CURRICULUM EDUCATION OF EARLY CHILDHOOD BASED ON MULTICULTURE TO CHANGE VALUE CHARACTER IN CHILDREN
Nelti Rizka1, Dadan Suryana2 Universitas Negeri Padang
Jl. Prof Hamka Air Tawar Padang Sumatera Barat
Curriculum 2013 Early Childhood Education aims to encourage the development of the potential of children to have readiness for further education. One aspect that needs to be considered in preparing the curriculum of early childhood is the cultural aspect because Indonesia is one of the largest multidimensional countries in the world, but the problem is often conflict due to the diversity that is owned by our country. Tribal, Religious, Racial and Interreligious Differences become tools used by a handful of people to attack each other. This may be the reaction of our unpreparedness to the multicultural concept in our country. It is therefore necessary to build awareness about multicultural from an early age to build a multicultural self-awareness in a child.
The curriculum based on multicultural education at the early childhood stage is to instill in children that people living around, elsewhere and in this world are so diverse that the child is expected to be able to regulate and control his emotions when interspersed with differences.
Therefore, it is expected that educators can apply curriculum based on multicultural education since early in social learning, art, and culture will be able to inculcate the character value of the spirit of nationality and love of the homeland in early childhood.
Keywords: Curriculum, Multicultural Education; Character; Early Childhood
INTRODUCTION
Law No.20 of 2003 on National Education System in Article 1 states that the curriculum is a set of plans and arrangements concerning objectives, content, and lesson materials and ways used as guidelines for the implementation of learning activities to achieve certain educational goals. Since TP. 2014/2015 in Indonesia began to use the Curriculum 2013, including in Early Childhood Education which aims to encourage the development of the potential of children to have readiness to pursue further education.
Curriculum 2013 PAUD is designed with various characteristics as follows: 1).
optimizing child development that includes:
aspects of religious and moral values, physical-motor, cognitive, language,
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emotional, social and art that is reflected in the balance of attitude, knowledge, and skill competencies; 2). using thematic learning with a scientific approach in the provision of educational stimuli; 3). using authentic assessment in monitoring child development; and 4). empowering the role of parents in the learning process (Regulation of the Minister of Education and Culture of RI No.146 of 2014)
To stimulate early childhood must be through a creative curriculum based on actual research, as well as integrated services between schools and families.
According to the results of brain development research, a good learning strategy today is learning that can grow and develop brain nerve cells through learning that activates all the five senses of children
and children get direct experience of learning activities will make the brain structure to grow properly (D. Suryana, 2014)
One aspect that needs to be considered in preparing the curriculum of early childhood is the cultural aspect because Indonesia is one of the largest multidimensional countries in the world.
The truth of this statement can be seen from Indonesia's diverse sociocultural and geographic conditions. Currently, the number of islands in the territory of the Unitary State of the Republic of Indonesia (NKRI) more than 13,000 large and small islands. Its population is over 200 million inhabitants, comprising 300 tribes using nearly 200 different languages. In addition, they also embrace diverse religions and beliefs such as Islam, Catholicism, Protestant Christianity, Hinduism, Buddhism, Confucianism and various beliefs (Yaqin, 2007).
The diversity of Indonesian society is a challenge for all of us, whether to be a cultural capital or even a cultural conflict.
But unfortunately, lately are being warmly reported on the issue of conflict due to diversity owned by our country. Differences Tribe, Religion, Race and Interaction (SARA) become a tool used by a handful of people to attack each other because the indicator of the occurrence of divisions in our nation in a transparent we can read. This may be the reaction of our unpreparedness to the multicultural concept in our country.
Therefore it is necessary to build awareness about multicultural in our society so as not easy to be divided because of differences.
Multicultural ideologies need to be instilled early on to our children so as to instill a strong national character value for the next generation (Awaru, 2016).
