Multicultural Education Praxis for Primary Schools: Perspective of Muhammadiyah Primary Schools Indonesia

Abstract

--Cultural and ethnic diversity as a national force. Muhammadiyah rationalizing against tradition in the community resulted in the loss of cultural unity prone unity. Muhammadiyah school system has a role in growing individualism symptoms, such as impersonal and transactional relationship with the student s teacher, school alumni, and students who thrive in a capitalist society. The purpose of this study to support the multicultural education indicators can be constructed and combined with religious-based education Muhammadiyah. The research method used is a Quantitative Approach with Descriptive Analytical Type. Descriptive analytic is research by outlining and analyzing. The total research subjects were 92 people. The questionnaire was made based on indicators of the construct of multicultural education so that a multicultural education perspective for Muhammadiyah elementary schools will be obtained. The result are Muhammadiyah Primary Schools Palangkaraya was able to develop multicultural education indicators. The implictions this study are expected to make the government s foundation for designing and making policies that can be accommodated by all parties. Multicultural education policies that adopt the concept of early adaptation (hybridization) indicators of multicultural education integrated with religion. KEYWORDS---Diversity, Conflict, Multicultural Education, Elementary Schools, Muhammadiyah The National Association of Multicultural Education (NAME) is committed to a philosophy of inclusion that adheres to the basic principles of democracy and cultural pluralism. Cultural and ethnic diversity as a national force that enriches society and rejects the view that diversity threatens the fabric of society. Multicultural education promotes justice for all people regardless of culture, ethnicity, nation, class, language, age, gender, sexual orientation, disability, or religion. Multicultural education enables individuals to believe in their own intrinsic values and culture, to transcend monoculturalism and, ultimately, to be multicultural. This development process is central to the noble search of individuals to define one s relationships and responsibilities towards our global society (NAME, 2011). The problems that arise, the wealth of ethnic diversity in Indonesia should be an advantage to unite the nation, but the reality in the field of cultural meetings cause conflicts, for example in 2001 there was a sampit conflict (an impact of 1Study Program of Primary School, Yogyakarta State University, Yogyakarta Muhammadiyah University of Palangkaraya, Palangka Raya Indonesia Muhammadiyah University of Palangkaraya Indonesia Siti Irene Astuti Dwiningrum Yogyakarta State University Indonesia Email: [email protected] Voulme-23 Issue-4 the West Kalimantan conflict), this conflict occurred because of misunderstandings that occurred between tribes Dayak with Madurese in socializing in everyday life. Soemardjan stated that if the conflict could occur repeatedly in West Kalimantan and then followed in Central Kalimantan, there were two things to consider: (1) conflict resolution in West Kalimantan was not complete, meaning that it was not carried out in depth to its roots; (2) conflicts like the one that recurred in Central Kalimantan can happen again, maybe in other areas. The seeds of conflict between the Dayaks and Madurese in Central Kalimantan are in relations between the two ethnic groups. Basically the two conflicts were both in 1999 and before in Sambas West Kalimantan and 2001 in Sampit Central Kalimantan (Ruslans, 2001). Conflict continues and cannot be avoided. Data on social conflicts that occur on the ground reinforces that increasing conflict in the community. In the period between 1997-2004, there were 3,600 conflicts with the number of victims of at least 10,700 people not including the conflicts in Aceh, Maluku and Papua. The conflict data is based on the post-reform era, which is a social and cultural crisis that has resulted in a weakening of self-confidence, horizontal conflict growth and loss of the concept of nationalism and nationality (Disintegration) (Andreas P, 2017). Social conflicts or cultural conflicts will continue in Indonesia if differences of opinion in solving problems can cause ongoing turmoil in various regions (Gay, 2014). Equality in rights and status will lead to justice and equality of treatment. Conflicts in several regions of Indonesia have reached a very worrying stage, which is characterized by: 1) groups of people who use conflict as a mode to shed any frustration and disappointment they feel, and 2) other groups of people who use conflict as a weapon to resolve problem. One effort to prevent conflict is to realize multicultural education (Somantrie, 2011). Multicultural education is seen as a strategy for resolving conflicts. The strategy used is to respect and respect the diversity of wealth. Wealth of diversity must be maintained as fairly as possible through learning in schools and making policies that protect and promote to various groups and places. Schools and policy makers must be able to equate perceptions about multicultural education so as to achieve mutually agreed goals. This study is very important because it can be one of the conflict resolution strategies that continues to occur in various places, especially in