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Journal of Educational Social Studies the Implementation of Multicultural Journal of Educational Social Studies 8 (1) (2019) : 27 – 34 https://journal.unnes.ac.id/sju/index.php/jess/article/view/28765 The Implementation of Multicultural Values on Vocational High School Students (A Research at Bagimu Negeriku Vocational High School Semarang) Noviar Ardinastiti1 , Masrukhi2 & Purwadi Suhandini2 1 Junior High School H. Isriati Semarang, Indonesia 2 Universitas Negeri Semarang, Indonesia Article Info Abstract ________________ ___________________________________________________________________ History Articles Bagimu Negeriku Vocational High School covers students from diverse cultural, Received: religious, racial and ethnic backgrounds. This security requires the school to January 2019 Accepted: instill multicultural values in order to create a harmonious environment. February 2019 The study aims to analyze the implementation of multicultural values applied Published: by the school. This study was conducted qualitatively with a phenomenology June 2019 approach. The research data sources were students, social studies teachers, ________________ student representatives, and school principals. The technique of data collecting Keywords: implementation, were interviews, observations, and document studies which were tested for their multicultural values validity through the source manipulation technique. The results of the study ____________________ indicate that the implementation of multicultural values includes the value of justice; the school applies all students fairly, for example, the school does not DOI https://doi.org/10.15294 distinguish students based on good deeds, both men and women have the same /jess.v8i1.28765 rights. The value of diversity; the school divides the composition of the class with a variety of students both from different tribes, different religions, and different areas of origin so that each class is a heterogeneous class. The value of freedom; it is embodied in some activities including the selection of extracurricular activities, and the value of solidarity; the school upholds the principle of "Sama Rata, Sama Rasa." © 2019 Universitas Negeri Semarang Correspondence address: p-ISSN 2252-6390 Abdulrahman Saleh No.285, Kalipancur, Ngaliyan, e-ISSN 2502-4442 Semarang, Jawa Tengah, 50183 E-mail: [email protected] 27 Noviar Ardinastiti, Masrukhi & Purwadi Suhandini Journal of Educational Social Studies 8 (1) (2019) : 27 – 35 INTRODUCTION diversity. The multicultural nation is a nation with various ethnic and cultural groups The Indonesian nation is one of the largest characteristic who are willing to respect each multicultural countries in the world. A nation other in other cultures so that they can coexist that upholds the slogan "Unity in Diversity" as peacefully in the principle of co-existence the principle of nation and state, the variety of (Wahid, 2001). differences is expected not to affect the order of Multiculturalism aims to create a fair and social life. Diversity possessed can be viewed peaceful society by prioritizing the principle of from socio-cultural conditions and geographical recognizing, accepting and respecting cultural conditions. According to Sukarma (2010), the diversity and changing public policies to Indonesian nation consists of various ethnicities, accommodate diversity (Wibowo, 2010). religions, races, tribes, and languages. Regarding Cultural diversity requires understanding, mutual race, the indigenous people of Indonesia consist understanding, tolerance, which is aimed at of Mongoloid-Malay race (Java, Sumatra, minimizing the emergence of conflicts in order to Kalimantan, Sulawesi), Melanesoid Malay race create a peaceful and prosperous life (Naim, and (generally Eastern Indonesia) and Mongoloid Sauqi, 2010). Indonesian people experience a (Chinese) race. Regarding ethnicity, Indonesia process of socialization to apply the concept of consists of 556 ethnic groups and 512 regional multiculturalism. languages. Regarding religion, the Indonesian Comprehensive understanding of people have six faiths that are legally recognized, multiculturalism is based on knowledge in the namely: Islam, Christianity, Catholicism, form of relevant concepts and supporting the Hinduism, Buddhism, and Confucianism. existence and multicultural functions in people's The Indonesian people are interpreted as a lives. One of the discourses of multiculturalism in group that lives or has passed down from Indonesia is rolled out through the field of generation to generation and lives permanently education which is applied to schools which are by producing a culture that will later become its from now on referred to as multicultural characteristics so that it looks different from one education (Mahfud, 2016). community to another (Parekh, 2001). Multicultural education is an innovation Indonesian society has a plurality of movement and process which is aimed for all characteristics that are very diverse which is students to create an equal educational called pluralists. According to Mahfud (2016), environment. Multicultural education is a form of there are two perspectives in studying the learning efforts that open opportunities for all diversity of the Indonesian nation, namely a students regardless of gender, ethnicity, race, horizontal perspective and a vertical perspective. culture, and religion (Tobroni, 2007). The In a horizontal perspective, the diversity of the existence of multicultural education helps Indonesian nation is viewed regarding ethnic, students in developing their potential as students regional language, religion, geographical and community members without being location, clothing, and cultural differences. While influenced by their culture, although the focus of in the vertical perspective, the diversity of the multicultural education is the activities and Indonesian nation is viewed regarding differences behavior of students that are dominated by in economic level, education level, income level, culture (Wihardit, 2010). and socio-cultural level. Multicultural education is very important Multiculturalism is a concept aimed at a for students in order to make them understand community in the context of nationhood in order that in their environment there is a diversity of to recognize diversity, pluralism, and the varieties cultures. Cultural diversity will influence the of a race, culture, ethnicity, and religion. The mindset, attitudes, behavior, habits, folkways, concept has an understanding that a pluralistic rules, and even customs. If these differences are nation is a nation which is full of multicultural not well understood and accepted wisely, it can 28 Noviar Ardinastiti, Masrukhi & Purwadi Suhandini Journal of Educational Social Studies 8 (1) (2019) : 27 – 35 cause conflict between students (Indrapangastuti, cultures. The school residents who are the 2014). foundation management, school leaders, Gorski (in Wiyanto, 2018) mentions three teachers, employees, and students come from main multicultural objectives, namely: various ethnic groups, cultural backgrounds, (1) instrumental goals which are eliminating social and religious statuses. Within theoretically, educational discrimination, and giving equal location in SMK Bagimu Negeriku Semarang to opportunities for each child to develop their be chosen by the reason was cited by Sunarjan potential; (2) the purpose of internal terminals, (2014), it is important that you chose one specific namely developing students for achieving site, this will help to keep things simple and to academic achievement according to their focus on the issues and areas for improvement. It potential; (3) the purpose of the external end is important to go into a site with an open mind, terminal, which is forming the social conscious of and not assuming you already know the solutions students in order to be active as the citizens of for other people’s problems. local, national, and global. The student data shows there are 380 The role of schools in applying students. 52 students from Sumatra Island, 39 multicultural values is very important to be given students from Kalimantan island, 15 students for students as early as possible. Multicultural from Sulawesi island, 236 students from Java values teach and direct students to accept island, six students from the island of West Nusa differences, respect differences and respect one Tenggara, 21 students from the island of East another. In the learning process, the teacher Nusa Tenggara, and 11 students from the island instills these values. Multicultural values are of Papua. The gathering of various multicultural expected to grow into character then shape students from various regions is a diversity that student attitudes. needs to be formed and implemented in everyday The previous studies show the school’s role life. Bagimu Negeriku shows the phenomenon of in many ways such as the study conducted by togetherness and harmony with very strong Chintia, Masrukhi, and Sunarjan (2018), which tolerance. explains that in order to instill the pluralism Based on the background above, this study values, school takes a role towards the students aims to examine the implementation of such as sparing time for the students to pray at multicultural values applied by the school in the school, teaching respect and appreciation to the daily lives of students. teachers, blending with cross-culture friends, as well as respecting each other’s holidays. METHODS Students are expected to be able to actualize the values of multicultural education in This research took place in Bagimu their learning
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