Multidimensional Approach to Curriculum Transformation in Increasing Multicultural Appreciation
Abstract
The need for curriculum transformation in Indonesia to support multicultural education is increasingly evident. This study focuses on how a multidimensional approach to curriculum transformation can effectively enhance students' appreciation of multiculturalism. This approach fosters tolerance and respect for cultural, ethnic, and religious diversity. This study used qualitative methods. Data were collected through in-depth interviews and documentation. Data analysis using thematic coding and triangulation techniques to ensure data validity, consistency, and reliability of findings. Curriculum transformation at State Junior High School I Medan integrates cognitive, affective, psychomotor, and socio-cultural dimensions to foster multicultural appreciation. Key changes include shifting the curriculum's focus from academic achievement to developing tolerance and respect for cultural diversity. Teaching materials now incorporate multicultural perspectives, and project-based participatory learning methods actively engage students in cultural activities. Classrooms are organized to promote gender and religious balance, and assessments are more holistic, evaluating students' academic performance and involvement in multicultural activities. This transformation creates a more inclusive and culturally responsive educational environment, helping students develop the academic and socio-emotional skills needed to live in a diverse society. This approach prepares students to be more tolerant and inclusive, positively impacting their interactions in an increasingly globalized world. This research provides valuable insights for educators and policymakers on increasing multicultural appreciation among students.
Downloads
Download data is not yet available.
References
[1] A.Ghani, S. (2024). Understanding Multicultural-Based Islamic Education. Jurnal Paradigma, 13(1), 1–14. https://doi.org/10.53961/paradigma.v13i1.73
[2] Abdullah, A., Alim, A., Andriyadi, F., & Burga, M. (2023). Application of Multicultural Education in Strengthening Community Solidarity in Indonesia. Jurnal Ilmiah Peuradeun, 11(3), 1173. https://doi.org/10.26811/peuradeun.v11i3.965
[3] Abtahi, Y., & Planas, N. (2024). Mathematics teaching and teacher education against marginalisation, or towards equity, diversity and inclusion. ZDM: The International Journal on Mathematics Education, 56(3). https://doi.org/10.1007/s11858-024-01602-x
[4] Akrim, A., Setiawan, H., Selamat, S., & Ginting, N. (2022). Transformation of Islamic education curriculum development policy in the national education system. Cypriot Journal of Educational Sciences, 17(7), 2538–2552. https://doi.org/10.18844/cjes.v17i7.7685
[5] Alfafan, I., & Nadhif, M. (2023). Penataran Nilai Pendidikan Islam Multikultural Berbasis Muatan Lokal Sebagai Strategi Pengembangan Kurikulum Pendidikan Islam Di Indonesia. Journal Ta’limuna, 12(2), 167. https://doi.org/10.32478/talimuna.v12i2.1758
[6] Alghamdi, A. (2023). Culture in early childhood education: Insights into Saudi preschool teaching. Journal of Education and Learning (EduLearn), 17(3). https://doi.org/10.11591/edulearn.v17i3.20804
[7] Anderson, D., Ping, Y., Li, P., Markel, B., Moyo, P., King, S., Bautista, A., Alvarado, C., Poxon, L., Tillis, T., Huynh, J., & Lopez, C. (2023). Read, Make, and Mend the World: College Students Developing an Antiracist, Interdisciplinary Curriculum for Children. Journal of Curriculum Studies Research, 5(2), 23–36. https://doi.org/10.46303/jcsr.2023.24
[8] Anwar, K. (2021). Pancasila Village, Multicultural Education and Moderation of Diversity in Indonesia. Nazhruna: Jurnal Pendidikan Islam, 4(2), 221–234. https://doi.org/10.31538/nzh.v4i2.1238
[9] Arfa, A. M., & Lasaiba, M. A. (2022). Multicultural Education and Its Implementation in the Field of Education. GEOFORUM Jurnal Geografi Dan Pendidikan Geografi, 1(2), 111–125. https://doi.org/10.30598/geoforumvol1iss2pp111-125
[10] Aydin, H. (2013). A Literature-based Approaches on Multicultural Education. Anthropologist, 16(1), 31–44. https://doi.org/10.1080/09720073.2013.11891333
[11] Banks, J. A. (2009). The Routledge international companion to multicultural education. New York: Routledge.
[12] Banks, J. A. (2013). Multicultural education: Approaches, developments and dimensions. In Education Cultural Diversity (pp. 83–94). Routledge.
