Multicultural Education through Constructivist Learning Strategies

Authors

DOI:

https://doi.org/10.25217/ji.v6i2.1399

Keywords:

Multicultural Education, Constructivism Learning Strategies, Cooperative Learning

Abstract

The Madrasa as Islamic educational institutions has a crucial role in promoting multicultural education values ​​so that students avoid prejudice, suspicion, and intolerance. The Akidah Akhlak Teachers at MI Masalikil Huda 2 have a unique way to promote these values, namely through constructivism-based learning strategies. With a qualitative approach relying on the interview, observation, and documentation techniques, the researchers try to answer two important questions; how the teacher's strategy in introducing students to the values ​​of multicultural education and what approaches they use in the learning process in the classroom. Finally, this research concludes that teachers instill the values ​​of democracy, tolerance, equality or equality, brotherhood or kinship, and the value of unity in learning Akidah Akhlak. There are four constructivism strategies in the delivery of multicultural education, namely cooperative learning, conceptual achievement, exemplary, habituation, and role-playing. They also rely on historical approaches, gender perspective approaches, and aesthetic approaches. Thus, the claim that the madrasa is inconsistent in delivering Islamic religious material with a multicultural perspective is refuted by the findings of this research.

Keywords: Multicultural Education, Constructivism Learning Strategies,  Cooperative Learning.

References

Alam, A. (2011). Inside a Madrasa: Knowledge, Power and Islamic Identity in India. In Inside a Madrasa. https://doi.org/10.4324/9780367818081

Amin, M. (2018). Pendidikan Multikultural. PILAR, 9(1). Google Scholar

Csizmadia, A., Standl, B., & Waite, J. (2019). Integrating the Constructionist Learning Theory with Computational Thinking Classroom Activities. Informatics in Education, 18(1), 41–67. https://doi.org/10.15388/infedu.2019.03

DomNwachukwu, C. S. (2010). An Introduction to Multicultural Education: from Theory to Practice. United Kingdom: Rowman & Littlefield Publishers, Inc. Google Scholar

Evans, F. (1995). Multiculturalism: Examining the Politics of Recognition. In Multiculturalism: Examining the Politics of Recognition (Vol. 11). https://doi.org/10.5840/radphilrevbooks199511/1211

Gillham, B. (2007). Case Study Research Methods. Bloomsbury Publishing. Google Scholar

Grant, C. A., & Lei, J. L. (Eds.). (2001). Global Constructions Of Multicultural Education: Theories and Realities. Routledge. Google Scholar

Haddock, B., & Sutch, P. (2003). Multiculturalism, Identity, and Rights. https://doi.org/10.4324/9780203563250

Ismail, F. (1995). Islam, Politics, and Ideology in Indonesia: a Study of The Process of Muslim Acceptance of the Pancasila. McGill University Libraries.

Jiyanto, & Efendi, A. E. (2016). Implementasi Pendidikan Multikultural di Madrasah Inklusi Madrasah Aliyah Negeri Maguwoharjo Yogyakarta. Jurnal Penelitian, 10(1), 25–44. Google Scholar

Kivisto, P. (2008). Multiculturalism in a global society. John Wiley & Sons. Google Scholar

Kymlicka, W. (2020). Multicultural citizenship (pp. 270-280). Routledge. Google Scholar

Mahfud, C. (2010). Pendidikan Multikultural. Yogyakarta: Pustaka Pelajar.

Máiz, R., & Requejo, F. (2004). Democracy, Nationalism and Multiculturalism. https://doi.org/10.4324/9780203313923

Maryati, K. (2006). Sosiologi:-Jilid 2. ESIS. Google Scholar

May, S. (2009). Critical multiculturalism and education. The Routledge international companion to multicultural education, 33-48. Google Scholar

Moleong, L. J. (2005). Metodologi Peneltian Kualititaif. Bandung: Remaja Rosda Karya. Google Scholar

Noor, F. A., van Bruinessen, M., & Sikand, Y. (2008). The madrasa in Asia: Political activism and transnational linkages (p. 304). Amsterdam University Press. Google Scholar

Parekh, B. (2000). Rethinking Multiculturalism: Cultural Diversity and Political Theory. https://doi.org/10.1086/jop.64.1.2691679

Penulis, T. (2018). Modul PAI dan Bahasa Arab untuk MI. Jepara: LP Ma’arif NU Jepara.

Piaget, J., & Valsinen, J. (2017). The Child's Conception Of Physical Causality. Routledge. Google Scholar

Piaget, J. (2013). The construction of reality in the child (Vol. 82). Routledge. Google Scholar

Piaget, J. (2003). The Psychology Of Intelligence. Routledge. Google Scholar

Pritchard, A. (2008). Ways of Learning: Learning Theories and Learning Styles in The Classroom. In The Lancet. https://doi.org/10.1016/S0140-6736(45)91319-5

Raihani, R. (2018). Education for Multicultural Citizens in Indonesia: Policies and Practices. Compare: A Journal of Comparative and International Education, 48(6), 992–1009. https://doi.org/10.1080/03057925.2017.1399250

Sahlan, A. (2014). Enhancement of Culture in Education: Research on Indonesian High School. Procedia - Social and Behavioral Sciences, 143(1), 117–121. https://doi.org/10.1016/j.sbspro.2014.07.371

Sanjaya, W. (2007). Strategi Pembelajaran Berorientasi Standar Proses Pendidikan. Jakarta: Kencana Prenada Media Group. Google Scholar

Seymour, R., & Turner, S. (2002). Otonomi Daerah: Indonesia’s Decentralisation Experiment. New Zealand Journal of Asian Studies, 4(2), 33–51. Google Scholar

Stake, R. E. (2010). Qualitative Research: Studying How Things Work. Google Scholar

Soutphommasane, T. (2005). Grounding multicultural citizenship: From minority rights to civic pluralism. Journal of Intercultural Studies, 26(4), 401-416. https://doi.org/10.1080/07256860500270239

Zulaeha, I. (2013). Innovation Models of Indonesian Learning in Multicultural Society. Procedia - Social and Behavioral Sciences, 103, 506–514. https://doi.org/10.1016/j.sbspro.2013.10.367

Downloads

Published

2021-07-15

How to Cite

Saefudin, A., Ro’fah, R., & Sari, D. A. (2021). Multicultural Education through Constructivist Learning Strategies. Jurnal Iqra’ : Kajian Ilmu Pendidikan, 6(2), 13–26. https://doi.org/10.25217/ji.v6i2.1399