Multicultural Education Based On Local Education In Elementary School
Multicultural education based on local education in elementary school. International Journal
of Educational Research Review
Multicultural Education Based On Local Education In Elementary School
Hengki Dwi Julianto
Waspodo Tjipto Subroto e-mail:
T he purpose of this study is to describe multicultural education based on local wisdom in elementary schools. T he type of research used is descriptive qualitative. The research location is in Balun State Elementary School, Lamongan Regency. Data sources in thestudy were explored through research subjects, namely principals, teachers, and students. Methods of data collection using interviews, observation and documentation. Dat a are analyzed through data reduction, datapresentation and conclusion drawing. Research results arereflected in the initial steps of the teacher preparing himself as an educator by transforming himself in order to become a multicultural person. The two nuances of the school that uphold tolerance. T hird the learning process always pays attention to the individual and respects dignity, dignity and freedom in thinking. Fourth coaching tolerance. Fifth, inter-religious harmony. The six local values are implemented in the design of learning and action. Based on the data analysis, theconclusions about the process of multicultural education in Balun State Elementary School 1 Lamongan include: 1) multicultural education planning, 2) implementation of multicultural education and local wisdom-based multicultural education strategies.
Keywords:1; Multicultural education; local wisdom; elementary school
The times and conditions of today's society are more active and quick to follow modernization
unconsciously also have an impact on w eakening and the lack of public understanding of various local
values of corruption that can affect such as attitudes, thought patterns and actions of both individuals and
groups. The lack of understanding of local w isdom can trigger potential in a conflict both sara and race. Siriat
and Nurbayan (2018, p.151) The condition of the people in Indonesia w ith a variety of local w isdom in each
region should have both individuals and groups to be able to understand, do and maintain as a guide in
various activities in life to create an environment that has comfort, care, regularity, mutual respect for the
differences that exist around them. If a local w isdom is not maintained and safeguarded one of w hich is
through education for the younger generation it is alleged that it can trigger degraded local culture by
modernization. In the era of globalization, modernization of human beings slow ly began to have an apathy
w ith the values of local w isdom as part of the multicultural nation in culture. With the existence of local
w isdom in each region, the community should be required to be able to maintain as a guideline in life in
order to create an order, care for humans, the environment, and natural resources around them (Cecep &
With regard to existing conditions and as an effort to overcome problems related to local culture, an
educational role is needed. The education referred to in this context is the existence of local-based
multicultural education as an effort to create a nation that is moral, virtuous, ethical, and tolerant.
Multicultural education itself as described by Banks in Multicultural Education Handbook of Research is: that
"multicultural education is a concept, frame w ork, a philosophical view point, a w ay of thinking, a value
orientation, and a set of educational needs of culturally diverse student populations
Banks, (2001). It means that multicultural education is a concept of either ideas or philosophy as a set
of believe and an explanation that recognizes and assesses the importance of cultural and ethnic diversity in
shaping lifestyles, social experiences, personal identities, educational opportunities fr om individuals, groups
and countries. As w ith the conditions in Balun State Elementary School 1, the school environment and the
multicultural conditions of the surrounding community w ith various local cultural w isdom make this school
very interesting by cr eating a condition for schools that apply multicultural education based on local
expertise in the place Hilda Hernandez (Choirul Mahfud, 2010, p.176) states multicultural education as a
perspective that recognizes the social, economic, and political realit ies experienced by each individual in a
complex and diverse human encounter, and reflects the importance of culture, race, sexuality, gender,
religion, socio-economic status, and exceptions in the education process. In this view, education should
provide space for the transformation of the knowledge and values of multiculturalism by creating respect for
the diverse realities of students. On the other hand, local wisdom -based multicultural education must be
able to lead individuals, students and the commun ity to become human beings who are concerned with the
culture of their region. Not only to the extent that, with the application of multicultural education based on
local wisdom students are expected to become achievers. The values of local wisdom which are cultures in
an area have an influence to make students as achievers as far as exposure by
. It is important to
examine the ways in which culture can affect learning and achievement in school.
