The
Development of Multicultural Based Education Concept of Civic
Education’s Learning in
Higher Education
By:
Ni Ketut Sari Adnyani from Ganesha University of Education - Bali
as
Presenter in International Teacher Education Conference 2013 at
University of Lampung
Abstract
The
study is conducted in order to know: (1) the development of
multicultural curriculum in higher education, (2) the multicultural
education in civic education’s learning in higher education. The
subject of the study is the college students. The data in this study
are in the form of information, either from document and respondent,
and references from the scientific writing which are related with the
study. Basically the study is descriptive, so that furthermore will
be analyzed qualitatively. Some of the strategic roles of higher
education in developing the concept of multicultural education, in
the substance of civic education’s learning, are: accommodating the
cultural diversity becoming the base to define philosophy.
Furthermore, the cultural diversity is used as the foundation in
developing every curriculum components, such as: purpose, content,
process, and evaluation. The important point of the study is the
culture in the educational unit, those are learning sources and the
object of the study that becomes part of the student’s learning
activities. Therefore, the curriculum takes part as media in
developing regional and national culture. The civic education’s
concept which is developed with multicultural insertion can be
established by arranging the environment so the students are
motivated in digging the meaning as well as appreciated the
diversity. Therefore, the development of multicultural concept in
civic education’s learning in which multicultural nationalism as
the core makes the civic education’s learning more powerful.
Key
words: curriculum, multicultural, learning, higher education, civic
education.
INTRODUCTION
Education
is a process of facilitation and empowerment. It suits more to be
conducted to kids after they become mature and adult. Facilitating
here means advising, serving, supporting with more adequate learning
facilitations, and making easier. Meanwhile, empowering means
advising, motivating, coordinating, strengthening, and developing.
In
educational context, every society’s problems can be fixed trough
educational process. It means that any society’s failure is also
and education’s failure. Therefore, solving any society’s problem
should be started from the education’s arrangement systematically
and methodologically. One of the learning’s components is teaching
and learning process. Plurality and multicultural is Indonesian
identity. It may affect nation’s disintegration without a strong
foundation. Indonesia consists of cultural diversity, the
implementation of multicultural learning is important to reduce and
avoid conflict in several regions. Multicultural learning can instill
as well as change the students’ mindset to appreciate the diversity
in ethnic, religion, race, and inter-group. The society’s reality
can be change through the learning process. Multicultural can be
formed through learning process, which is by the implementation of
multicultural based learning. Those 3 learning process refer more to
the effort of appreciating the diversity among human to
realize
peace
and
tranquility
in the life of society.
Multicultural
education has been reported as very effective as the accommodating
tool of power domination of one ethnicity or culture. They prefer the
process of multiple acculturations to cultural pluralism since the
acculturation process can reduce inter-ethnicity’s conflict. The
aim of multicultural based education can be identified as following:
(1) to functioning the campus’ role in seeing the existence of
students’ diversity; (2) to help students in building positive
attitude toward the diversity of culture, race, ethnic, and religion
community; (3) to
provide
the
student’s
resistance
by teaching them about decision making and social skills; (4) to help
students in building inter-culture’s dependence and give them
positive description about group’s diversity.
In
this respect, civic education in higher education, especially in
Ganesha University of Education, in the substance of its study
summarizes the development of multicultural education by developing
the students’ understanding toward the importance of developing
national identity for Indonesia in the life with multicultural
characteristic. By civic education’s learning in higher education,
the students can assess
the
development
of
the nation’s (Indonesia) life in building multicultural nationalism
with the spirit of democracy. So that multicultural education offers
one alternative through strategic implementation and educational
concept which is based on the utilization of
diversity
existed in society, particularly those which exist in students like
the diversity in ethnic, culture, language, religion, status, social,
gender, ability, age, etc. Therefore, in multicultural education, a
lecturer
is
not
only
required
to master
and
be able to
professionally
teach
subjects
or
taught
courses.
More
than that,
an
educator
must
also be
able
to
instill
the
core values
of
multicultural
education
such
as
democracy,
humanism,
and
pluralism
or
instill
the values of
inclusive
diversity
on
college students.
In
the practice of
teaching
civics
education, the integrity of
learning
objectives
can
be
formulated
as
follows:
1)
students
are
sensitive to
the
various
problems
that
exist
in
the
environment,
2) students
respond
to
the
implications
of
the
problems
that
are
identified,
and 3) the
student is able
to
solve
any
of the problems
considered
to be
the
most
crucial
in
the
perspective
of
democratic
citizens;
4)
students
are able to
take
collective decisions
as
recommendations
related to
the relevant public
policy,
and 5)
students
are able to
communicate
and
socialize
recommended
policy’s
proposals
through
the
corridors
and
the
instruments
of
democracy
that
exist
in
the
environment.
