Multicultural Education Based on Local Wisdom as an Alternative Values Education in Early-Childhood Education

Abstract

Education today is focused on the goal to establish intelligence, knowledge, personality and intelligence of children in an atmosphere of globalization, on that matter learning activities should directly engage learners with real life by then they will not be isolated and prepared for rapid changes in society. The importance of values' education to be something that cannot be avoided. Values' educations are long-term standards that help a person determine how they should approach a situation or person, which makes it an important component of determining how the future culture interacts and acts. Providing an education on values at a young age can ensure that they are guided by these principles throughout life challenges of education in Indonesia is the impact of globalization, including the heterogeneity of society, the degradation of moral values, and reduced mutual respect. Therefore, we need a new paradigm of education that is ready to face the conditions of social and cultural diversity of Indonesia. Paradigm is meant integrating local wisdom in multicultural education. Local wisdom is needed because Indonesia is a country full of diversity, which is the capital of culture born from the wealth of local knowledge (local wisdom). Through multicultural education based on local wisdom children's awareness to the importance of respecting other people, and different cultures will be nurtured. This article outlines how the development of multicultural education based on local wisdom in learning activities in early-childhood education.

Local Wisdom Values of the Bugis Community in Early Childhood Multicultural Learning

“…All of these character values are manifested in a behavior in everyday life (Annisa et al, 2020;Saputra & Ekawati, 2017). It is in line with previous study that state needed a new paradigm of education that is ready to face the conditions of social and cultural diversity of Indonesia (Hanifah, 2016). Paradigm is meant integrating local wisdom in multicultural education.…”

“…Previously study state that approaches of history, anthropology and archaeology, and especially through the study of local wisdom in Indonesia often characterizes these practices as the ability to maintain particular cultures against 'outside' influences (Asrial et al, 2021;Suprapto et al, 2021). The ability to accommodate elements from other cultures and to later integrate them is a form of self-preservation and in a sense gives direction to cultural development (Hanifah, 2016;Tohri et al, 2022). From this it can be underlined that phenomenological local wisdom should be seen as a kind of orientation, perception, pattern and framework of life, as well as a lifestyle.…”

Pela Gandong local wisdom as multicultural education model after the Ambon Conflict

“…That multicultural education based on local wisdom has an important role in providing understanding, learning, awareness for students regarding matters relating to the values of the local culture of the region (Hanifah, 2017;Suradi, 2018;Julianto & Subroto, 2019). It does not stop at this function, in fact multicultural education based on local wisdom also plays an active and important role in an action to implement values to others, society, environment, religion, and to God (Siriat & Nurbayani, 2018).…”