According to James. A Banks (2010), multicultural education is an idea, an educational reform movement, and a process whose primary purpose is to change the structure of educational institutions so that male and female students, outstanding
students, and students who are members of diverse races, ethnic, linguistic and cultural groups will have equal opportunities to achieve academic in school. Others argue that multicultural education is the process and strategy used to shape the attitudes of everyone to respect others by the differences that exist in themselves from the cultural, racial, ethnic, religious, social, and gender aspects of that of others, because everyone has different dimensions in experience, thoughts, perceptions, attitudes, behavior and behavior in everyday life (Sukoco, 2015).
Multicultural education is very important to be implemented from an early age as an effort to build a self-awareness multiculturalin a child so that early childhood has equality values that do not consider himself and his own group as superior over another is very important. If early learners are familiarized to understand each group's differences and plurality, then at least learners will be able to organize and control their emotions when intersecting with differences, because it is equipped with perspectives and views that appreciate any differences. This is important because on the one hand, diversity in Indonesia is a reality that children will experience as they grow, but on the other hand, today many emerging religious social groups are spreading the values of intolerance (Tilaar, 2002).
Research Alves (2016) supports the importance of implementing multicultural education in Early Childhood Education.
The results clearly show that openness and respect for differences between very different cultures can be effectively addressed through deliberate multicultural instruction in the preschool class. Further explained by Suniti (2014) that multicultural education must be approached with learning strategies and curriculum that lead to the learning process. The design of a multicultural curriculum based on multiculturalism is very important to note that through this Education process can
make children accept others equally and respect their religion, culture, and ethnic differences. Therefore the curriculum model with a wide range of themes is a highly recommended curriculum model.
The theme is meant in early childhood learning is a tool or container to introduce the various concepts to learners in their entirety. In learning, themes are given with the intention of uniting the contents of the curriculum in one unified whole, enriching the language of learners and making learning more meaningful. The use of the theme meant that learners are able to recognize various concepts easily and clearly (D. Suryana, 2016).
Based on the ideal conditions and problems above it is necessary to discuss about the Design of Early Education Curriculum Based on Multicultural Education which focuses on learning the diversity of cultures from an early age. This curriculum aims to enable children to appreciate the diversity of their existing culture, to have a sense of tolerance for the differences and to finally be able to instill a good nation character in early childhood to love the differences that exist in Indonesia.
DISCUSSION
Concept of Multicultural Education Etymologically, multicultural education consists of two words: education and multicultural. Education is an attempt to cultivate and develop innate potentials, both physical and spiritual, in accordance with the values that exist in society and culture (Mahfud in Suniti, 2014). While multiculturalism consists of two words namely "multi" which means plural (type- type) and "culturalism" containing cultural or cultural sense (Tilaar, 2004). Based on the meaning of each of these words it can be understood that multicultural education is an attempt to cultivate and develop potentials in society and environment related to cultural diversity.
According to James. A Banks &
Banks (2010), multicultural education is an
idea, an educational reform movement, and a process whose primary purpose is to change the structure of educational institutions so that male and female students, outstanding students, and students who are members of diverse races, ethnicities, and group culture will have equal opportunity to achieve academic in school. Humans as individuals in a group will be confronted with the reality of differences with other members in the group, which can ultimately affect their behavior
Multicultural education is an educational strategy that applies to all types of subjects that accommodate cultural differences that exist in the learner, such as ethnic, religious, linguistic, gender, social class, ability and age differences, in order for the learning process to be effective and easy. Multicultural education applied in the learning process is important to foster the character of early childhood that is democratic, humanist and pluralist character in their environment (Yaqin, 2007). Meanwhile, in other words, multicultural education is a process and strategy to shape the attitude of everyone to respect others with the differences that exist on him from the cultural, racial, ethnic, religious, social, and gender aspects of that of others because people have different dimensions in their experiences, thoughts, perceptions, attitudes, and behaviors in everyday life (Sukoco, 2015).
From some of the above understanding it can be concluded that multicultural education is an effort to awareness and development of one's potential to be able to appreciate and respect the diversity of culture, race, sexuality and gender, ethnicity, religion, social and economic status owned by others.