Civic
education
with
the
new
paradigm
in
the
future’s vision
has
become
the vehicle
of
education
about,
through,
for
citizenship
and
democracy
as
a vehicle for
learning,
in
democracy,
and
for
democracy.
For
this, the
mission
carried by
civic
education
will
include the mission of
socio-pedagogic,
socio-academic,
and
socio-cultural.
Through
socio-cultural
mission
as
one
of the missions,
civic
education
eventually
serves
as a
vehicle
for
developing
real democracy activities
in
Indonesia multicultural
society
through
active
participatory
as
social actors,
especially in the efforts of
formulating
public
policy
decisions
that
can
be contributed
in
the framework of
the
process of
social
engineering
in
society,
nation
and state.
Civics
learning
objectives are
in
line
with
those
missions,
therefore, empower
and
build
the
students
as
good
citizens
who
have
democratic life competence
as
a whole
which
includes
knowledge
and
insight
about
citizenship,
values
and
attitudes
of
citizenship,
social
citizenship
skills,
confidence,
commitment,
and
civic
competence.
If
the
vision,
mission,
and
goals
can
be realized, it
is expected to
build
and achieved a more substantial
democratic
life.
For
this purpose, the civics
educators
are definitely
need
to do a
transformation,
among
others,
need
to
have
a
vision
of
education
ideology
which is more reconstructionist based on five
basic principles (Pancasila);
in the learning, it needs
to
formulate
the
learning
objectives
in
the empowerment-based
learning
life
skills that are
more
intact,
through
the development of
the
concept of
multicultural
education
in
civics
learning
that
emphasizes
multicultural
nationalism,
in which a
more reliable
integration
of the nation can be
nurtured
and
developed.
Therefore,
to create
a
socially
just
society that is
united
by
shared
values; appreciates
ethnic
diversity
and
committed
to
equality
between
groups
will
enable
the realization of
an
ideal
social
and cultural life
based
on
diversity
in
unity
and
unity
in
accordance
with
the
motto
Unity
in
Diversity.
Research
questions
Based
on the
background,
this
article
is
intended
to
see
how
the
Development
Concept
of
Multicultural
Learning
Based
Education
of
civic education in Higher Education.
Therefore,
it is necessary to
put
forward
some
of
the
issues to be
discussed
in
this
article,
including
the following:
- How is Multicultural Curriculum Development in Higher Education?
- How is Multicultural Education in Civics Learning in Higher Education?
Purpose
of the study
Based
on the background and the formulation of the problem, then there are
some things that need to be understood, assessed, and clarified more
deeply on the development of the concept Multicultural Learning Based
of civic education in higher education. So that through writing this
article, there are several objectives that should be understood,
which among others include:
1. To know the development of Multicultural Curriculum in Higher Education.
2. To find the Multicultural Education in Civics Learning in Higher Education.
1. To know the development of Multicultural Curriculum in Higher Education.
2. To find the Multicultural Education in Civics Learning in Higher Education.
RESEARCH
METHOD
Form
of the data
In
this
study
the
data used
is
in
the form
of
information,
both
derived
from
the
documents
and
the
respondent.
Related
with
the information
derived
from
the
documents
so that the material used in the writing of this article are in the
form of data
and
literature
references
from
the
scientific literature of
scholars
study
associated
with
a
research
paper.
Method
of data collection
- Library Data
Literature data are in the form of legislation and scientific references of the scholars, the data collection is in inventory method that is material beading, in which to each type of those library data that set problems related to the research topic into one. - Empirical Data
Empirical data obtained from the field, in which from the information of specified respondents. The information from respondents was collected using direct interviews. Direct interview is interviewing the respondent orally. The interview guide is made in this study, so that there is no questions missed and to get a full and detailed explanation.
Data
analysis
This
is a descriptive article so that the analysis is qualitative. All
data collected, both literature and field data were analyzed based on
its quality, by grouping those collected qualitative data based on
their respective categories, and then interpreted so that strongly
defined in an attempt to answer the research problem.
DISCUSSION
Multicultural
Curriculum Development in Higher Education
Multicultural
based education is defined as a social policy based on the principles
of cultural maintenance and has a mutual respect among all cultural
groups in the community. Multicultural learning is basically a
nation’s educational program so its multicultural community in
realizing the ideal of democracy life for its people. As a pluralist
country, Indonesia has diversity in various aspects in terms of
religion, ethnic, class, as well as local culture need to make the
draft of multicultural education concept so it becomes a guide to
strengthen national identity. Civic education has been taught from
elementary school to university, enhanced with the inclusive of
multicultural education, such as inter-regional local culture into
it, so that the younger generation proud as Indonesian. Thus,
multicultural education is values education that must be implanted
both in students and college students as prospective citizens, in
order to have the perception and multiculturalist attitude, can live
hand in hand in the nature of diversity of cultures, religions and
languages, respecting the right of every citizen regardless of ethnic
majority or minority, and can build the strength of the nation
together thus
taken
into account
in
the
global
arena and the strong nation dignity.