[13] Banks, J. A., & Banks, C. A. M. (2004). Handbook of research on multicultural education (Vol. 2). Jossey-Bass San Francisco, CA.
[14] Barrett, M. (2018). How Schools Can Promote the Intercultural Competence of Young People. European Psychologist, 23(1), 93–104. https://doi.org/10.1027/1016-9040/a000308
[15] Bećirović, S., & Bešlija, D. (2018). Classroom as a Microcosm: Teaching Culturally Diverse Students. Journal of Education and Humanities, 1(1), 12–20. https://doi.org/10.14706/JEH2018112
[16] Chabalengula, V. M., & Mumba, F. (2022). Multicultural Science Content and Contexts in Zambian Science Curriculum Materials. In International Handbook of Research on Multicultural Science Education (pp. 1–30). https://doi.org/10.1007/978-3-030-37743-4_28-1
[17] Cook, W. (2024). The sociological dimensions of multicultural education. Sociology Compass, 18(5). https://doi.org/10.1111/soc4.13206
[18] Fauzi. (2023). Pendidikan Multikultural Sebagai Upaya Menanamkan Nilai-Nilai Keberagaman Dalam Islam Pada Anak Usia Dini. Journal on Education, 5(3), 5543–5555. https://doi.org/10.31004/joe.v5i3.1309
[19] Fox, W., & Gay, G. (1995). Integrating Multicultural and Curriculum Principles in Teacher Education. Peabody Journal of Education, 70(3), 64–82. http://www.jstor.org/stable/1492897
[20] Gay, G. (2015). The what, why, and how of culturally responsive teaching: international mandates, challenges, and opportunities. Multicultural Education Review, 7(3), 123–139. https://doi.org/10.1080/2005615X.2015.1072079
[21] Gube, J., & Bhowmik, M. (2024). Multicultural Education for “Ethnic Minorities” or All Students? Values and Responses to Diversity in Hong Kong. In The Routledge International Handbook of Life and Values Education in Asia (pp. 542–551). https://doi.org/10.4324/9781003352471-67
[22] Gultom, N., & Lubis, S. (2024). Implementasi Pendidikan Agama Islam Berbasis Multikultural pada Siswa Kelas XI SMA Abdi Negara Binjai. Jurnal Pendidikan Dan Kewirausahaan, 12(1), 409–421. https://doi.org/10.47668/pkwu.v12i1.1160
[23] Haren, R. (2015). Engaging Learner Diversity through Learning by Design. In A Pedagogy of Multiliteracies (pp. 270–287). https://doi.org/10.1057/9781137539724_15
[24] Hasanah, H. (2024). Paradigma Al-Qur’an tentang Pendidikan: (Analisis Ayat-ayat Tarbawiyah menuju Pola Pendidikan Holistik). Ambarsa : Jurnal Pendidikan Islam, 4(1), 1–16. https://doi.org/10.59106/abs.v4i1.174
[25] Hidayah, U., & Prasetiya, B. (2019). Multicultural Education In Madrasah Diniyah As Prevention Of Religious Conservatism. Jurnal Tarbiyah, 26(1). ttp://dx.doi.org/10.30829/tar.v26i1.417
[26] Jalwis, J., & Habibi, N. (2019). Konstruk Pendidikan Multikultural (Studi Urgensi Integrasi Nilai-nilai Multikultural dalam Kurikulum Pendidikan). Tarbawi: Jurnal Ilmu Pendidikan, 15(2), 233–247. https://doi.org/10.32939/tarbawi.v15i02.453
[27] Johnson-Mardones, D. F. (2015). Toward a Multidimensional Concept of Curriculum: Understating Curriculum as Phenomenon, Field and Design. Papers from All Fields of Science. https://api.semanticscholar.org/CorpusID:55211827
[28] Lamirin, Santoso, J., & Selwen, P. (2023). Penerapan Strategi Kepemimpinan Transformasional dalam Meningkatkan Kinerja Organisasi Pendidikan. Jurnal Ilmiah Kanderang Tingang, 14(2), 400–409. https://doi.org/10.37304/jikt.v14i2.259
[29] Lee, A., Williams, R. D., Shaw, M. A., & Jie, Y. (2014). First-year students’ perspectives on intercultural learning. Teaching in Higher Education, 19(5), 543–554. https://doi.org/10.1080/13562517.2014.880687
[30] Luckett, K., & Shay, S. (2020). Reframing the curriculum: a transformative approach. Critical Studies in Education, 61(4), 1–16. https://doi.org/10.1080/17508487.2017.1356341
[31] Maulana, D., Wijaya, D., Agustinova, D., & Suharno, S. (2024). Pendidikan Demokrasi dan Pendidikan Multikultural: Tinjauan Praktis di Sekolah Menengah Pertama. Edukatif Jurnal Ilmu Pendidikan, 6(2), 1512–1526. https://doi.org/10.31004/edukatif.v6i2.6458
[32] Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative Data Analysis: A Methods Sourcebook (3rd ed.). New York: SAGE Publications.
