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Internalization of Multicultural Values Through the Education Process in Manado State University

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Internalization of Multicultural Values Through the Education Process in Manado State University International Journal for Educational and Vocational Studies Vol. 2, No. 8, August 2020, pp. 720-725 DOI: https://doi.org/10.29103/ijevs.v2i8.2688 Available online at http://ojs.unimal.ac.id/index.php/ijevs Research Article E-ISSN: 2684-6950 Internalization of Multicultural Values through the Education Process in Manado State University Mardan Umar1,a*, Jeinica Firginia Tumiwa1,b 1Department of Pancasila and Civic Education, Faculty of Social Sciences, Universitas Negeri Manado, Sulawesi Utara, Indonesia a [email protected]; b [email protected] *Corresponding Author Whatsapp Number [085256031165] How to Cite:. Umar, M., Tumiwa, J., F. (2020). Internalization of Multicultural Values through the Education Process in Manado State University. International Journal for Educational and Vocational Studies, 2(8), 720-725. DOI: https://doi.org/10.29103/ijevs.v2i8.2688 ARTICLE HISTORY ABSTRACT This study aims to describe the internalization of multicultural values for students at Manado State University. Received: 4 June 2020 The diversity of Indonesian society is a rich gift of God. Therefore, this diversity must be managed properly in Revised: 8 July 2020 order to have a positive impact on the people of Indonesia. Differences should not be a reason for conflict in the Accepted: 24 July 2020 community. One effort that can be done is to internalize multicultural values through the education process.This KEYWORDS research uses a descriptive qualitative approach related to the process of internalizing multicultural values in Manado State University students, especially in the Faculty of Social Sciences as the object of research. Data Diversity; obtained through observation, interviews and documentation, while data analysis is done by the process of Multicultural values; presenting data, data reduction, and drawing conclusions. The results of this study indicate that the Culture; internalization of multicultural values is developed through learning activities in the classroom through Religion; Multicultural Education, Religious Education, and Values and Moral Education courses. In addition, the Moral; internalization of values is also carried out through student activities and interactions within the faculty and university environment. This is an open access article under the CC–BY-SA license. 1. INTRODUCTION educational institution and society (Bruch et al., 2004), in One of the important programs for countries that have particular improves communication between diverse diversity is the Multicultural Education program, because cultural differences (Bruch et al., 2005). diversity in the community can potentially bring a As a heterogeneous country, Indonesia has Pancasila beautiful harmony in life and is rich in culture, but on the as a philosophical system that animates the life of the other hand it can lead to conflicts caused by differences in nation and state (Dewantara et al., 2019). Pancasila is an cultural, religious, racial, ethnic and cultural backgrounds. ideology of the nation that accommodates all differences. group In this condition, multicultural education is needed So that differences in the territory of the Republic of in order to provide citizens with an understanding of the Indonesia are natural and can be well received. However, importance of respecting differences, positive interactions, the facts in Indonesia still often occur conflicts due to tolerance, cooperation, and willingness to coexist differences in culture, religion, ethnicity, and class. peacefully in diversity. according to Iqbal (Iqbal, 2014), a multicultural society Several results of research have revealed that holds the potential for conflict. A number of horizontal multicultural education has had a positive impact on conflicts occur between different members of the increasing tolerance, respecting differences, giving community. freedom to others in expressing beliefs, accepting This is a threat to the life of the Indonesian people who diversity and interacting without questioning differences have a diversity of cultures, ethnicities, and religions. (Miftakhul et al., 2020), because multicultural education Data from Kompas Research and Development as quoted is an educational strategy that can be applied to all by Iqbal (Iqbal, 2014) shows threats to Indonesian subjects by using students' cultural differences such as nationality including regional sentiments, religious ethnicity, religion, language, gender, social class, race, sentiments, the influence of globalization culture, ability and age to facilitate the learning process (Ainul minimal attention to local culture, national leadership. Yaqin, 2005), so it needs to be implemented in every - 720 Umar & Tumiwa International Journal for Educational and Vocational Studies, Vol.2, No. 8, August 2020, pp. 720-725 competitive ways (competition learning); and 5) Table 1. Threats to Indonesian Nationality empowering school culture and social structure, which is Threats (%) structuring social structures (schools) that utilize the Regional Sentiments 60,3 diverse cultural potential of students as characteristics of Religious Sentiments 56,8 school structures. Influence Of Globalization Culture 53,3 Well programmed efforts can help internalize Minimal Attention To Local Culture 81,5 National Leadership 90,0 multicultural values in students and and the future of Indonesia (Kerebungu et al., 2019). Based on the Note: The data source: Kompas Research and Development in 2012 as quoted by description above, regarding the urgency of multicultural Iqbal, 2014. values, this research about Internalization of Multicultural Values, especially for students at Manado State University is very important. This heterogeneity and diversity often turn out to be a threat to the unity of the nation and state. Even though the Indonesian people were convinced that all citizens could 2. METHODS unite in the difference of "Bhineka Tunggal Ika” (Unity in This study uses a qualitative approach that emphasizes Diversity). The assumption that diversity will endanger the qualitative data and information and is presented in a integrity of the nation, is a strong reason to make descriptive form. This research is a field research that multicultural education efforts for Indonesian citizens to focuses on the learning process of multicultural education accept differences as the reinforcement of national unity. in educating the values of diversity in students at Manado The lack of a comprehensive understanding of State University. Data obtained through observation and multiculturalism has caused respect for differences to begin interviews with data sources namely lecturers and students. to decline. Togetherness, appreciation and respect for In addition, the data in this study were also sourced from others, and cooperation began to disappear. Excessive pride documentation data such as documents and photos of in one's own culture also results in a lack of understanding activities. Researchers analyze and describe research in interactions with other cultures and various other findings descriptively using the Milles & Huberman model phenomena that occur that require us to pay attention to flow, namely: data reduction, data presentation, the importance of multicultural education. Therefore, this verification and conclusion drawing (Sugiyono, 2017); research is considered very important to place the position (Miles & Huberman, 1992). To check the validity of the of multicultural education as a solution to the threat of data, researchers used a triangulation technique. national disintegration. Triangulation used is technical triangulation, source According to Liliweri, multicultural education is an triangulation and time triangulation with the aim that educational strategy that utilizes the diversity of cultural researchers obtain valid data. backgrounds of students as one of the strengths to form multicultural attitudes (Liliweri, 2005). Students are expected to have a good understanding of multiculturalism 3. RESULTS AND DISCUSSION in order to be able to realize the importance of togetherness, 3.1 Results cooperation, tolerance, respect for others, and interact positively in the diversity of society. This is important, Based on the research findings obtained information that because multicultural education teaches about diversity the internalization of multicultural values is done by (Baidhawi, 2005). Through multicultural values education including Multicultural Education courses in the education efforts, students are formed to respond proportionally and curriculum at Manado State University, especially in the productively to diversity and difference in building a Faculty of Social Sciences. Multicultural Education courses harmonious society. Because the realization of a are very important for students, especially Manado State harmonious society in diversity is the goal of multicultural University, which has a diversity of student backgrounds education (Ibrahim, 2013). from regions rich in culture. The process of implementing multicultural education Based on the research findings obtained information programs must be able to respond to differences. Banks that the internalization of multicultural values is done by outlines five dimensions consisting of: 1) content including multicultural education courses in the education integration, which is the dimension used to provide curriculum at Manado State University, especially in the learning information by reflecting on different material; 2) Faculty of Social Sciences. knowledge construction,
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