Peran Tri Pusat Pendidikan dalam Mengimplementasikan Pendidikan Multikultural di Indonesia

Abstract

Multicultural education is a concept that regards all individuals, including pupils, without prejudice or distinction based on their origins, backgrounds, or social standing. Everyone has an equal opportunity to partake in the learning process, according to this viewpoint. Determining the impact of the family, school, and community environment on the implementation of multicultural education is the purpose of this study. This investigation employs qualitative methodology and analytical descriptive techniques. The findings of the study indicate that in order to initiate the multicultural education process within the family setting, it is essential to incorporate content integration, knowledge transfer, and proportional equality education. Furthermore, it is possible to incorporate multicultural education into the curriculum for students ranging from kindergarten to college. Five attributes of multicultural education that incorporate a variety of practices require significant emphasis in contemporary research. More emphasis is placed on self-improvement programs, routine activities, and leading by example in the educational approach. Furthermore, the implementation of multicultural education within the community can be accomplished through the development of strategies and the execution of tangible measures. The proposed strategies encompass the following: (a) organizing collaborative dialogues among diverse groups to assess the necessity of multicultural education, determine the most effective methods of its implementation, and identify suitable media platforms to promote it; (b) conducting practical exercises such as research, curriculum development, book production, training, simulations, media campaigns, and more.