[33] Moleong, L. J. (2018). Metode Penelitian Kualitatif. Bandung: PT Remaja Rosdakarya.
[34] Mukti, A., & Susanti, R. (2023). Studi Komparatif Penerapan Restorative Justice Di Negara Indonesia Dan Amerika Serikat. Wijayakusuma Law Review, 5(1). https://doi.org/10.51921/wlr.v5i1.240
[35] Nafiati, D. A. (2021). Revisi taksonomi Bloom: Kognitif, afektif, dan psikomotorik. Humanika, 21(2), 151–172. https://doi.org/10.21831/hum.v21i2.29252
[36] Nieto, S., & Bode, P. (2015). School reform and student learning: A multicultural perspective. In Banks, James A., Ed.; Banks, Cherry A. McGee, Ed. Multicultural Education: Issues and Perspectives. 10th Edition. John Wiley & Sons, Inc. https://eric.ed.gov/?id=ED599621
[37] Nugraha, A. (2022). Pendidikan Multikultural (Perspektif Antara Sistem Pendidikan Nasional Dan Sistem Pendidikan Agama Islam). Pena Kreatif : Jurnal Pendidikan, 11(2). https://doi.org/10.29406/jpk.v11i2.4152
[38] Puspita, C., Salahudin, S., & Firdaus, M. (2024). Civil Society And Digital Education: A Systematic Literatur Review (SLR). JUTECH : Journal Education and Technology, 5(1), 183–197. https://doi.org/10.31932/jutech.v5i1.3440
[39] Samuels, A. J. (2018). Exploring Culturally Responsive Pedagogy: Teachers’ Perspectives on Fostering Equitable and Inclusive Classrooms. SRATE Journal, 27(1), 22–30. https://eric.ed.gov/?id=EJ1166706
[40] Sangadji, K. (2016). Pendidikan Multikultural Dalam Pengembangan Kurikulum Perguruan Tinggi (Sebuah Kajian Kurikulum). BIOSEL (Biology Science and Education), 5(1), 38–45. http://dx.doi.org/10.33477/bs.v5i1.483
[41] Sayuti, S., & Wiyatmi, W. (2017). Multicultural values in indonesian novels of the 2000s. LITERA, 16(1). https://doi.org/10.21831/ltr.v16i1.14248
[42] Sengupta, E., Blessinger, P., & Makhanya, M. S. (2020). Introduction to Developing and Supporting Multiculturalism and Leadership Development: International Perspectives on Humanizing Higher Education. In E. Sengupta, P. Blessinger, & M. S. Makhanya (Eds.), Developing and Supporting Multiculturalism and Leadership Development: International Perspectives on Humanizing Higher Education (Vol. 30, pp. 3–13). Emerald Publishing Limited. https://doi.org/10.1108/S2055-364120200000030002
[43] Setyowati, R., Sarmini, & Amaliya, N. (2019). From Multicultural Towards National Identity: Teacher Construction on Strategies for Implementing Multicultural Education in Schools BT - Proceedings of the International Conference on Social Science 2019 (ICSS 2019). Proceedings of the International Conference on Social Science 2019 (ICSS 2019), 331–336. https://doi.org/10.2991/icss-19.2019.177
[44] Sleeter, C. (2015). Multicultural education vs. factory model schooling. Multicultural Education: A Renewed Paradigm of Transformation and Call to Action, 115–136. https://www.fau.edu/education/faculty/docs/2015-multicultural-education-vs-factory-model-schooling.pdf
[45] Spelt, E. J. H., Luning, P. A., van Boekel, M. A. J. S., & Mulder, M. (2017). A multidimensional approach to examine student interdisciplinary learning in science and engineering in higher education. European Journal of Engineering Education, 42(6), 761–774. https://doi.org/10.1080/03043797.2016.1224228
[46] Student. (2024). Structured interviews with students of SMP Negeri 1 Medan.
