MULTICULTURAL EDUCATION IN THE PERSPECTIVE OF
that enable students to work for social justice;
which is a process where teachers and pupils learn the importance of cultural variables for academic success; and apply the science of critical education that gives attention to the wake of social knowledge and helps students to develop skills in decision- making and social action.
The main objective of multicultural education is to change the entire environment or an atmosphere of education by increasing respect or attention to cultural groups where the diversity exists to get the same education (a right to be educated) (James A. Banks, 1987: 29-30). Pay said that multicultural education is the main goal of lifelong learning (Young Pay, 1990: 109). Yet, the main problems related to multicultural education is social justice, democracy, and human rights (HAR Tilaar, 2003: 67 ). These three aspects, which are closely related to the economic, political and legal, means that they have something to do with education, even education has a significant role to create human beings with social justice, with a vision of democratic politics, and emerging rights and dignity of other people. Not surprisingly, multicultural education is also related to issues of political, social, cultural, moral, educational and religious (HAR Tilaar, 2003:168 quaoted Dwiningrum 2013)
Multicultural education is expected to “create”
students with independence and critical thinking ability. As explained by Zamroni (2011) the expected results of multicultural education are as follows: (a). Students have strong critical thinking ability, so that it can help them reviewing the presented materials critically and constructively;
(B) Students have an awareness of being suspicious of others, and examine why and where the feeling (suspicious) appears as well as continue to assess how to remove the suspicious feeling:(C) Students understand that each science is like a double-edged knife, where there is a good side and there is a bad side as well. All depend on who has the knowledge;
(D) Students have the skills to utilize and implement science they know; (F) Students are as learning persons, keep learning wherever and whenever possible; (G) The students have aspirations to occupy an achievement in relation to their knowledge, but keep being aware that the position must be achieved with hard work; (H) The students understand the relevance of what is learned to the conditions and problems encountered by the nation ( quaoted Dwiningrum 2014)
Multicultural education aims to help learners:
(1) understand the who they actually are and groups in society where they belong, (2) to respect and appreciate cultural diversity and socio-historical ethnic, (3) stop being ethnocentric and prejudiced (prejudice) , (4) understand the factors of social, economic, psychological, and historical causes of ethnic polarization and alienation of ethnic
inequality (5) improve the ability to critically analyze routine matters and issues through a democratic process through a vision of a better society , fair and free and (6) develop a meaningful identity for everyone .
Based on the explanation above, it can be concluded that multicultural education is expected to make personal respect for differences, and to be fair and have the independence to think critically particularly in overcoming the encountered problems.
2.2 Schools and multicultural education The school has a strategic role in implementing multiculture-based education.
However, the paradigm of multicultural education is not internalized by the whole community. In fact, there is a tendency that the practice of multicultural education is not yet realized both in teaching and learning, or being integrated in the educational process at school. Therefore, building the ideal concept of this paradigm has not been so united in a school in Indonesia. In this case Zamroni proposes a scheme of multicultural education paradigm as follows (2011) (a) Multicultural education is the core of creating equal education for all citizens; (B) Multicultural education is not just a change in curriculum or teaching methods change; (C) Multicultural education to transform the awareness that gives the direction should be toward the transformation of educational practices; (D) Experience shows that efforts to narrow the education gap misdirected posed a growing imbalance; (E) Multicultural education aims to do something, namely to build a bridge between the curriculum and the character of teachers, pedagogy, classroom atmosphere and school culture in order to build a vision of the school which upholds equality qouated Dwinigrum 2013, 2014 ).