The
importance of developing the concept of multiculturalism in the
curriculum at all levels and types of education, especially in the
curriculum at universities is to prepare students to be able to
support the efforts of strengthen national identity, because it is
first associated with the preservation efforts the life of the nation
and the strong continuity of Indonesian Republic (NKRI).
Secondly, in terms of relations between nations, the interests of
developing national identity becomes more important to avoid all
forms of intervention from other countries, either in the form of
undesirable colonialism or imperialism.
The
efforts of improving the quality of education are continually done,
both conventionally and innovatively. Planting the concept of
multicultural education is very important in organizing the life,
whether it is the life in school, family, community and nation.
Multicultural education in the substance of the curriculum as a
process of socio-cultural transformation, also defined as activities
of cultural inheritance from one generation to another.
The
strategic role of universities to develop the concept of
multicultural education in the substance of civics education
curriculum is to prepare citizens who are intelligent, responsible
and civilized through the implementation of Law No. 20 Year 2003 on
National Education System, which in Article 37 paragraph (2).
The
rationale on the importance of multicultural education is because the
education strategy is seen to have virtues, especially in:
- Providing a new breakthrough learning that can improve the students’ empathy and reduce the students’ prejudice the student to create intercultural human beings (citizens) who are able to resolve conflicts without violence (nonviolent);
- Applying the approach and the potential learning strategies in promoting the process of social interaction and contains a strong affection;
- Supporting teachers in managing the learning process becomes more efficient and effective, especially give learners the ability to build collaborative and committed high value in people's life in diversity;
- Giving contribution for Indonesian in resolving and managing conflicts that arises in the nuances of racial in society by increasing empathy and reducing prejudice.
Multicultural based education is a very useful strategy, at least for the college as an educational institution to form a common understanding of the concept of culture, cultural differences, balance, and democracy in the broadest sense.
Therefore, the development of curriculum with multicultural development approach should be based on four principles. First, the diversity of culture as the basis in determining the philosophy. Second, cultural diversity as basis for developing various components of the curriculum, such as the purpose, content, process, and evaluation. Third, the culture in the education unit is a source of learning and study objects that should became part of the students’ learning activities. Fourth, the curriculum acts as a medium to develop regional and national cultures.
Based on the four principles above, Civics Curriculum in Higher Education has accommodated the concept of multicultural education. One of which can be seen in the substance of the national identity. Meanwhile, Koento Wibisono (2005) proposed a thesis about the notion of national identity, among others: - 1. National identity is a sense that in itself is knotted a device of specific cultural values, by which people (a nation) with its characteristics that differentiate it from other nations.
2. This characteristic is the embodiment of cultural values that live and thrive in the history along with variety of symbol with its community leaders who made his idol.
Thus, national identity is the construction of emotional, intellectual, and ideological that must be built and fought constantly so that values that knotted in it remain relevant, actual, and functional in facing the challenges of the era that constantly evolving and changing. The inclusion of multicultural education substance in strengthening the national identity of the substance of the Civic Education course material in Higher Education is aimed at the preservation of the values of the nation as a national character and the transmission of values of the nation (nationalism) among global society. As Indonesia is the nation in which its society is the unity of various ethnicities, races, religions, and belief systems, customs, arts, local languages, and cultural diversity which in general also occupied a variety of large and small islands in the archipelago. Thus national identity and nationalism which is meant recently is associated with those varieties of ethnic identity, religion, and the culture.
For Indonesia, the interests of developing a strong national identity is aimed at fostering a sense of multicultural pride as Indonesian is conditio zine qua non. It deals with some people’s concerns whom seen the strong influence of the ethnic’s separatist movement and the impact of globalization that weakened the spirit of Indonesian nationalism because the low development of Indonesian human resources in the competition’s era in the global market.
Multicultural
Education in Civic Education Learning in Higher Education
According
to Udin S. Winataputra, that academically civic education is defined
as a field of study that focuses his study on the entire dimension of
socio-cultural and psychological of individual citizenship, by using
political science, education science as the base of its study or
discovery. Civic education is one of the fundamental instruments in
the frame of national education as a media for the formation of
nation’s character (nation and character building) among the
heterogeneity or pluralism that becomes a major characteristic of
Indonesian nation.