[47] Sugiyono. (2015). Metode Penelitian Pendidikan (Pendekatan Kuantitatif, Kualitatif, dan R&D). Bandung: Alfabeta.
[48] Supsiloani, Badaruddin, Ismail, R., & Aisyah, D. (2021). Integrating Multicultural Education in School Curriculum BT - Proceedings of the Tenth International Conference on Languages and Arts (ICLA 2021). Proceedings of the Tenth International Conference on Languages and Arts (ICLA 2021), 209–212. https://doi.org/10.2991/assehr.k.211129.032
[49] Suryaman, & Juharyanto. (2020). The Role of Teachers in Implementing Multicultural Education Values in the Curriculum 2013 Implementation in Indonesia. International Journal of Educational Studies, 3(2), 43–47. https://ideas.repec.org/a/ajo/ijoest/v3y2020i2p43-47id139.html
[50] Suwahyu, I. (2024). Peran Inovasi Teknologi Dalam Transformasi Pendidikan Islam Di Era Digital. Referensi Islamika: Jurnal Studi Islam, 2(2), 28–41. https://doi.org/10.61220/ri.v2i2.003
[51] SYAMSUARDI, E. Z. I., Ridha, A., Yolanda, D., & Hudia, T. (2024). Peran Guru Dalam Membentuk Lingkungan Belajar Multikultural Yang Inklusif. Paramurobi: Jurnal Pendidikan Agama Islam, 7(1), 63–77. https://doi.org/10.32699/paramurobi.v7i1.6357
[52] Teacher. (2024). Structured interview with teachers of SMP Negeri 1 Medan.
[53] Vezzali, L., Lolliot, S., Trifiletti, E., Cocco, V. M., Rae, J. R., Capozza, D., & Hewstone, M. (2023). Effects of intergroup contact on explicit and implicit outgroup attitudes: A longitudinal field study with majority and minority group members. The British Journal of Social Psychology, 62(1), 215–240. https://doi.org/10.1111/bjso.12558
[54] Wahyudi, S., Siddik, M., & Suhartini, E. (2023). Analisis Pembelajaran IPAS dengan Penerapan Pendekatan Pembelajaran Berdiferensiasi dalam Kurikulum Merdeka. Jurnal Pendidikan MIPA, 13(4), 1105–1113. https://doi.org/10.37630/jpm.v13i4.1296
[55] Wibowo, A. P., Sadeli, E. H., Pamungkas, O. Y., Irawan, D., Muryaningsih, S., & Faridli, E. M. (2023). Multiculturalism in Indonesia: How Does Literature Affect the Development of Diversity? Journal of Law and Sustainable Development, 11(10), e1787. https://doi.org/10.55908/sdgs.v11i10.1787
[56] Williams, R. P., & Calvillo, E. R. (2002). Maximizing learning among students from culturally diverse backgrounds. Nurse Educator, 27(5), 222–226. https://doi.org/10.1097/00006223-200209000-00010
[57] Windayani, N., Dewi, N., Laia, B., Sriartha, I., & Mudana, W. (2024). Membangun Kesadaran Multikultural Melalui Implementasi Model Pendidikan Inklusif Di Sekolah. Jurnal Ilmiah Pendidikan Citra Bakti, 11(2), 383–396. https://doi.org/10.38048/jipcb.v11i2.2889
[58] Woolcott, G., & Whannell, R. (2017). Teaching Secondary Science: Theory and Practice. Cambridge: Cambridge University Press. https://doi.org/ 10.1017/9781316882535
[59] Yasin, A., & Rahmadian, M. (2024). Strategi Pendidikan Agama Islam dalam Menghadapi Tantangan Pluralisme Agama di Masyarakat Multikultural. Aksiologi : Jurnal Pendidikan Dan Ilmu Sosial, 5(1). https://doi.org/10.47134/aksiologi.v5i1.208
[60] Yong, E. L. (2019). Understanding cultural diversity and economic prosperity in Europe: a literature review and proposal of a culture–economy framework. Asian Journal of German and European Studies, 4(1), 5. https://doi.org/10.1186/s40856-019-0043-3
