Pendidikan Multikultural Berbasis Kearifan Lokal Dalam Pembentukkan Karakter Peserta Didik Di Tanjungpinang-Kepri

Siriat, Lisken; Nurbayani, Siti

doi:10.17509/jpis.v27i2.11185

Cited by 4 publications

(5 citation statements)

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“…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). The implementation of multicultural education values based on Pela Gandong local wisdom between SMPN 9 Ambon City and SMPN 4 Salahutu Liang, Central Maluku Regency is as follows: 1.The transformation of Pela values continues to be carried out, namely adopting Pela education as Pela education between SMPN 9 Ambon City where 99% of the students and teachers are Christian, and SMPN 4 Salahutu Liang where 100% of the students and teachers are Muslim 2.Teacher exchange 3.Scout Activities 4.Camping, Christmas and iftar together Good relations between students and teachers in both schools are harmonious and increasingly harmonious.…”

Section: Multicultural Dimensionmentioning

confidence: 99%

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

Hasudungan¹

2022

JSSMS

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The purpose of this study is to describe how Pela Gandong as a model of multicultural education has been implemented between the State Junior High School (SMPN) 9 Ambon City and the State Junior High School (SMPN) 4 Salahutu Liang, Central Maluku Regency. The Ambon conflict became a very valuable lesson for the Indonesian people, especially the Ambonese-Maluku people. That the diversity that has been bestowed must be managed properly and is a reality of life. The Ambon conflict is the largest civil conflict based on ethnicity, religion, race and ethnicity (SARA) after the fall of the Suharto government on May 21, 1998. After the Ambon conflict ended, various parties began to think about how to do peacebuilding so that similar conflicts did not happen again. One of them is implementing multicultural education based on the local wisdom values of Pela Gandong. During the Ambon conflict resolution, Pela Gandong's local wisdom became the medium. The research method used is descriptive qualitative with a case study approach. Data was collected by means of literature study, interviews, observation, and document analysis. The results show that Pela Gandong contains multicultural values that have been built by the ancestors of the Maluku people, and is currently uniting Muslim and Christian students with a local cultural approach. The implementation is done by transforming Pela Gandong values in schools and teacher exchanges. Then jointly held; scouting activities, camping, Christmas, iftar, Sports and Arts Week. Both schools were also part of the 2013 film Provocateur of Peace as a campaign for peace and the spread of multicultural values.

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Section: Multicultural Dimensionmentioning

confidence: 99%

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

Hasudungan¹

2022

JSSMS

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“…However, it is not only limited to religious subjects but also other general subjects such as history subjects using cooperative learning models, discussions and group work and presentations [38], in natural science subject using a game approach [39], and in social science subject [40]. Likewise, it can be done with the local wisdom of local communities such as Gurindam Dua Belas in learning local wisdom [41]. Teachers can provide various teaching materials through multicultural education using various learning models appropriate for students.…”

Section: Implementation Of Multicultural Education and Religious Mode...mentioning

confidence: 99%

Multicultural Education and Religious Moderation Education: Strategies For Harmony Education in Schools

Syahrin,

Yasa,

Wirawan

et al. 2023

Proceedings of the 5th International Conference on Law, Social Sciences and Education, ICLSSE 2023, 1st June 2023, Singaraja, B

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Instilling an understanding of the diversity in society can start with educational institutions, including formal schools. Students become subjects in the teaching and learning process; thus understanding the diversity in society in the social environment is critical. Hence, forming this understanding can produce social practices that lead to harmony. One way is to implement multicultural education and religious moderation education in schools. This paper employed the literature study method. This paper aims to describe the characteristics and implementation of two harmony education strategies, namely multicultural education and moderate religious education in schools. The research results indicated differences in characteristics between multicultural education and religious moderation education based on the definition context. Furthermore, the overall implementation of these two educational strategies has similarities in integrating various values through subjects, local wisdom, and various school programs.