Multicultural education should be given to learners as early as possible so as to foster the character of learners to be able to accept and appreciate differences, criticism, and have a sense of tolerance among others.
The Multicultural Education Approach is a progressive approach and is in line with the principle of education provision contained in the Law on National Education System No.20 of 2003 in Article 4 paragraph 1 which states that Education is held in a democratic and fair and non- discriminatory manner by upholding human rights human, religious values, cultural values, and national pluralism.
Implementation of multicultural education is important for the inculcation of character values because education has an important role to shape the nation's identity.
Education can be a medium of learning for all ages and people to become a mature human character. In education, it is important to grow the values of character to each learner according to himself.
Therefore, for more meaningful pursuit and hence the multicultural education needs to be implemented early on, that is through Early Childhood Education. This is because children are in golden age (golden age) is the age where children have a high absorptive capacity of the environment so it is expected to inculcate the value of good character to children from an early age (Wartini, 2015).
The Importance of Early Character Cultivation Character
education is a very important thing in building a civilized and dignified nation, both in the eyes of God, the international world, and human beings. The crisis of national character that is now increasingly prevalent among the younger generation, even the previous generation increasingly gave birth to concern for the sake of concern. Every day, the media continues to be flooded with news of crime, murder, increasing promiscuity, rampant child violence, teenagers, women, and so on. We are increasingly aware, that now the values of Pancasila noble slowly began tersisihkan (Setiawati, 2017)
In terminologis 'character' is defined as human nature in general that depends on
the factor of his own life. Literally 'character' is the quality or strength of mental or moral, morality or character of the individual who is a special personality that distinguishes it from other individuals (Hidayatullah, 2010). According to the complete dictionary of Indonesian, character is the psychological traits, morality, manners that distinguish someone from others, character, character (Language Team Pustaka Agung Harapan, 2003).
According to Aristotle, character is a good character as living with true behavior. Correct behavior in relationships with others and with oneself (Lickona, 2014). Furthermore, according to researchers, character education is a good attitude towards God, Man, and Nature.
These three things must be balanced in order to form a harmonious character, full of tolerance, and democracy.
Indonesia Heritage Foundation (IHF), has compiled a series of values that should be taught to children, which is then summarized into 9 pillars of character are:
(Andrianto, 2011)
1. Character of love God Almighty and all creation His
2. independence and responsibility 3. Honesty / trustworthy and wise 4. Respectful and generous
5. Generous, helpful and cooperative 6. Self-confidence, creative, and
hardworking
7. Leadership and justice 8. Good and humble
9. Tolerance, peace and unity
Qualified characters need to be established and nurtured from an early age.
There are some parties that strongly influence the formation of children's character, such as family, community environment, peers, school environment, etc. Many experts say that the failure of planting a character to someone from an early age will form a problematic person in his later adulthood. Having a noble character is not automatically so human
beings are born, but it requires a long process through caregivers (Setiawati, 2017). In addition there are also opinions that say that the character can be formed through the stage of thought, attitude, action, and habituation. Character is the value of values that underlies human behavior based on religious, cultural, legal or constitutional norms, customs, and aesthetics. When associated with education, character education is a planned effort to stimulate learners to recognize, care, and internalize values so that learners behave as kamil (Y. Suryana & Rusdiana, 2015)
Character education aims to improve the quality of organization and results education in schools that lead to the attainment of character formation or noble character of learners as a whole, integrated, and balanced, according to the competency standards of graduates. Through character education students are expected to be able to independently improve and use their knowledge, review and internalize and personalize the values of character and noble character that manifested in everyday behavior.
Hidayatullah (2010) explains that strategy in character education can be done through the following attitudes: exemplary, disciplinary planting, habituation, creating conductive atmosphere, and integration &
internalization. Furthermore, there are 3 ways to educate the character of early childhood, namely:
1. Change the environment, conduct character education by organizing rules and consequences at school and at home.
2. Provide knowledge, provide knowledge of how to perform the behavior that is expected to appear in daily and applied.
3. Conditions of emotion, human emotion is 88% control in human life. If able to touch his emotions and provide the right information then the information will settle in his life.
