Pendidikan Multikultural untuk Menumbuhkan Karakter Toleransi pada Anak Usia Dini
Keywords:
Kata kunci: Pendidikan multikultural; Karakter toleransi; Anak usia dini.
Abstract
Toleransi merupakan karakter penting yang harus dimiliki oleh setiap individu, termasuk anak usia dini. Menumbuhkan karakter toleransi pada anak usia dini dapat dilakukan dengan memilih proses pendidikan yang tepat, terutama bagi masyarakat yang tinggal di lingkungan sosial yang beragam. Tujuan penelitian ini adalah untuk mengetahui bagaimana menumbuhkan karakter toleransi pada anak usia dini yang hidup dalam lingkungan sosial multikultural. Pengumpulan data dilakukan melalui observasi, wawancara, dan dokumentasi. Analisis data dilakukan dengan menggambar poin-poin diskusi. Hasil penelitian menunjukkan bahwa pengembangan karakter toleransi anak usia dini dilakukan dengan menerapkan pendidikan multikultural dalam proses pembelajaran di sekolah.
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References
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Abdullah, A., Alim, A., Andriyadi, F., & Burga, M. A. (2023). Application of Multicultural Education in Strengthening Community Solidarity in Indonesia. Jurnal Ilmiah Peuradeun, 11(3), 1173–1198. https://doi.org/10.26811/peuradeun.v11i3.965
Azeem Ashraf, M., Alam, J., & Gladushyna, O. (2024). Teachers’ Perspectives on Disruptive Student Behaviors: The Interconnectedness of Environment and Early Childhood Education in Pakistan. SAGE Open, 14(1), 1–14. https://doi.org/10.1177/21582440231221121
Bergan, V., Nylund, M. B., Midtbø, I. L., & Paulsen, B. H. L. (2023). The teacher’s role for engagement in foraging and gardening activities in kindergarten. Environmental Education Research, 30(1), 68–82. https://doi.org/10.1080/13504622.2023.2181271
Caro, D. H., & Schulz, W. (2012). Ten hypotheses about tolerance toward minorities among Latin American adolescents. Citizenship, Social and Economics Education, 11(3), 213–234. https://doi.org/10.2304/csee.2012.11.3.213
Fahrutdinova, G., Ibrayeva, Z., & Bulatbayeva, K. (2023). Development of Multicultural Education in Tatarstan and Kazakhstan. Education and Self Development, 18(3), 184–201. https://doi.org/10.26907/esd.18.3.12
Fitriawati, M., Supatmi, S., & Dhaniawaty, R. P. (2024). Analysis of the Need for Information Systems for Early Childhood Education Services in Play Group during the Covid19 Pandemic. Journal of Advanced Research in Applied Sciences and Engineering Technology, 34(2), 264–270. https://doi.org/10.37934/araset.34.2.264270
Garcia-Peinado, R. (2024). The impact of classroom climate on emotional development in childhood. Environment and Social Psychology, 9(1), 1–17. https://doi.org/10.54517/esp.v9i1.1868
Gu, M., & Sok, S. (2023). Factors influencing multicultural acceptance of Korean nursing students. BMC Nursing, 22(1), 1–8. https://doi.org/10.1186/s12912-023-01583-4
Hasan, F., Bukido, R., Wekke, I. S., & Mantu, R. (2018). Tolerance Attitude among Religious People in Marine Envronment: Case Study of Mosque of Ex-Kampong Texas. IOP Conference Series: Earth and Environmental Science, 156(1). https://doi.org/10.1088/1755-1315/156/1/012046
Haswani, F., Baharuddin, & Simbolon, N. (2023). Multicultural Education in English Language Teaching: A Study of Paradigms, Perceptions, and Implementation Strategies. World Journal of English Language, 13(2), 424–434. https://doi.org/10.5430/wjel.v13n2p424
Haugset, A. S., & Finne, H. (2023). Governing early childhood education and care quality development among diverse private ECEC providers in Norway. Education Inquiry, 15(1), 85–103. https://doi.org/10.1080/20004508.2023.2280291
