ANALYSIS OF MOVEMENT ON GROWING “BUDI PEKERTI” (CHARACTER) BASED ON MULTICULTURALISM AT PRIMARY SCHOOLS
Andi Agusniati
STIE Amkop
Makassar, Indonesia
Email: [email protected]
|
KEYWORDS Budi Pekerti
(Character); multiculturalism; points of conceptual action |
ABSTRACT This study
aimed at exploring and identifying the points of conceptual action of the Movement
on Growing the ‘Budi Pekerti’(Character) based on Multiculturalism. The type
of this research was Qualitative Research, with linear and sequential
activities through 'Basic Research and Applied Research' method. The results of this study show: First,
there are 34 points of conceptual actions successfully identified from the
principles of the Movement on Growing the Budi Pekerti (Character) Base on
Multiculturalism, which, practically and theoretically, need to be
implemented in primary schools. Secondly, most (21 from 34) of the points of
conceptual actions identified from the principles of the Movement on Growing
the Budi Pekerti (Character) Base on Multiculturalism, that need to be implemented in primary schools
are the points of conceptual action
that have been implemented at primary schools, while a few
the points of conceptual action
other (13 from 34 points) are the points that have not been
implemented at primary schools; Thirdly, the points of conceptual action of
'the Movement on Growing The ‘Budi Pekerti’ (Character) Based on
Multiculturalism' which have been implemented in primary schools, are
basically only implemented by the initiatives of schools, and not
specifically based on multiculturalism. Fourthly, certain points of action that
have not yet been implemented in primary schools are due to internal factors,
that the points of conceptual action have not been programmed by the schools,
and due to external factors, namely that there are no any rule or policy that
obligate schools to implement them. |
INTRODUCTION
In Indonesia, efforts to foster multiculturalism
among its citizens are through the Indonesian socio-cultural system. According
to Muttaqin (2010), the Mindset of the
Indonesian Socio-Cultural System consists of several points as follows:
1). The state is based on the One True
Godhead. Religious life or belief in God
Almighty must be able to realize the personality of the Indonesian people who
believe in God Almighty; 2). Unity State
based on Pancasila and the 1945 Constitution (Syamsuddin,
2010). That the
Republic of Indonesia is a union state based on Pancasila and the 1945
Constitution (Afif,
2018). This means
that the administration of state life must be based on Pancasila and the 1945
Constitution in a pure and consequent manner. Thus, national development is the
practice of Pancasila and in essence national development is the development of
all Indonesian people in a fast-paced and sophisticated human life. 3).
DPancasila emocracy: In the sovereign
state of the Republic of Indonesia, based on citizenship and
consultation / representation, personal or family life in society, nation and
state must be able to choose representatives and leaders who can deliberate for
consensus in prioritizing interests general above the interests of groups and
individuals, for the implementation of
social welfare for all people. Therefore, the social management system needs to
be enforced, both through laws and morals. 4). Social Justice for All People:
Indonesia's geographical activities , natural resources , and Indonesian
population in society, nation and state must have just political, economic,
social, cultural, defense, and security
social for all people. 5). Ethics:
everyindividual or family in the life of society, nation and state must
maintain noble humanitarian ethics and uphold the noble moral ideals of the
people. This means that the freedom of each citizen to profess his own religion
and worship according to his religion and belief must be guaranteed, where
education and teaching are the rights of citizens who need a national education
system.
The level of elementary school education for
students can be viewed as a transition period from the period of play in early
childhood education (late kindergarten) to the period of formal education in
elementary school (Sabani,
2019). At this
level, students observe and imitate the positive and negative behavior of those
around them such as teachers and principals as a direct example in
familiarizing order and repetition, including awarding swerta contrasting
differences in various matters, especially in terms of religion, culture and
ethnicity (see also Kepmendikbud No. 23 of 2015) (Octavia,
2020).
From the
description above, it is clear that students in elementary schools who are the shoots of the nation, are in this
transition period that muticulturalism attitudes and awareness need to be
instilled. Therefore, it can be assumed that Ethics-based education at the
primary education level is something significant followed by efforts to instill
and foster awareness of multiculturalism of learners at the elementary school
level.
Ethnic,
cultural and religious diversity among students in primary schools is
particularly prominent in schools located in the middle of big cities (Agustian,
2019; Zainal, 2012). These elementary schools have implemented
the most actions that lead to the 7 (seven) main points of the Ethical Growth
Movement in accordance with the Regulation of the Minister of Education and
Culture Number: 23 of 2015.
This study aimed at exploring and identifing the points of conceptual action of the Movement on Growing the ‘Budi Pekerti’ (Character) Based on Multiculturalism, which, both practical and theoretical, needed to be implemented in primary schools, and also at identifing which points of conceptual action that had been implemented and which points had not yet been implemented at primary schools, then how the points of conceptual action that had been applied at primary schools were implemented, as well as what factors cause some certain points of conceptual actions had not yet been implemented at primary schools.
RESEARCH METHOD
This study
departs from the topic: 'Multiculturalism-based Ethics Growth in Elementary
Schools', which begins with the exploration stage (excavation) and
identification of action items, and then into the case study stage which
emphasizes the study of the application of the identified conceptual action
points implemented in the schools studied (Sugiyono, 2019).