School has a very strategic role in implementing multicultural education. Because the school has a social function in a variety of forms of socio-cultural transformation that took place gradually and continuously. In this case, multicultural education at school as a reform movement is designed to produce a transformation in the school. School as a social system (school as a social system) which consists of parts and variables which are interrelated. Thus, to establish schools that uphold equality of educational opportunities, the entire principal component of school is substantively adapted to its competence. If one of the variables of school, such as curriculum is replaced, then it cannot produce multicultural education (JA Banks, 1997: 26). Suyata also said that to achieve a multicultural education in the school system, the school should not be built by the elite (luxurious) culture. Schools need to change the strategy of the culture of the elite (luxurious) to the majority of people whose culture is really
pluralistic. With this strategy, mobilization, support, and participation of the wider community can be realized (Suyata, 2001: 21).:
Thus, education is more successful in conditions where socio-cultural background of their students is obviously different. As described by James A. Banks (2002:14), multicultural education is a way of looking at reality and a way of thinking, and not just the content of the diverse ethnic groups, races, and cultures. Specifically, Banks stated that multicultural education can be conceptualized into five dimensions (quoted Dwiningrum, 2014):
1) Content integration; integration of content is addresed to the extent to which the teacher uses examples and content from diverse cultures and groups to illustrate the concepts, principles, generalizations and major theories in the subject area or discipline.
2) Knowledge process forming; something related to which teachers help students understand, investigate, and to determine how cultural assumptions implied, terms of reference, perspectives and prejudices in the discipline affects the way knowledge is compiled.
3) Declining prejudice; This dimension focuses on the characteristics of students' racial attitudes and how these attitudes can be changed with the methods and teaching process.
4) Pedagogy of equality; pedagogy of equality exists when teachers change their teaching to the way that will facilitate the academic achievement of students from different racial, cultural, and social classes. Included in the pedagogy of this is the use of a variety of teaching styles that are consistent with many learning styles in a variety of cultural and racial groups.
5) School culture and structure that empowers schools; the practice of grouping and naming of sports participation, achievement disproportionate, and the interaction of the staff, and student among ethnic and race are some of the components of school culture that must be studied to create a school culture that empowers students from diverse groups, races, ethnicities and cultures.
6) Students have their goal to achieve in relation to what they are learning.
7) Students understand the interrelationship between what they are learning and the problems they are encountering in their daily life.
Based on this dimensions, it is obvious that the dimension of multicultural education needs to be concerned.
2.3 Research Framework
The failure of education especially in a discriminatory educational practices still cause a lot
of problems. Various problems of education in Indonesia occurred because multicultural education has not been implemented as one of the progressive approaches for education transformation.
Multicultural education is necessary for people living in diversity of cultures. The paradigm of multicultural education in general has not been owned by the whole community. In fact, there is a tendency that the practice of multicultural education is not yet realized in teaching and learning, or integrated in the educational process at school. In addition, the concept of paradigm of education has not been so united in education in Indonesia.
Teachers and students have an important role in the process of multicultural education. Knowledge of teachers and students about the concept of character education is also needed so that schools can revitalize a behavior that has been aimed particularly at applying multicultural education at school.
3. Research Methods
The study was conducted in high school in Yogyarta .The selected schools are schools that do not have a specific program to implement multicultural education The research method is a qualitative research study in which the subjects were teachers and students. The data were analyzed thorugh qualitative research which is done by reducing the data collection and the presentation of the data. Data triangulation is performed by the repetition of information obtained through a variety of methods, sources of data, time, and settings. The data were collected through interviews and observations The method used is qualitative method with the active participation of the author in the study. Data collection technique is using questionnaires, observation, interviews, and documentation. While data analysis is to organize, sort, categorize and give a specific code and category.
4. Results adn Discussions
4.1 The dimensions of multicultural education Multicultural education has not been designed specifically in the curriculum at the school, but in practice the multicultural dimension has been integrated in the learning process in schools, in general of results of the data analysis of teachers stated that the concept of integrated multicultural education in religious learning, academic activities, and local wisdom. Multicultural education, if it is integrated into the curriculum of the multicultural education is considered to help students appreciate the character formation of equality. Studies on multicultural education related to various aspects of human life, as well as economic, social and cultural. In general, the results of the study concluded that the material related to multicultural
education directly or indirectly been socialized in the learning process at school. However, it sis till found that the school has not integrated multicultural education in the learning process intensively. However, most teachers realize that multicultural values are contained in teaching materials, as presented from teachers that the values of multicultural values which include race, ethnicity, caste, language and religion to be included in instructional materials by subject teachers. In addition, teachers alsoneed to socialize the core values on students to respect each other, understand the importance of living in togetherness and love each other with affection. Furthermore, it was concluded that the majority of teachers agree that multicultural education can be integrated in the school curriculum, especially related to the awareness of the importance of appreciating differences/diversity of race, religion and ethnicity need to be understood by all teachers' lesson. Based on these data it can be concluded that the process of multicultural education can be integrated by all subjects especially by the teachers of the schools.