Afifah, (2017). Then it is supposed that multicultural education based on local wisdom must be taught
to students through integrated learning in each subject. Or on the other hand things that are considered
more appropriate are done by incorporating the value of local wisdom in learning local content a nd being
applied in schools and the social environment. Of course with the aim of teaching the values of local wisdom
in multicultural education in order to provide understanding for students to have a broader understanding,
and to accept differences from various aspects of life
In this study the research method used is through a qualitative approach that is with the type of
descriptive qualitative research. The data sources are obtained from primary data sources and secondary
data sources. Data collection techniques using the method of observation, interviews, and documentation.
For data analysis using the analysis of Milez and Huberman (2005). The collected data is in the form of
words analyzed by reducing, presenting data, and drawing conclusions . The overall results are then
summarized by taking the essence and writing it with standard sentences
Multicultural education based on local wisdom has an important role in providing understanding,
learning, awareness, for students related to matters relating to the values of local wisdom in their area. Based
on the findings of the research at SDN Balun 1 Lamongan through observation, interviews and
documentation, the research findings were obtained as in the following table:
No Research focus Research Findings
1. How is the application of local The findings of the study on the application of local wisdom
wisdom-based multicultural based multicultural education in Balun State Elementary School
education in Balun State 1 Lamongan include:
Elementary School 1 Lamongan? 1) preparation of teachers as educators who have an
understanding of the concepts and paradigms of
2) the creation of a multicultural oriented climate that promotes
social justice for students
3) making, syllabus, lesson plans, and learning tools whose
contents and processes teach and incorporate values of local
wisdom in multicultural education
4) school institutions cooperate with each other in multicultural
.2. What is the implementation of
local wisdom-based multicultural
education in students at Balun
State Elementary School 1
Based on the results of observations made on the implementation of multicultural education in Balun State Elementary School 1 Lamongan can be seen from several of them:
Lamongan 1) Environmental Atmosphere Schools that are very
multicultural and uphold tolerance amids t a school
environment that has a diversity of both culture and religion.
2) multicultural education based on local wisdom through
formal education, which pays attention to individual
students and respects dignity, dignity, and freedom in
3) Guidance on tolerance that is carried out by the teacher in
fostering student tolerance through attitudes to support the
celebration of diversity, establish communication and set an
example for students
4) Inter-Religious Harmony in Students at Balun State
Elementary School 1Lamongan which is shown by a tolerant
attitude and an attitude of appreciation for various religious
3. What is the local wisdom-based Based on the results of research conducted so that an
Multicultural Education Strategy at understanding of multiculturalism can be understood and
Balun State Elementary School 1 applied, it needs to be sought through a strategy including:
Lamongan? 1) the application of multicultural based learning designs. such
as formulating learning objectives t eacher orientation leads
to affective and psychomotor aspects that contain a network
of cooperation between students by using the cooperative
2) the teacher shows a fair attitude, is patient in guiding and
eliminating prejudice in other groups that are different both
religious and cultural.
3) the values of local wisdom as a basis for multicultural
education such as religion, tolerance and mutual cooperation
are absorbed and implemented by the teacher as a model in
elementary school education.
Based on the findings of research on multicultural education based on local wisdom in Balun State
Elementary School 1 Lamongan then discussed and described as described in the descriptive qualitative
analysis technique (exposure) from the data that has been obtained both through observation, interviews
and documentation, the results of the research related research are a s following:
A. Planning for Multicultural Education in Balun State Elementary School 1Lamongan
One of the elements that needs special attention as a step to implement local -based multicultural
education is the teacher, because the teacher is an actor who is directly dealing with students. Therefore the
teacher must have an adequate understanding of the concepts and paradigms of multicultural education. It
needs to be emphasized to the teacher and all staff at Balun State Elementary School 1 that multicultural
education is not only about introducing other cultures to students, but the important thing to do is the
creation of a multicultural oriented climate that promotes social justice for students with the aim of preparing
students being a citizen who is able to carry out community reconstruction can serve the needs of groups,
especially groups that are different. The initial step of teachers' efforts to prepare themselves as educators
and teachers of multicultural education is to carry out a self-transformation in order to become a
multicultural person such as the teacher can regarding his identity, and how the attitude towards his
students is diverse both religion, socio-economic background, culture and abilities. In this stage the teacher
must be able to find an answer, affirming the commitment to treat students fairly regardless of different
religions, cultures, ethnicities and backgrounds.