Curriculum Multicultural Educationin Early Childhood
To stimulate early childhood through a creative curriculum based on actual research, as well as integrated services between schools and families. A good learning strategy right now according to the results of brain development research is a learning that can grow and develop brain nerve cells through pemhelajann that activate all the five senses of children and children get direct experience of learning activities will make the brain structure to thrive. Each school evaluates the current curriculum, constantly improving learning strategies, comfortable classroom management for teachers while teaching and tranquility for children who are studying, an assessment done to observe each child's development so that they can discover the uniqueness of the child . Creative curriculum emphasizes how classroom management and positive appreciation of teacher interaction with children (D. Suryana, 2014).
Law No. 20 of 2003 on the National Education System states that the curriculum is a set of plans and arrangements concerning objectives, content, and lesson materials and ways used as guidelines for the implementation of learning activities to achieve certain educational goals. Based on this understanding, there are two dimensions of the curriculum. The first dimension is the plan and arrangement of objectives, content, and lesson materials, while the second is the way used for learning activities. Curriculum 2013 Early Childhood Education enacted from the academic year 2014/2015 fulfills both dimensions.
Curriculum 2013 Early Childhood Education aims to encourage the development of the potential of children to have readiness to pursue further education that is designed with the following characteristics: 1). optimizing child development that includes: aspects of religious and moral values, physical-motor,
cognitive, language, emotional, social and art that is reflected in the balance of attitude, knowledge, and skill competencies; 2).
using thematic learning with a scientific approach in the provision of educational stimuli; 3). using authentic assessment in monitoring child development; and 4).
empowering the role of parents in the learning process (Regulation of the Minister of Education and Culture of RI No.146 of 2014)
Curriculum 2013 Early Childhood Education develops the learning experience to build self-competence necessary for life in the present and future by burning on the culture that is owned because participants students are the heirs of a creative nation culture. In addition, the curriculum of 2013 PAUD also introduces the culture of the nation as belonging to the child's life, so that the children are expected to care, love and pride the culture that must be treated and preserved because the learners are active learners and have the talent to learn about various things around them (D Suryana, 2016).
Implementation of the 2013 curriculum using a scientific approach in learning is a learning process designed in such a way that students actively construct concepts, laws or principles through observing observations (to identify or find problems), formulating magazines, proposing or formulating hypotheses, collecting data with various techniques , analyzing data, drawing conclusions and communicating concepts, laws or principles that are "discovered". The scientific approach is intended to provide understanding to the students in knowing, understanding the various materials using a scientific approach, that information can come from anywhere, anytime, regardless of teacher's in-line information. Therefore, the expected learning conditions created are directed to encourage students to find out from various sources through observation, and not just be notified (Hosnan 2013 in D.
Suryana, 2017).
The development of a curriculum that uses a multicultural approach should be based on the following principles: 1) Cultural diversity forms the basis for determining philosophy, model theory, and school relations with the socio-cultural environment 2) Cultural diversity forms the basis for developing various curriculum components such as objectives, content, processes and evaluation 3) Culture within the educational unit is the source of learning and study objects that should be part of the learning activities of the students, and 4) The curriculum serves as a medium in developing regional culture and national culture (Suniti, 2014).
Wartini's research (2015) shows that multicultural education based on Indonesian character is implemented by developing the curriculum of National Education Regulation 58 and the Curriculum of Early Childhood Education 2013. In addition, by studying the diversity of Indonesian people according to the environment of Sanggar Anak Alam (SALAM). The development of this curriculum emphasizes the self-concept, so that it grows in the learner's identity as the Indonesian nation. In addition, according to SALAM the curriculum is not a dead price, but the curriculum is life itself, which is grateful, industrious, and tenacious. These values are the value of educational character that has been developed in education, where these values are developed from the life of the surrounding environment.