Education
of democracy as a part of civic education’s content will be
achieved if the components of Indonesia socio-cultural as a nation
are understood as natural resources archipelago. The components of
socio-cultural were formulated in the form of multicultural
education. By lecturers as a mediator in the classroom, it is
constructed a simple but meaningful approach in Civic education that
is multicultural based learning. Civics education’s learning
contained multicultural education can easily be implemented as its
simple characteristic, can be repeated (continuity) and affordable
(as can be done directly in the classroom by teachers with the
students). With this simple model, it is expected that civic
education learning to be more meaningful for students and remain as a
strategic learning in the effort of building the nation’s character
(nation and character building).
In
College, multicultural values can be included in the substance of
civic education’s courses with sub subject matter of Human Rights
(HAM),
in which among its studies includes Human Dignity and Issues
regarding Gender, Rights and Duties of Citizens. While multicultural
values which become priority in civic education with a new paradigm
of civic education, which is when analyzing the culture of democracy
in Indonesia as well as international legal and judicial system.
Whereas in the substance of global development, multicultural study
can be discussed in the substance material of Pancasila
as an open ideology and globalization. For that we need to inherit
values on learners by Civic education is the basic value,
instrumental value, and practical value. Basic values derived from
cultural values or culture that comes from the Indonesian nation
itself, which is rooted from culture, according to the 1945
Constitution that reflects the nature of cultural value. Instrumental
value is a common implementation of basic values, typically in the
form of social values or norms of law, which would then be
crystallized in the institutions in accordance with the needs of time
and place. Practical value is the real value that we carry out in
reality.
Civic
education’s learning with multicultural education substance will be
more meaningful if the learning that is planned by the lecturer can
be understood by the students and can motivate the students in which
the concept of diversity becomes the main topic of the study to
examine the cases of the reducing spirit of nationalism and the
strong assertive ethnic with the tribes’ nuances, religion, race,
and customs. The goal is to reformat the citizens who appreciate the
differences under the frame of unity, by reflecting on the cases that
occurred, identify the causes and jointly contribute thoughts and
ideas in the form of public policy that can be posted to the relevant
agencies and all ranks. Those formulations of public policy can be
used as a reference in formulating academic paper in drafting a rule
or policy of the government.
The
concept of civic education learning which is developed with
multicultural insertion can be done by setting the environment so
that learners are motivated to explore the meaning of and respect the
diversity. Through a series of this meaningful process, the students
are expected to gain a lot of self-learning experience so the
learning that occurs will be more powerful. This learning aimed at
improving the learning outcomes of students in civic education
courses.
Through
civic education courses with multicultural insertion, students are
directed to become democratic and responsible Indonesian citizens and
peaceful world society at the same time. Therefore, Civic education
course is designed to develop knowledge and understanding and
analyzing skill toward social conditions in living the global,
dynamic, and competitive life. Civic education course is arranged in
a systematic, comprehensive, and integrated way through the learning
process toward maturity and success in society. Even explicitly,
civic education subject with multicultural substance education in
Higher Education aims so that the college students have the following
basic abilities:
- Knowing the concepts related to people's lives and the environment.
- Having the basic ability to think logically and critically, curiosity, inquiry, problem solving, and social skills in social life.
- Having the commitment and awareness toward the social values of humanity.
- Having the ability to communicate, cooperate, and compete in a pluralistic society, locally, nationally, and globally.
So
civic education courses are designed to build and reflect the ability
of students in the society’s life that is always changing and
evolving continuously and can survive in the competitive world of
work.
CONCLUSION
With
the
development
of
the
concept of
multicultural
education
in
civic
education
learning
that
emphasizes
on multicultural
nationalism,
can
be
nurtured
and
developed
a
more reliable
integration
of the nation.
Civics
learning
concept
was
developed
with
multicultural
insertion
can
be done
by
setting the
learning
environment
so
that
civic
education
learning
mechanisms will be
more
powerful.
Based
on a
review
of the
development
of
the
concept of multicultural based
education
in
civic
education
learning
in
Higher Education,
there
are some
suggestions
that
are
offered
as following: (1)
Civic
education learning
with
the
insertion of concept of
multicultural
based
education
as
one
of the subjects
that
has a
goal
to
equip
students
to
develop
their
reasoning
skills,
in
addition to the
aspect
of
moral
values
contains
many
social
topics.
By
inserting
multicultural
substance
in
civic
education learning,
it is expected that the students
are able to
determine
the
role of
civic
education
in
fostering
the
spirit of
national
integration
and
strengthen
national
identity.
(2)
The study of
diversity
in
a
multicultural
study
involving
the substance
of civic
education that
is
full
of complex
problem.
Therefore,
teachers
should
be able to
find
solutions
to
these problems
so
they can
invite
learners
to contribute
and
take
part
in
designing
a
public
policy
as
one of the reflection
of
the implementation of
democratic
life by respecting the differences
or
diversity
in
the frame of
unity.
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