The next plan is the making, syllabus, lesson plan, and learning tools that the contents and process of
the teacher also teach or incorporate the values of local wisdom in Balun village during the learning
activities to support multicultural education which are also loaded from the objectives, materials, methods,
models, media and evaluations. Then a multicultural education plan can be created when organizing school
institutions work together to design and also build a very strong foundation, so that students can learn
safely and comfortably as well as to support the diversity of fellow Indonesian citizens
B. Implementation of Multicultural Education for Students at Balun State Elementary School 1
The implementation of multicultural education includes the planting of attitudes in order to
understand, live together and have solidarity with diversity and differences. Based on the principal's
explanation that the goal of multicultural education is to instill mutual respect, sincerity and tolerance for
cultural diversity in the community. In connection with this, in the teacher's learning should convey and
instill the value of being tolerant, respecting and respecting the diversity of the implementation of
multicultural education in Balun State Elementary School 1 Lamongan can be seen from several things
1) The atmosphere of the school environment
SDN 1 Balun Lamongan has a very multicultural nuance and highly upholds tolerance amid a tolerant
Balun community. This can be seen from students who have different religions ranging from Islam,
Christianity and Hinduism. Besides that, Balun State Elementary School 1is s urrounded by various places of
worship which are very close to the mosque, the church and also pure ones which are very close to the
school grounds. All school people are very friendly, it seems that students from different forms of religion
are not awkward to play together even with others who are just known such as greeting and speaking
language, polite behavior and respectful attitude.
2) Local wisdom-based multicultural education through formal education
The implementation of religious education in Balun State Elementary School 1 Lamongan school,
students are classified according to class in general except when religious studies which will be classified
based on their respective religions, so that when the religious learning process takes place in schools
students get the same portion of religious education. From the results of these observations it was found that
in Balun State Elementary School 1 Lamongan all students received the same portion of religious education.
The learning process in teaching and learning activities always pays attention to individual students
and respects dignity, and freedom of thought as a means of expressing opinions, so that students learn is a
fun thing and at the same time encourages their personality to develop optimally. As when implementing
religious learning in schools, students enter based on their respective religions, but if there are students who
want to learn about other religions, they are still welcome as a new knowledge.
3) Coaching tolerance
From the results of observations made by researchers obtained information that communication
between teachers and students, teachers with teachers, and students with students at Balun State Elementary
School 1 is very family. In communicating with students, the teacher does not look at his religion. Every time
you meet the teacher, both the students and the students always shake hands. Likewise between students
and students, whether religious or not they play together, eat together and do other activities together. From
the results of the observation it was obtained information that the efforts made by the teacher in fostering
student tolerance include:
a) Supporting religious celebrations involving students of different faiths as the committee.
b) Always communicate with students regardless of religion, race or ethnicity.
c) Teachers as role models by providing good examples of tolerance such as mutual respect for both fellow
teachers and students of different religions. The teacher is a field officer as well as a role model in
education who is always in direct contact with students.
4) Inter-religious harmony among students in 1 balun lamongan
Inter-religious harmony is everyone's dream. Every human being hopes for the creation of a peaceful
and prosperous life. In order to create a peaceful and prosperous life, it is necessary to create a situation that
forms a foundation for tolerance of essential religious harmony. Essential tolerance and harmony in society
cannot be created by force. If tolerance and harmony are created by force, then there is only false tolerance
and harmony. Essential tolerance and harmony depart from conscience and initiative from all parties
Umi sumbulah and nurajanah (2013) "stated that" inter -religious harmony can be carried out with the
following pattern of approaches: first, a sociological approach, here there must be a resolution pattern in
dealing with conflict completely so that the settlement of the community is not momentary, but once
peacefully resolved forever; second, theological-elitist approach, meaning that religious leaders do not
position themselves as elites, but must show good example of faith and practice of religious teachings ".