[61] Yunarti, S., Wijayanti, W., & Harmaningsih, D. (2022). Model Blended Learning & Hybrid Learning Untuk Keberhasilan Transformasi Digital Menuju Smart Society. Ikra-Ith Humaniora : Jurnal Sosial Dan Humaniora, 6(3), 76–86. https://doi.org/10.37817/ikraith-humaniora.v6i3.2186
[62] Zaprulkhan, Z. (2020). Multidimensional Thinking Paradigm in Multicultural Education (Study of the Thought of Musa Asy’arie). Edugama: Jurnal Kependidikan Dan Sosial Keagamaan, 6(2), 24–37. https://doi.org/10.32923/edugama.v6i2.1510
[2] Abdullah, A., Alim, A., Andriyadi, F., & Burga, M. (2023). Application of Multicultural Education in Strengthening Community Solidarity in Indonesia. Jurnal Ilmiah Peuradeun, 11(3), 1173. https://doi.org/10.26811/peuradeun.v11i3.965
[3] Abtahi, Y., & Planas, N. (2024). Mathematics teaching and teacher education against marginalisation, or towards equity, diversity and inclusion. ZDM: The International Journal on Mathematics Education, 56(3). https://doi.org/10.1007/s11858-024-01602-x
[4] Akrim, A., Setiawan, H., Selamat, S., & Ginting, N. (2022). Transformation of Islamic education curriculum development policy in the national education system. Cypriot Journal of Educational Sciences, 17(7), 2538–2552. https://doi.org/10.18844/cjes.v17i7.7685
[5] Alfafan, I., & Nadhif, M. (2023). Penataran Nilai Pendidikan Islam Multikultural Berbasis Muatan Lokal Sebagai Strategi Pengembangan Kurikulum Pendidikan Islam Di Indonesia. Journal Ta’limuna, 12(2), 167. https://doi.org/10.32478/talimuna.v12i2.1758
[6] Alghamdi, A. (2023). Culture in early childhood education: Insights into Saudi preschool teaching. Journal of Education and Learning (EduLearn), 17(3). https://doi.org/10.11591/edulearn.v17i3.20804
[7] Anderson, D., Ping, Y., Li, P., Markel, B., Moyo, P., King, S., Bautista, A., Alvarado, C., Poxon, L., Tillis, T., Huynh, J., & Lopez, C. (2023). Read, Make, and Mend the World: College Students Developing an Antiracist, Interdisciplinary Curriculum for Children. Journal of Curriculum Studies Research, 5(2), 23–36. https://doi.org/10.46303/jcsr.2023.24
[8] Anwar, K. (2021). Pancasila Village, Multicultural Education and Moderation of Diversity in Indonesia. Nazhruna: Jurnal Pendidikan Islam, 4(2), 221–234. https://doi.org/10.31538/nzh.v4i2.1238
[9] Arfa, A. M., & Lasaiba, M. A. (2022). Multicultural Education and Its Implementation in the Field of Education. GEOFORUM Jurnal Geografi Dan Pendidikan Geografi, 1(2), 111–125. https://doi.org/10.30598/geoforumvol1iss2pp111-125
[10] Aydin, H. (2013). A Literature-based Approaches on Multicultural Education. Anthropologist, 16(1), 31–44. https://doi.org/10.1080/09720073.2013.11891333
[11] Banks, J. A. (2009). The Routledge international companion to multicultural education. New York: Routledge.
[12] Banks, J. A. (2013). Multicultural education: Approaches, developments and dimensions. In Education Cultural Diversity (pp. 83–94). Routledge.
[13] Banks, J. A., & Banks, C. A. M. (2004). Handbook of research on multicultural education (Vol. 2). Jossey-Bass San Francisco, CA.
