Multicultural Education in Middle-School: Case study in Social Studies Learning

Amin Miftakhul 1 Indonesia , Muhammad Yarir Arafat 1 Indonesia
1 SMP IM Sumber Terang Gresik, Jawa Timur
Link Copied!
Published 2024-06-27
Vol. 3 No. 3 (2024) PAGES 195-203
DOI 10.51574/ijrer.v3i3.1725
Views / Downloads 258 423

The purpose of this research is to define the influence of multicultural education on junior high school students' acquisition of social studies knowledge. This study employs a qualitative and descriptive research approach. This study focuses on the Middle-School 6 Sidoarjo component, namely the instructor and students. The results of the data analysis and discussion show that the classroom implementation of multicultural education in social studies is effective. Students may be well-trained to influence and make a positive impact, among other desired outcomes. Be tolerant in accepting all differences, as they are manifestations of God's grace. Do not discriminate against friends who hold different beliefs; do not impose your own beliefs on others; allow others the freedom to choose their own beliefs; refrain from interfering with others' worship; continue to interact and behave well with those who hold dissimilar beliefs in worldly matters; show respect for those who are worshiping; and refrain from hating or hurting the feelings of those with differing beliefs or opinions. We expect these manifestations of tolerance to generate constructive energy, thereby preventing conflicts or disagreements among pupils.

Miftakhul, A. ., & Arafat, M. Y. . (2024). Multicultural Education in Middle-School: Case study in Social Studies Learning. ETDC: Indonesian Journal of Research and Educational Review , 3(3), 195–203. https://doi.org/10.51574/ijrer.v3i3.1725
More Citation Formats
Download Citation
  1. Andrews, K., & Aydin, H. (2020). Pre-service teachers' perceptions of global citizenship education in the social studies curriculum. Journal of Social Studies Education Research, 11(4), 84-113.
  2. Banks, J. A. (2010). Multicultural education: Characteristics and goals. Multicultural education: Issues and perspectives, 7, 3-32.
  3. Bentall, C. (2020). Continuing professional development of teachers in global learning: What works?. The Bloomsbury handbook of global education and learning, (26), 356-368.
  4. Coleman, E. B., & White, K. (Eds.). (2011). Religious tolerance, education and the curriculum. Springer Science & Business Media.
  5. DomNwachukwu, C. S. (2010). An introduction to multicultural education: From theory to practice. Rowman & Littlefield Publishers.
  6. Efendi, M. Y., & Lien, H. N. (2021). Implementation of multicultural education cooperative learning to develop character, nationalism and religious. Journal Of Teaching And Learning In Elementary Education, 4(1), 20-38.
  7. Ferrer-Estévez, M., & Chalmeta, R. (2021). Integrating sustainable development goals in educational institutions. The International Journal of Management Education, 19(2), 100494.
  8. Ghosh, R., & Galczynski, M. (2014). Redefining multicultural education: Inclusion and the right to be different. Canadian Scholars’ Press.
  9. Grant, C. A., & Sleeter, C. E. (2012). Doing multicultural education for achievement and equity. Routledge.
  10. Harrison, T., & Laco, D. (2022). Where’s the character education in online higher education? Constructivism, virtue ethics and roles of online educators. E-Learning and Digital Media, 19(6), 555-573.
  11. Hermino, A., & Arifin, I. (2020). Contextual character education for students in the senior high school. European Journal of Educational Research, 9(3), 1009-1023.
  12. Hoon, C. Y. (2017). Putting religion into multiculturalism: Conceptualising religious multiculturalism in Indonesia. Asian Studies Review, 41(3), 476-493.
  13. Hossain, M. I. (2023). Global Citizens, Civic Responsibility, and Intercultural Communication in a Rapidly Globalising Multicultural World: Community Revitalisation and Reflective Practise. Ethnopolitics, 1-28.
  14. Huda, M., Mustafa, M. C., & Mohamed, A. K. (2021). Understanding of multicultural sustainability through mutual acceptance: Voices from intercultural teachers’ previous early education. Sustainability, 13(10), 5377.
  15. Jayadi, K., Abduh, A., & Basri, M. (2022). A meta-analysis of multicultural education paradigm in Indonesia. Heliyon, 8(1).
  16. Johansson, T. R. (2024). In defence of multiculturalism–theoretical challenges. International Review of Sociology, 34(1), 75-89.
  17. Kirac, N. İ., Altinay, F., Dagli, G., Altinay, Z., Sharma, R., Shadiev, R., & Celebi, M. (2022). Multicultural education policies and connected ways of living during COVID-19: Role of educators as cultural transformers. Sustainability, 14(19), 12038.
  18. Lee, S. J., Jahng, K. E., & Kim, K. (2020). Light and shade of multicultural education in South Korea: Analysis through Bourdieu’s concept of capital. Journal for Multicultural Education, 14(2), 149-161.
  19. Lim, J., Shin, Y., Lee, S., Chun, M. S., Park, J., & Ihm, J. (2024). Improving learning effects of student-led and teacher-led discussion contingent on prediscussion activity. The Journal of Experimental Education, 92(4), 626-643.
  20. Liu, Q., Colak, F. Z., & Agirdag, O. (2020). Characteristics, issues, and future directions in Chinese multicultural education: A review of selected research 2000–2018. Asia Pacific Education Review, 21(2), 279-294.
  21. Loh, S. H. (2022). The continued relevance of multiculturalism: dissecting interculturalism and transculturalism. Ethnic and Racial Studies, 45(3), 385-406.
  22. Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. Thousand Oaks.
  23. Parkhouse, H., Lu, C. Y., & Massaro, V. R. (2019). Multicultural education professional development: A review of the literature. Review of educational research, 89(3), 416-458.
  24. Portera, A. (2020). Has multiculturalism failed? Let's start the era of interculturalism for facing diversity issues. Intercultural Education, 31(4), 390-406.
  25. Obiakor, F. E. (2023). Reducing hate through multicultural education and transformation. IAP.
  26. Raihani, R. (2018). Education for multicultural citizens in Indonesia: policies and practices. Compare: A Journal of Comparative and International Education, 48(6), 992-1009.
  27. Smits, T. F., & Janssenswillen, P. (2020). Multicultural teacher education: a cross-case exploration of pre-service language teachers’ approach to ethnic diversity. International Journal of Qualitative Studies in Education, 33(4), 421-445.
  28. Sulaiman, S., Musawir, M., & Aisda, S. (2023). Implementation of Multicultural Education to Strengthen Religious Tolerance Character. EDUCATIO: Journal of Education, 8(1), 92-100.
  29. Suryani, A., & Muslim, A. B. (2024). Religious Tolerance at School and Democratic Education. In Embracing Diversity: Preparing Future Teachers to Foster Religious Tolerance (pp. 81-99). Singapore: Springer Nature Singapore.
  30. Tesar, M., & Pangastuti, Y. (2024). From colonial legacies to inclusive futures: Transforming and reconceptualising early childhood education in Indonesia. Global Studies of Childhood, 20436106241268149.
  31. Velthuis, E., Verkuyten, M., & Smeekes, A. (2021). The different faces of social tolerance: Conceptualizing and measuring respect and coexistence tolerance. Social Indicators Research, 158(3), 1105-1125.

Similar Articles

<< < 29 30 31 32 33 34 35 36 37 38 > >> 

You may also start an advanced similarity search for this article.

Dimension Badge

Downloads

Downloads
Crossmark Badge
Crossmark Badge
Section
Articles
Keywords
Middle-School Multicultural Education Religion Social-Studies Tolerance