Provision of Early Childhood Learning Materials is based on something tangible and Education is appropriate for preschoolers. The development method used is full of inspiration so as to be able to introduce the child to something new dimension with fun in Education. Early childhood education should develop the ability for children to act creatively (D.Suryana, 2013).
Learning on multicultural education is integrated in all aspects of child development, ie cognitive, motor, language,
social, and emotional child. The learning is also integrated with each other, integrated because the learning is designed thematically integrative according to life. It aims to build children who are integrative, ie mature aspects of child development and able in various sciences or in accordance with their respective intelligence.
According to Hanum (2009), there are several ways to implement multicultural education with a contribution approach in Kindergarten which is as follows:
1. Introducing various forms of custom homes and clothes from different ethnicities
2. Invite students to taste different foods from different regions alternately
3. Listen on students of other regional songs
4. Indicate different ways of dressing both from tribes and from other countries 5. Introduce finger-fighters from different
regions within and outside the country 6. Show different places and ways of
worship
7. Ask different ethnic students to tell about marriage ceremonies the breadth family 8. Introduce some important vocabulary
words that come from tribes or nations (races), for example: thank you (Java), muliate (Batak), Thank You (British), English (China), and so
9. Introduce call- calls for boys and girls.
For example: upik (Padang), ujang (Sunda), Koko (China), and so on.
Other factors that influence the success of multicultural education-based learning in early childhood is the use of appropriate and appealing media for children. The Ya-Huei (2014) study in Taiwan was able to explain the success of multicultural education by using children's picture book media. From the research results found that children who learn is a combination of various people around the world, but they assume that people 09dengan different cultural backgrounds can still mingle with each other. In other words, early childhoods on this developmental phrase do not limit
themselves from various groups. In addition, the narrative of children's multicultural drawing books, the authenticity of illustrations and content has a major influence on the cognitive and understanding of children. In other words, the authenticity of each picture book not only excites children's responses to picture books, but also stimulates them to express their own feelings through a mature language.
To support the introduction of diverse cultures in early childhood, learning through children's picture books requires teachers to have an understanding of the development of children's literacy, which refers to the importance of a learning-rich environment in learning to read, the recognition of the role of picture books in literacy learning, and the importance of reading for early childhood. Undoubtedly, picture books offer children the opportunity to practice what they already know about different cultures and social and cognitive improvements from different groups as it seems that some characteristics of the drawing book provide special motivations and opportunities for early childhood understanding of multiculturalism. When teachers offer suggestions, ask open questions, and use the language described, children can keep on tasks, and solve more problems related to different cultures. In short, early childhood will prepare for the success of multicultural education when engaged in picture books containing a variety of cultural issues.
So it can be concluded that the curriculum based on multicultural education at the stage of early childhood is to instill in learners that humans who live around and elsewhere and in this world are very diverse. Actually all the same value.
Equally home, food, song, dress, figure, worship, marriage, meaning of the word and so forth. Thus the students begin to understand that there are different ways but the same meaning and value so that they can learn to accept differences with a pleasant
sense process, meaning that students feel that the difference is not a problem but a gift (Hanum, 2009). So, to introduce the cultural diversity in early childhood is very necessary creativity of teachers to create an interesting learning strategy and fun so that children can easily achieve the expected learning objectives and able to socialize with the diversity of existing culture.
Multicultural Education for Early Character Cultivation Multicultural
education should begin in early childhood education because the teaching of cultural diversity from an early age will help children develop their identity and enhance their cultural knowledge and understanding. According Tilaar (2002) multicultural education is very important applied early on to build a self-awareness multiculturalin a child. Therefore, the values of equality that do not consider themselves and their own group as superior over others are very important to be implanted to the child as early as possible.
If at an early age, learners are familiarized to understand each group's differences and plurality, then at least learners will be able to organize and control their emotions when intersecting with differences, because it is equipped with perspectives and views that appreciate any differences. This is important because on the one hand diversity in Indonesia is a reality that children will experience as they grow, but on the other hand, today many emerging religious social groups are spreading the values of intolerance.