Hilander, M. (2023). Finnish Early Childhood Education Student Teachers’ Mental Images of the Environment. Education Sciences, 13(12). https://doi.org/10.3390/educsci13121206
Kane, S. N., Mishra, A., & Dutta, A. K. (2016). Preface: International Conference on Recent Trends in Physics (ICRTP 2016). Journal of Physics: Conference Series, 755(1), 1–7. https://doi.org/10.1088/1742-6596/755/1/011001
Lee, S., Cha, Y. K., & Ham, S. H. (2023). The Global Institutionalization of Multicultural Education as an Academic Discourse. Societies, 13(8), 1–10. https://doi.org/10.3390/soc13080191
Maloloy-On, M. C., & Arnado, A. A. (2023). Elementary School Teachers’ Proficiency: Philippine Professional Standards under Flexible Teaching Modality. International Journal of Membrane Science and Technology, 10(2), 857–865. https://doi.org/10.15379/ijmst.v10i2.1286
Maulidiah, R. H., Nisa, K., Rahayu, S., Irma, C. N., & Fitrianti, E. (2023). Multicultural Education Values in the Indonesian Textbooks: A Critical Discourse Analysis. Theory and Practice in Language Studies, 13(3), 624–635. https://doi.org/10.17507/tpls.1303.11
Meiza, A. (2023). The Ordinal Regression to Analyze Radical Intention of Muslim Indonesian Students through Personality Type and Tolerance Approach. Pakistan Journal of Statistics and Operation Research, 19(2), 359–368. https://doi.org/10.18187/pjsor.v19i2.3932
Merjovaara, O., Eklund, K., Nousiainen, T., Karjalainen, S., Koivula, M., Mykkänen, A., & Hämäläinen, R. (2024). Early childhood pre-service teachers’ attitudes towards digital technologies and their relation to digital competence. Education and Information Technologies, 0123456789. https://doi.org/10.1007/s10639-023-12237-y
Pangalila, T., & Mantiri, J. (2019). The role of Tomohon society’s local wisdom in developing tolerance attitudes. International Journal of Engineering and Advanced Technology, 8(5), 366–372. https://doi.org/10.35940/ijeat.E1052.0585C19
Romanvican, M. G., Mundilarto, Supahar, & Istiyono, E. (2020). Development learning media based traditional games engklek for achievements mastery of the material and tolerance attitude. Journal of Physics: Conference Series, 1440(1), 1–6. https://doi.org/10.1088/1742-6596/1440/1/012044
Sands-O’Connor, K. (2023). “Education Is a Cultural Weapon”: The Inner London Education Authority and the Politics of Literature for Young People. Humanities (Switzerland), 12(5). https://doi.org/10.3390/h12050109
Simpson, B., Nakabugo, M. G., & Sabates, R. (2024). Understanding Access to and Learning Outcomes From ECE Among Refugees and Non-Refugee Populations in Uganda: A Cross-Cohort Comparison. Journal of Research in Childhood Education, 38(1), 112–129. https://doi.org/10.1080/02568543.2023.2281569
Sun, S., Plate, R. C., Jones, C., Rodriguez, Y., Katz, C., Murin, M., Pearson, J., Parish-Morris, J., & Waller, R. (2024). Childhood conduct problems and parent–child talk during social and nonsocial play contexts: a naturalistic home-based experiment. Scientific Reports, 14(1), 1–11. https://doi.org/10.1038/s41598-024-51656-w
Sun, Y., Blewitt, C., Minson, V., Bajayo, R., Cameron, L., & Skouteris, H. (2024). Trauma-informed Interventions in Early Childhood Education and Care Settings: A Scoping Review. Trauma, Violence, and Abuse, 25(1), 648–662. https://doi.org/10.1177/15248380231162967
Supriatna, J., Nuraeni, A., Fajarfika, R., & Sahat, J. P. (2019). Correlation and path coefficient analysis of heat stress tolerance characters in potato. Journal of Physics: Conference Series, 1402(3). https://doi.org/10.1088/1742-6596/1402/3/033035
Wu, C., Saenghong, N., & Jatuporn, O. (2023). The Study of Multicultural Education and Teachers’ Multicultural Teaching Competency in Singapore and South Korea. REFLections, 30(3), 887–912. https://doi.org/10.61508/refl.v30i3.268950
