Multicultural Education of Strengthening in Global Era Through Pancasila and Civics Educations (PPKN) Learning for Yunior High School Students Kartasura District

Abstrak

This study aims to describe the strengthening of multicultural education in the
global era through PPKn Learning for Junior High School students in Kartasura
district. This research is qualitative research with descriptive approach.
Research subjects: teachers, and students of class VII SMP Kartasura district,
the object: multicultural education and PPKn Learning. Methods of data
collection: observation, interview and documentation. Validity of data is done
by triangulation of data and method. Data analysis technique is done by using
interactive analysis technique consist of 3 stages: data reduction, data display
and data verification. The results showed: based on findings in the field that the
existence of multicultural education in SMP Kartasura district currently felt
quite weak; this is indicated by the indicator: students form discussion groups
tend to choose their friends who are in religion, students in terms of helping to
distinguish the tribe, students in visiting his sick friends still consider the
similarities of religion and tribe, students in performing art performance are still
sorting the same culture. Similarly, the results of interviews conducted on
teachers, mentors, and students show that in general teachers, mentors, and
students do not understand the meaning of multicultural, teachers and coaches
feel difficult to apply multicultural to students, students feel the lack of
exemplary attitude, behavior, and action teachers who reflect multicultural
values. The learning of PPKn can be used as a means of strengthening
multicultural education in SMP Kartasura by: teacher appreciate and respect the
existence of different owned by every student either religion, tribe, culture, or
language different. Through PPKn Learning can be instilled in student students
the attitude of tolerance, mutual respect and mutual respect for the differences
of religion, ethnicity, culture, and language. Through Learning PPKN is
implanted in students to always live side by side despite the different religions,
tribes, cultures, and languages peacefully and harmoniously. Through PPKN
learning can be educated to each student for mutual cooperation, mutual
cooperation and public interest over personal and group interests by not looking
at differences in religion, ethnicity, culture and nation. Conclusion because of
the weakness of the values of multicultural education for junior high school
students Kartasura District, it is necessary to strengthen. One means of
strengthening multicultural education can be done through PPKn Learning.
Key Words: Multicultural Education and PPKn Learning