[14] Barrett, M. (2018). How Schools Can Promote the Intercultural Competence of Young People. European Psychologist, 23(1), 93–104. https://doi.org/10.1027/1016-9040/a000308
[15] Bećirović, S., & Bešlija, D. (2018). Classroom as a Microcosm: Teaching Culturally Diverse Students. Journal of Education and Humanities, 1(1), 12–20. https://doi.org/10.14706/JEH2018112
[16] Chabalengula, V. M., & Mumba, F. (2022). Multicultural Science Content and Contexts in Zambian Science Curriculum Materials. In International Handbook of Research on Multicultural Science Education (pp. 1–30). https://doi.org/10.1007/978-3-030-37743-4_28-1
[17] Cook, W. (2024). The sociological dimensions of multicultural education. Sociology Compass, 18(5). https://doi.org/10.1111/soc4.13206
[18] Fauzi. (2023). Pendidikan Multikultural Sebagai Upaya Menanamkan Nilai-Nilai Keberagaman Dalam Islam Pada Anak Usia Dini. Journal on Education, 5(3), 5543–5555. https://doi.org/10.31004/joe.v5i3.1309
[19] Fox, W., & Gay, G. (1995). Integrating Multicultural and Curriculum Principles in Teacher Education. Peabody Journal of Education, 70(3), 64–82. http://www.jstor.org/stable/1492897
[20] Gay, G. (2015). The what, why, and how of culturally responsive teaching: international mandates, challenges, and opportunities. Multicultural Education Review, 7(3), 123–139. https://doi.org/10.1080/2005615X.2015.1072079
[21] Gube, J., & Bhowmik, M. (2024). Multicultural Education for “Ethnic Minorities” or All Students? Values and Responses to Diversity in Hong Kong. In The Routledge International Handbook of Life and Values Education in Asia (pp. 542–551). https://doi.org/10.4324/9781003352471-67
[22] Gultom, N., & Lubis, S. (2024). Implementasi Pendidikan Agama Islam Berbasis Multikultural pada Siswa Kelas XI SMA Abdi Negara Binjai. Jurnal Pendidikan Dan Kewirausahaan, 12(1), 409–421. https://doi.org/10.47668/pkwu.v12i1.1160
[23] Haren, R. (2015). Engaging Learner Diversity through Learning by Design. In A Pedagogy of Multiliteracies (pp. 270–287). https://doi.org/10.1057/9781137539724_15
[24] Hasanah, H. (2024). Paradigma Al-Qur’an tentang Pendidikan: (Analisis Ayat-ayat Tarbawiyah menuju Pola Pendidikan Holistik). Ambarsa : Jurnal Pendidikan Islam, 4(1), 1–16. https://doi.org/10.59106/abs.v4i1.174
[25] Hidayah, U., & Prasetiya, B. (2019). Multicultural Education In Madrasah Diniyah As Prevention Of Religious Conservatism. Jurnal Tarbiyah, 26(1). ttp://dx.doi.org/10.30829/tar.v26i1.417
[26] Jalwis, J., & Habibi, N. (2019). Konstruk Pendidikan Multikultural (Studi Urgensi Integrasi Nilai-nilai Multikultural dalam Kurikulum Pendidikan). Tarbawi: Jurnal Ilmu Pendidikan, 15(2), 233–247. https://doi.org/10.32939/tarbawi.v15i02.453
[27] Johnson-Mardones, D. F. (2015). Toward a Multidimensional Concept of Curriculum: Understating Curriculum as Phenomenon, Field and Design. Papers from All Fields of Science. https://api.semanticscholar.org/CorpusID:55211827
[28] Lamirin, Santoso, J., & Selwen, P. (2023). Penerapan Strategi Kepemimpinan Transformasional dalam Meningkatkan Kinerja Organisasi Pendidikan. Jurnal Ilmiah Kanderang Tingang, 14(2), 400–409. https://doi.org/10.37304/jikt.v14i2.259
[29] Lee, A., Williams, R. D., Shaw, M. A., & Jie, Y. (2014). First-year students’ perspectives on intercultural learning. Teaching in Higher Education, 19(5), 543–554. https://doi.org/10.1080/13562517.2014.880687
[30] Luckett, K., & Shay, S. (2020). Reframing the curriculum: a transformative approach. Critical Studies in Education, 61(4), 1–16. https://doi.org/10.1080/17508487.2017.1356341
[31] Maulana, D., Wijaya, D., Agustinova, D., & Suharno, S. (2024). Pendidikan Demokrasi dan Pendidikan Multikultural: Tinjauan Praktis di Sekolah Menengah Pertama. Edukatif Jurnal Ilmu Pendidikan, 6(2), 1512–1526. https://doi.org/10.31004/edukatif.v6i2.6458
[32] Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative Data Analysis: A Methods Sourcebook (3rd ed.). New York: SAGE Publications.
[33] Moleong, L. J. (2018). Metode Penelitian Kualitatif. Bandung: PT Remaja Rosdakarya.