With these considerations, research is linear and sequential through the
method of 'Basic Research and Applied Research'. ('Basic Research and Applied Research') is a
method of inquiry that assumes that scientific knowledge can be discovered
through a series of linear and sequential stages. Basic research, and continued
with applied research. Iused inquiry methods "naturalistic". That is
an inquiry method that departs from the assumption that scientific activities
are natural ("as is"), and avoids "regulated" research The
focus of the research is an investigation of the implementation of these
coceptual action points in the elementary schools studied) leading elementary
schools in Makassar City. Research uses to gather in-depth perceptions and
descriptions of targeted populations, places, andevents, these—Direct
Observation, In-depth Interviews and Focus Groups (Creswell &
Creswell, 2017).
RESULTS AND DISCUSSION
A series of research
activities, namely a discussion of the results of the discussion from the Focus
Group Discussion activities at the Basic Research stage, which focuses on
discussions that aim to find and identify conceptual actions, namely those that
both theoretically and practically need to be implemented in elementary
schools. in the form of 7 (seven) points of the Multiculturalism-based Moral
Development Movement in elementary schools. First, a discussion on exploring
conceptual action points to Grow Multiculturalism-Based Moral and Spiritual
Values; Second, discussion of exploring Conceptual Action Points to Grow National
and Diversity Values Based on Multiculturalism; Third, discussion of
exploring Conceptual Action Points to build Positive Interaction between
Students and Teachers and Parents, based on Multiculturalism; Fourth, a
discussion of exploring conceptual action points to build positive interactions
between students based on multiculturalism; Fifth, discussion of exploring
conceptual action points to take care of oneself and the school environment
based on multiculturalism; Sixth, the discussion in the framework of exploring
conceptual action points to cultivate the potential of students as a whole,
based on multiculturalism; and Seventh, exploration of conceptual action points
to be able to involve parents and the community, based on multiculturalism.
Conceptual Actions to
Cultivate Moral and Spiritual Values Based on Multiculturalism:
Moral and Spiritual Values Based on Multiculturalism, resulting in 5 (five)
points of conceptual action, as follows:
1)
Hold Local Wisdom Day
on certain days, where students are asked to describe their respective ABE
(Religion, culture and, ethnicity) in rotation
2)
Commemorating
religious holidays in schools, where all students of other faiths are involved
in assisting in the preparation of the activity.
3)
Create a local
content curriculum that contains material on the diversity of local wisdom of
each region that is congruent (appropriate / harmonious) with moral / spiritual
values and awareness of multiculturalism
4)
Identify the
diversity of ABE (Religious, Cultural and Ethnic) students in schools for
database in order to formulate programs, more appropriate actions for the
growth of multiculturalism-based ethics in schools. As well as integrating ABE
into the subjects of Religion, Social Studies, PPKn
5)
Holding a story day
that specifically tells the stories of prophets, and other religious figures,
such as the story of mahabrata, or the story of Siddharta Gautama.
The results of the theoretical analysis show that some of the points
mentioned above are in accordance with the view of Horace Kellin (1979) that
attitudes towards cultural pluralism or multicultural are attitudes or
principles of "respecting different levels of difference within the
boundaries of national unity (Levey, 2011).
Items of Action to Foster National Values and Diversity Based on Multiculturalism,
theme 2 (two) consists of 6 (six) points of conceptual actionl, as follows:
1)
Complement the school
with standing banners / "talking boards" or other display
media containing discourses on national unity in diversity, such as:
"Diversity is a blessing", or "Bhineka Tunggal Ika is us",
or "United we are firm divorced we collapse", etc.
2)
Label classrooms with
names of national heroes from different regions
3)
Singing Indonesia
Raya songs and national compulsory songs and regional songs in every learning process as motivation or encouragement for learning, before
or after the learning process. (The code relates to the nobility of ethics and
the sense of nationalism/ multiculturalism).
4)
Carry out regularly
flag ceremonies, as well as national holiday ceremonies by inserting themes
containing noble ethics and diversity, for example: "By commemorating the
youth pledge day let us level the noble ethics of our nation in
diversity".
5)
Installing posters
describing biographies of national heroes from various regions in Indonesia,
accompanied by photographs or images that are used as a discourse on
multiculturalism and as a source of learning.
In accordance with the theoretical
view of Horace Kellen (1997), cultural pluralism (or multiculturalism) must
begin by respecting different levels of difference within the boundaries of
national unity (Budiono, 2021).
Action Points to Build Positive Interactions between Students and Teachers
and Parents, Based on Multiculturalism (Theme 3), consisting of 5 (five)
conceptual action items, as follows:
1)
Forming a "class
group" oriented towards the 'nobleness of Indonesian ethics in diversity',
in addition to facilitating communication and coordination between teachers and
parents of students related to efforts to foster ethics and a sense of
multiculturalism.
2)
Create a "family
day" or "familly day" activity in the framework of a
"nutrition day" where each student is asked to bring various types of
food from the region according to their origin and exchange food.
3)
Hold meetings
involving parents of students and relevant community elements, in order to
socialize any program that will be implemented by the school, related to
efforts to cultivate ethics based on multiculturalism.
4)
Celebrating national
days such as "Mother's Day" and "Teacher's Day", as a
momentum to exchange among students, teachers and parents of students
(traditional clothes, folk songs, etc., according to their respective regional
origins.
5)
Create a "family
day" or "familly day" activity themed "Religious, