of Teachers in Madrasah Ibtidaiyah

Multicultural Learning Competence Analysis of Teachers in Madrasah Ibtidaiyah

Implementasi Problem Based Learning Untuk Meningkatkan Karakter Toleransi Melalui Pendidikan Multikultural

Patterns Of Educational Interaction in the Formation of Multicultural Attitudes of Students in Multi Religious Schools

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