[34] Mukti, A., & Susanti, R. (2023). Studi Komparatif Penerapan Restorative Justice Di Negara Indonesia Dan Amerika Serikat. Wijayakusuma Law Review, 5(1). https://doi.org/10.51921/wlr.v5i1.240
[35] Nafiati, D. A. (2021). Revisi taksonomi Bloom: Kognitif, afektif, dan psikomotorik. Humanika, 21(2), 151–172. https://doi.org/10.21831/hum.v21i2.29252
[36] Nieto, S., & Bode, P. (2015). School reform and student learning: A multicultural perspective. In Banks, James A., Ed.; Banks, Cherry A. McGee, Ed. Multicultural Education: Issues and Perspectives. 10th Edition. John Wiley & Sons, Inc. https://eric.ed.gov/?id=ED599621
[37] Nugraha, A. (2022). Pendidikan Multikultural (Perspektif Antara Sistem Pendidikan Nasional Dan Sistem Pendidikan Agama Islam). Pena Kreatif : Jurnal Pendidikan, 11(2). https://doi.org/10.29406/jpk.v11i2.4152
[38] Puspita, C., Salahudin, S., & Firdaus, M. (2024). Civil Society And Digital Education: A Systematic Literatur Review (SLR). JUTECH : Journal Education and Technology, 5(1), 183–197. https://doi.org/10.31932/jutech.v5i1.3440
[39] Samuels, A. J. (2018). Exploring Culturally Responsive Pedagogy: Teachers’ Perspectives on Fostering Equitable and Inclusive Classrooms. SRATE Journal, 27(1), 22–30. https://eric.ed.gov/?id=EJ1166706
[40] Sangadji, K. (2016). Pendidikan Multikultural Dalam Pengembangan Kurikulum Perguruan Tinggi (Sebuah Kajian Kurikulum). BIOSEL (Biology Science and Education), 5(1), 38–45. http://dx.doi.org/10.33477/bs.v5i1.483
[41] Sayuti, S., & Wiyatmi, W. (2017). Multicultural values in indonesian novels of the 2000s. LITERA, 16(1). https://doi.org/10.21831/ltr.v16i1.14248
[42] Sengupta, E., Blessinger, P., & Makhanya, M. S. (2020). Introduction to Developing and Supporting Multiculturalism and Leadership Development: International Perspectives on Humanizing Higher Education. In E. Sengupta, P. Blessinger, & M. S. Makhanya (Eds.), Developing and Supporting Multiculturalism and Leadership Development: International Perspectives on Humanizing Higher Education (Vol. 30, pp. 3–13). Emerald Publishing Limited. https://doi.org/10.1108/S2055-364120200000030002
[43] Setyowati, R., Sarmini, & Amaliya, N. (2019). From Multicultural Towards National Identity: Teacher Construction on Strategies for Implementing Multicultural Education in Schools BT - Proceedings of the International Conference on Social Science 2019 (ICSS 2019). Proceedings of the International Conference on Social Science 2019 (ICSS 2019), 331–336. https://doi.org/10.2991/icss-19.2019.177
[44] Sleeter, C. (2015). Multicultural education vs. factory model schooling. Multicultural Education: A Renewed Paradigm of Transformation and Call to Action, 115–136. https://www.fau.edu/education/faculty/docs/2015-multicultural-education-vs-factory-model-schooling.pdf
[45] Spelt, E. J. H., Luning, P. A., van Boekel, M. A. J. S., & Mulder, M. (2017). A multidimensional approach to examine student interdisciplinary learning in science and engineering in higher education. European Journal of Engineering Education, 42(6), 761–774. https://doi.org/10.1080/03043797.2016.1224228
[46] Student. (2024). Structured interviews with students of SMP Negeri 1 Medan.
[47] Sugiyono. (2015). Metode Penelitian Pendidikan (Pendekatan Kuantitatif, Kualitatif, dan R&D). Bandung: Alfabeta.
[48] Supsiloani, Badaruddin, Ismail, R., & Aisyah, D. (2021). Integrating Multicultural Education in School Curriculum BT - Proceedings of the Tenth International Conference on Languages and Arts (ICLA 2021). Proceedings of the Tenth International Conference on Languages and Arts (ICLA 2021), 209–212. https://doi.org/10.2991/assehr.k.211129.032
[49] Suryaman, & Juharyanto. (2020). The Role of Teachers in Implementing Multicultural Education Values in the Curriculum 2013 Implementation in Indonesia. International Journal of Educational Studies, 3(2), 43–47. https://ideas.repec.org/a/ajo/ijoest/v3y2020i2p43-47id139.html
[50] Suwahyu, I. (2024). Peran Inovasi Teknologi Dalam Transformasi Pendidikan Islam Di Era Digital. Referensi Islamika: Jurnal Studi Islam, 2(2), 28–41. https://doi.org/10.61220/ri.v2i2.003
[51] SYAMSUARDI, E. Z. I., Ridha, A., Yolanda, D., & Hudia, T. (2024). Peran Guru Dalam Membentuk Lingkungan Belajar Multikultural Yang Inklusif. Paramurobi: Jurnal Pendidikan Agama Islam, 7(1), 63–77. https://doi.org/10.32699/paramurobi.v7i1.6357
[52] Teacher. (2024). Structured interview with teachers of SMP Negeri 1 Medan.