In a theoretical perspective as described by Banks (2002: 14) it is stated based on the data of the teachers it can be interpreted that the teacher has already possessed the reality and a way of thinking about the diversity in relation to ethnic groups, races, and cultures. However, in particular, the understanding of teachers based on the analysis of the integration of content, the teacher is considered to be implementing multicultural education although the process is not optimal yet, because the scope is limited to its ideal concept as well as the principles of fairness, equality and togetherness. Furthermore, the results also prove that multicultural education has not been included in the curriculum, but teachers directly and indirectly already tried to implement pedagogical equality, for example; accepting differences and also being fair with others. Teachers are also trying to instill the value of multicultural education in the subject matter/lessons especially the value of appreciating others, especially by reducing prejudice in their social life.
From the students’ point of view, the effects of multicultural education can not be evaluated systemically, but the impact of the multiultural education is reflected by the answers of the students which is applicable in a variety of cultures. School culture and school structure that encourages students can create a culture of mutual respect for differences of race, ethnicity, and culture. More specifically, the students have an ideal position regarding what will be achieved in line with what is learned. Students can understand the relevance of what is done with various problems in society within the nation with its diversity.
4.2 The meaningfulness of multicultural education
The meaning of multicultural education has not been fully understood by the teachers and the students themselves. Differences of opinion proves that the meaning of multicultural education is not understood by teachers and students through the same symbol/concept. Such a condition occasionally occurs in education, because of the socialization process is influenced by many factors such as: experiential learning, socialization and accumulative knowledge. In addition, the difference in meaning is reasonable if it is not followed by personal interests or the interests of the group.
From the data the student and teachers’ opinion about multicultural education can be distinguished as follows:
Table 1. The meaningfulness of Multicultural education from the perspectives of Teachers and Students
Students’ Opinion Teachers’ Opinion Students are able to
elaborate scientific sciences
Teachers understand that multiculturalism is not merely diversity. Yet it is a way of enriching cultural varieties to unite the nation.
Students learn cultures, customs and religious matters.
Teachers are able to visualize cultural diversity, customs and in a particular society.
Students are aware of the existence of the
differences of tribes, caste, race and beliefs in their social environment.
Teachers understand the value as the diversity among existing knowledge and cultures, and its applications in their daily life.
Students see each other withour considering their background (emerging the value of equality)
Teachers need to implement the principles of equal teaching despite the diversity.
Students are able to enrich the culture of their school
Teacher has as significant role to instill character values in students’ daily life Students try to learn the
nation’s culture
Teachers instill the value of togetherness, being helpful and keeping the unity among students in the learning process Students are able to
maintain cooperation
Teachers need to act fairly to sope with diversity among students
Students are aware that the diversity will help them to unite as a nation bangsa Indonesia.
Teachers learn how to apply equality in the learning process.
Source: taken from primary data
Based on the above data it can be concluded that there are so many concepts about meanings related to multicultural education. This proves that multicultural education still needs to be
disseminated in public life. However, there is the same tendency that multicultural education is considered good and important for students and teachers. In addition , based on the above data it can be concluded that there is a similar tendency that the teachers already assess the importance of multicultural education . Assessed multicultural education will give a positive impact to the lives of a pluralistic society. Finally, multicultural education can create a more peaceful life and peaceful society in the future.
5. Conclusion
The study concluded that multicultural education is not specifically included in the curriculum, yet the basic principle in multicultural education has begun to be integrated and internalized in the teaching-learning process by the teacher directly and indirectly. The importance of multicultural education is equally important for teachers and students, despite the different perspective. However, teachers and students tend to agree that multicultural education can form a private student who can appreciate both difference and equality; be fair and have the independence to think critically to encounter and solve problems .
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