Model Pembelajaran Socio-Cultural untuk Meningkatkan Sensitivitas Kebhinekaan

Darmawan Edi Winoto

doi:10.36412/ce.v6i1.3367

Model Pembelajaran Socio-Cultural untuk Meningkatkan Sensitivitas Kebhinekaan

Darmawan Edi Winoto⁽¹⁾,

(1) Universitas Negeri Manado

Corresponding Author

Abstract

Peace education programs develop during and after a series of incidents of conflict that hit a region. Based on the problem identification, this research is limited to the problem of intercultural learning to increase the sensitivity of diversity. The type of research used is Research and Development (R&D). R&D is a development and research model for designing new products and procedures that are systematic, evaluative, and selected until specific and quality criteria are found. The study results indicate that the socio-cultural education model with all its aspects can be practiced through multiculturalism-based peace education. Peace education is used to living in harmony, while multiculturalism is useful for understanding differences. Education needs to provide more than just words. But provides opportunities for students to develop, actively seek and process knowledge. Intercultural learning activities for which educators must be willing to use shared learning strategies include group learning processes. Educational institutions that educate based on the multiculturalism that have different values of language, ethnicity, religion, ethnicity, race, and group background in the Educational Institution, both from educators and from students.

References

Al-Rabaani, A. H. (2017). Views of Omani post-basic education students about religious and cultural tolerance. Cambridge Journal of Education, 48(1), 87–101.

Borg, W.R & Gall, M.D. (1983). Educational Research an Introduction. USA: Pearson Education.

Dickinson, R., & Sdegno, E. (2010). Nineteenth Century Travel and Cultural Education. Nineteenth-Century Contexts, 32(1), 1–4.

Eggen, P. & Kauchak, D. (2012). Strategi dan Model Pembelajaran: Mengajarkan Konten dan Keterampilan Berpikir Kritis. Jakarta: Indeks.

Goulah, J., & Urbain, O. (2013). Daisaku Ikeda’s philosophy of peace, education proposals, and Soka education: convergences and divergences in peace education. Journal of Peace Education, 10(3), 303–322.

Hanafy, M.S. (2015). Pendidikan Multikultural Dan Dinamika Ruang Kebangsaan. Jurnal Diskursus Islam, 3 (1), 119-157.

Isjoni. (2008). Model-Model Pembelajaran Mutakhir. Yogyakarta: Pustaka Pelajar.

Joyce, B., Weil, M., & Calhoun, E. (2012). Models of Teaching: Model-Model Pengajaran (Eight Edition). Terj. Achmad Fawaid dan Atailla Mirza. Yogyakarta: Pustaka Pelajar.

Latif, Y. (2011). Negara Paripurna. Jakarta: Gramedia Pustaka Utama.

Lestari, G. (2015). Bhinnekha Tunggal Ika: Khasanah Multikultural Indonesia Di Tengah Kehidupan Sara. Jurnal Pendidikan Pancasila dan Kewarganegaraan, 28(1), 31-37.

Mahiri, J. (2017). Introduction: multicultural education and micro-cultural youth. Multicultural Education Review, 9(2), 79–82.

Oliver, P. (1990). Multi-cultural education—A conceptual analysis. The Vocational Aspect of Education, 42(111), 25–28.

Parekh, B. (2005). Unity and Diversity in Multicultural Societies. Geneva: International Institute for Labour Studies.

Posavec, K., & Hrvatic, N. (2000). Intercultural Education and Roma in Croatia. Intercultural Education, 11 (1), 93-105.

Pratas, M.H. (2010). Interculturality and Intercultural Education in Portugal: Recent Developments. Intercultural Education, 21 (4), 317-327.

Rios, F., & Markus, S. (2011). Multicultural Education as a Human Right: Framing Multicultural Education for Citizenship in a Global Age. Multicultural Education Review, 3(2), 1–35.

Rosen, H. (1999). Narrative in Intercultural Education. European Journal of Intercultural Studies, 10:3, 343-353.

Schweitzer, F. (2007). Religious individualization: new challenges to education for tolerance. British Journal of Religious Education, 29(1), 89–100.

Tamashiro, R., & Furnari, E. (2015). Museums for peace: agents and instruments of peace education. Journal of Peace Education, 12(3), 223–235.

Thania Acarón (2018): Movement decision-making in violence prevention and peace practices. Journal of Peace Education, 15(2), 191-215.

Tupas, R. (2014). Intercultural Education in Everyday Practice. Intercultural Education, 25:4, 243-254.

Valiandes, S., Neophytou, L., & Hajisoteriou, C. (2018). Establishing a Framework for Blending Intercultural Education with Differentiated Instruction. Intercultural Education, 29 (3), 379-398.

Yencken, D., Fien, J., & Sykes, H. (2002). Environment, Education and Society in the Asia Pacific: Three Key Questions. International Research in Geographical and Environmental Education, 11(1), 42–47.

Zembylas, M., & Bekerman, Z. (2013). Peace education in the present: dismantling and reconstructing some fundamental theoretical premises. Journal of Peace Education, 10(2), 197–214.

Full Text: PDF (Bahasa Indonesia)