[53] Vezzali, L., Lolliot, S., Trifiletti, E., Cocco, V. M., Rae, J. R., Capozza, D., & Hewstone, M. (2023). Effects of intergroup contact on explicit and implicit outgroup attitudes: A longitudinal field study with majority and minority group members. The British Journal of Social Psychology, 62(1), 215–240. https://doi.org/10.1111/bjso.12558
[54] Wahyudi, S., Siddik, M., & Suhartini, E. (2023). Analisis Pembelajaran IPAS dengan Penerapan Pendekatan Pembelajaran Berdiferensiasi dalam Kurikulum Merdeka. Jurnal Pendidikan MIPA, 13(4), 1105–1113. https://doi.org/10.37630/jpm.v13i4.1296
[55] Wibowo, A. P., Sadeli, E. H., Pamungkas, O. Y., Irawan, D., Muryaningsih, S., & Faridli, E. M. (2023). Multiculturalism in Indonesia: How Does Literature Affect the Development of Diversity? Journal of Law and Sustainable Development, 11(10), e1787. https://doi.org/10.55908/sdgs.v11i10.1787
[56] Williams, R. P., & Calvillo, E. R. (2002). Maximizing learning among students from culturally diverse backgrounds. Nurse Educator, 27(5), 222–226. https://doi.org/10.1097/00006223-200209000-00010
[57] Windayani, N., Dewi, N., Laia, B., Sriartha, I., & Mudana, W. (2024). Membangun Kesadaran Multikultural Melalui Implementasi Model Pendidikan Inklusif Di Sekolah. Jurnal Ilmiah Pendidikan Citra Bakti, 11(2), 383–396. https://doi.org/10.38048/jipcb.v11i2.2889
[58] Woolcott, G., & Whannell, R. (2017). Teaching Secondary Science: Theory and Practice. Cambridge: Cambridge University Press. https://doi.org/ 10.1017/9781316882535
[59] Yasin, A., & Rahmadian, M. (2024). Strategi Pendidikan Agama Islam dalam Menghadapi Tantangan Pluralisme Agama di Masyarakat Multikultural. Aksiologi : Jurnal Pendidikan Dan Ilmu Sosial, 5(1). https://doi.org/10.47134/aksiologi.v5i1.208
[60] Yong, E. L. (2019). Understanding cultural diversity and economic prosperity in Europe: a literature review and proposal of a culture–economy framework. Asian Journal of German and European Studies, 4(1), 5. https://doi.org/10.1186/s40856-019-0043-3
[61] Yunarti, S., Wijayanti, W., & Harmaningsih, D. (2022). Model Blended Learning & Hybrid Learning Untuk Keberhasilan Transformasi Digital Menuju Smart Society. Ikra-Ith Humaniora : Jurnal Sosial Dan Humaniora, 6(3), 76–86. https://doi.org/10.37817/ikraith-humaniora.v6i3.2186
[62] Zaprulkhan, Z. (2020). Multidimensional Thinking Paradigm in Multicultural Education (Study of the Thought of Musa Asy’arie). Edugama: Jurnal Kependidikan Dan Sosial Keagamaan, 6(2), 24–37. https://doi.org/10.32923/edugama.v6i2.1510
Published
2024-09-25
How to Cite
SUPSILOANI, Supsiloani et al.
Multidimensional Approach to Curriculum Transformation in Increasing Multicultural Appreciation.
Al-Hayat: Journal of Islamic Education, [S.l.], v. 8, n. 3, p. 1017-1035, sep. 2024.
ISSN 2599-3046.
Available at: <https://alhayat.or.id/index.php/alhayat/article/view/680>. Date accessed: 06 oct. 2024.
doi: https://doi.org/10.35723/ajie.v8i3.680.
Section
Articles
This work is licensed under a Creative Commons Attribution 4.0 International License.