From the observations made by the researcher, it can be concluded that what happened at Balun State
Elementary School 1 Lamongan already r epresented if the existence of school people who were so
harmonious were several findings that occurred, such as the location of schools adjacent to places of
worship, attitudes of school people who were so tolerant of differences also always appreciates every school
activity carried out by school residents at Balun State Elementary School 1 such as slaughtering qurban
animals and other diversity activities.
C. Local Wisdom-Based Multicultural Education Strategy in SDN Balun 1 Lamongan
Multiculturalism as one of the many things needed by a community, including education to be able to
help each other, love each other, improve the degree, intelligence of the nation and humans. Therefore, so
that an understanding of multiculturalism can be understood and applied, it is necessary to cultivate it in a
strategic way, one of which is through education
The first step taken by the teacher must be the application of multicultural based learning designs. In
formulating learning objectives, teacher orientation leads to affective and psychomotor aspects that include a
collaboration between students who have different backgrounds. Learning strategies conducted by teachers
in Balun State Elementary School 1 Lamongan namely the application of cooperative learning through various
variations. From the results of the research carried out proven in this strategy can improve the collaboration
between students with diverse backgrounds (Sudrajat, 2011). The learning strategy is also able to reduce
prejudice towards other students of different religions and eliminate the exclusivity of students from
established economic backgrounds.
Second, each teacher is able to show a fair attitude and eliminate prejudice in other groups. This is very
important because students depart from different backgrounds. They come from different groups, religions,
ethnicities, socio-economics, and cultures. Then the thing that is done by the teacher as an educator is having
an attitude of patience in serving, guiding students especially for those with low abil ities or for students
having special needs with each background different. Difficult things to do, done by a teacher in
determining the achievement of a multicultural education goal. As the pioneer of multicultural education in
Geneva Gay (Zamroni, 2011, p.145) saw the importance and necessity of multicultural education is to
provide an educational service that improves performance optimally for students who are underdeveloped.
Thus multicultural education has a holistic perspective not only to provide fair treatment without prejudice
but also to be able to maximize achievement for students .
Third, the values of local wisdom in the community around the Balun State Elementary School 1
Lamongan which contain messages, appeals, and advice such as how to beha ve, behave, religious values,
tolerance and mutual cooperation which are then absorbed and implemented by the teacher as a model in
multicultural education based on local wisdom that is in line with the school's vision and mission.
Multicultural education is then applied by the teacher either through learning or action in interacting with
each other inside and outside the school such as respecting, respecting and tolerating differences so that they
become examples for students in behaving well in the school environment and society. By doing this
research is expected in the future can provide benefits for schools to keep trying to actualize the attitude of
multicultural education based on local education in students so that multicultural education based on l ocal
education can be embedded properly and internalized in students not only in the school environment but in
the home and community.
Moderation in various countries including the Indonesian nation is a serious challenge in maintaining
local wisdom. In anticipation and to provide understanding for students related to the importance of
maintaining unity, diversity, and values of local wisdom by applying local wisdom -based multicultural
education in basic education. Various things that can be done by schools include: 1) multicultural education
planning, 2) implementation of local wisdom -based multicultural education, and 3) local wisdom -based
multicultural education strategies. Therefore, multicultural education based on local wisdom should be
applied early to students. Stakeholders, especially educational institutions must have a strong commitment
and high awareness as a step to support the implementation of multicultural education. Furthermore the
teacher must be willing to carry out self-transformation and self-reflection in guarding and teaching on a
multicultural basis. Teachers need to get a guidance and direction so that they can play a maximum role so
that the objectives of multicultural education can be implemented as well as possible. T he limitations of this
study is that the researcher can not examine the attitude, activity of teacher in more depth because of the
limited time in this research. teachers have different characters so the attitude or way of teaching to students
is also different and cannot be examined more deeply. Therefore the researchers expect further research to
examine the attitudes and activities of teachers about multicultural education based on local education.
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