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“…Pada era globalisasi, dan modernisasi manusia sudah banyak yang memiliki sikap apatis dengan nilai-nilai kearifan lokal sebagai bagian dari multikultural bangsa dalam budaya (Syahrul, 2020;Syahrul et al, 2019). Dalam hal ini banyak ditemukan di asyarakat di mana satu sama lain sudah tidak saling menghargai perbedaan, keberagaman, dalam berbagai aspek seperti etnis, suku, budaya, dan agama (Nurbayani & Sriat, 2018).…”

Section: Pendahuluanunclassified

“…Penelitian yang pernah dilakukan sebelumnya oleh Nurbayani & Sriat (2018) tentang pendidikan multikultural berbasis kearifan lokal dalam pembentukkan karakter peserta didik di Tanjung Pinang Provinsi Kepualauan Riau. Mereka melihat bahwa pendidikan tidak dapat ditafsirkan terbatas sebagai implementasi ilmu pengetahuan saja, melainkan harus lebih luas, sehingga para peserta didik memiliki pemahaman terhadap kearifan lokal.…”

Section: Pendahuluanunclassified

Penanaman Nilai Kearifan Lokal pada Peserta Didik Melalui Pendidikan Multikultular

Syarif¹,

Ratuloly

2020

hrtg

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This study aims to find out the value of local wisdom in students and what factors influence the difference in local wisdom based on multikultular in elementary school. This research method is a qualitative description, data collection techniques are observation, interview and documentation. Data analysis starts from data collection, data reduction, withdrawal of conclusions.The results showed that local wisdom is embedded in elementary school students through formal and nonformal learning, formal learning includes daily teaching activities from 07:30-13:00 while nonformal learning includes extracurricular activities in the form of olaraga practice, dance, music and habituation of living together in the school environment. Fostering local wisdom in elementary school through learning activities teaching the learning process emphasizes on optimizing the role of rationality for students, practice and habituation of dissent. The factors that influence multicultural-based local wisdom differences in elementary schools are the diversity of students who have a wide range of religious differences, social status, gender, ability, age and race, and the collaboration of students in participating in sports and arts events. Abstrak Penelitian ini bertujuan mengetahui nilai kearifan lokal pada peserta didik dan faktor apa saja mempengaruhi perbedaan kearifan lokal berbasis multikultular di Sekolah Dasar. Metode penelitian ini adalah deskripsi kualitatif, teknik pengumpulan data adalah observasi, wawancara dan dokumentasi. Analisis data dimulai dari pengumpulan data, reduksi data, penarikan kesimpulan. Hasil penelitian menunjukkan bahwa kearifan lokal yang tertanam pada peserta didik Sekolah Dasar melalui pembelajaran formal dan nonformal, pembelajaran formal meliputi kegiatan belajar mengajar setiap hari dari jam 07:30-13:00 sedangkan pembelajaran nonformal meliputi ekstrakurikuler berupa latihan olaraga, tarian, musik dan pembiasaan hidup bersama di lingkungan sekolah. Penumbuhkan kearifan lokal di Sekolah Dasar dilakukan melalui proses pembelajaran yang menekankan pada optimalisasi peran rasionalitas bagi siswa, praktek dan pembiasaan perbedaan pendapat. Fakor-faktor yang mempengaruhi perbedaan kearifan lokal berbasis multikultural di Sekolah Dasar adalah keberagaman siswa karena memiliki berbagai macam perbedaan, yaitu, perbedaan agama, status sosial, dan ras, serta pengelaborasian peserta didik dalam mengikuti lomba olahraga dan seni. Kata kunci: kearifan lokal, pendidikan multikultural

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Pendidikan Multikultural Berbasis Kearifan Lokal Dalam Pembentukkan Karakter Peserta Didik Di Tanjungpinang-Kepri

Cited by 4 publications

References 0 publications

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

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

Multicultural Education and Religious Moderation Education: Strategies For Harmony Education in Schools

Penanaman Nilai Kearifan Lokal pada Peserta Didik Melalui Pendidikan Multikultular

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