PRAKSIS PEDAGOGI MULTIKULTURAL SEKOLAH DASAR DI KABUPATEN SINTANG
DOI:
https://doi.org/10.31932/ve.v14i2.2866Keywords:
pedagogy, multicultural, elementary schoolAbstract
ABSTRAK
Penelitian ini bertujuan memaparkan pemahaman dan pengalaman siswa dan guru di sekolah dasar Katolik dan Sekolah Dasar Negeri terkait praksis pedagogi multikultural di sekolah dasar. Desain penelitian menggunakan penelitian case study untuk memetakan dan memaknai pengalaman personal dan komunal warga sekolah di SD Panca Setya 1 Sintang dan SDN Negeri 5 Sintang. Hasil penelitian menunjukan bahwa pada level pemahaman multikultural guru dan siswa memahami perbedaan sebagai dasar membangun persaudaraan dan kekeluargaan sebagai karakter sosial dan budaya bangsa melalui Pancasila. Pada level kesadaran nilai dan sikap multikultural warga sekolah menghidupi perbedaan sebagai cara hidup yang telah membudaya dan memperkuat identitas kelompok yang beragam dan pemenuhan hak-hak dasar warga sekolah. Pedagogi multikultural yang cocok dikembangkan di sekolah dasar dilaksanakan melalui integrasi budaya dengan semangat pluralisme egalitarian berdasarkan nilai-nilai harmoni, musawarah, gotong-royong, dan sikap toleransi yang mengakar kuat dalam kesadaran tradisi dan sejarah.
Kata Kunci:Â Pedagogi, multikultural, sekolah dasar
ABSTRACT
This research aims to describe the understanding and experiences of students and teachers in Catholic elementary schools and state elementary schools regarding the praxis of multicultural pedagogy in elementary schools. The research design uses case study research to map and interpret the personal and communal experiences of school residents at SD Panca Setya 1 Sintang and SDN Negeri 5 Sintang. The research results show that at the level of multicultural understanding, teachers and students understand differences as the basis for building brotherhood and kinship as the social and cultural character of the nation through Pancasila. At the level of awareness of multicultural values and attitudes, the school community embraces differences as a way of life that has entrenched and strengthened the identity of diverse groups and fulfilled the basic rights of the school community. Multicultural pedagogy that is suitable to be developed in elementary schools is implemented through cultural integration with a spirit of egalitarian pluralism based on the values of harmony, deliberation, mutual cooperation and an attitude of tolerance that is deeply rooted in an awareness of tradition and history.
Keywords:Â Pedagogy, multicultural, elementary school
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