To build the character of the nation then it takes maximum effort and done early on every individual. There are various ways that must be taken to build the character of the nation, where one of them through the application of education based on multicultural schools. Multicultural education is a policy that comes from a deep awareness that people should respect and uphold the differences, including the reality of the existence of various ethnic, ethnic,
linguistic, and community cultures, thus requiring the existence of equitable fair educational systems and practices so that all students regardless of their background can get a decent educational service to achieve optimal performance. Those applying to the school use four approaches: a contribution approach, an additive approach, a transformative approach and a social action approach. The adherence to the dimensions of multicultural education is the content integration dimension, theknowledge constructiondimension, the equity
paedagogy, theprejudice
reductiondimension, the dimension of cultural empowerment schools and social structures (Awaru, 2016).
Multicultural education always emphasizes the value of character, because in social learning, art, and culture that is contained in the community is always excavated and introduced to children from an early age, either in activities with the community or school activities. The Indonesian character is based on Pancasila and the basic values of Indonesian character, the spirit of nationalism and love of the country. Such things are introduced and embedded early on by using creative games, with traditional games, traditional and modern songs, and the use and preservation of the school environment together. The cultivation of character values is done by habituation and invites to read the environment around in everyday life. So the knowledge gained will be more meaningful because obtained from the knowledge and experience itself which later developed in school (Wartini, 2015).
The results of Eliza's research (2017) show that many stories, legends and fairy tales based on local wisdom values of Minangkabau culture that can shape the character of the child. The story comes from a printed book into a collection of traditional stories, fairy tales, legends, songs and children's games printed like the fabled Malin Kundang. While kaba sourced from Kaba that has been printed and the
results of various studies. Kaba or stories such as Sabai nan aluih, Rabak Dilabuah, are complex story structures for children.
However, from the story is then made paraphrase, then just told the child and adjusted the language with the ability to think and language development of children. In other words the story first analyzed the values of local wisdom of Minangkabau culture. The results of the analysis of values are grouped into several aspects, value to God, value to fellow human beings and values related to nature.
Research Alves (2016) supports the importance of implementing multicultural education in Early Childhood Education.
The results clearly show that openness and respect for differences between very different cultures can be effectively addressed through deliberate multicultural instruction in the preschool class. From the results of this study can be seen that with multicultural education can be applied from an early age and proven to instill the value of character in early childhood, one of which is able to instill the value of the character of tolerance among friends of various cultures.
CONCLUSIONS AND SUGGESTIONS Conclusion
1. Multicultural education is an attempt to awareness and development of one's potential to respect and respect the diversity of cultures, race, sexuality and gender, ethnicity, religion, social and economic status of others.
2. Qualified characters need to be formed and nurtured early because many experts say that the failure of planting a character in a person from an early age will form a problematic person in his later adulthood. Character education is very important in building a civilized and dignified nation, both in the eyes of God, the international world, and human beings.
3. The curriculum based on multicultural education at the early childhood stage is
to instill in learners that humans living around it and elsewhere as well as in this world are very diverse. Actually all the same value that is equally home, food, song, dress, figure, worship, marriage, meaning of the word and so forth. Thus the students begin to understand that there are different ways but the same purpose and value so that they can learn to accept differences with a fun sense process, meaning students feel that the difference is not the problem but the gift 4. of Multicultural Education can instill a character value in early childhood because social, artistic, and cultural learning that is contained in the society is always explored and introduced to children from an early age, whether in activities with the community or school activities so embedded in the children's character of mutual respect and love of the country.
Suggestion
Based on the above conclusions, it is suggested to the managers of PAUD institutions to design a curriculum based on Multicultural Education in PAUD institutions that are managed so as to be able to instill character values in early childhood. Furthermore, to the early childhood teachers to be more creative in choosing learning strategies to introduce cultural diversity to early childhood so as to foster the character of mutual tolerance and love of the homeland since early age.
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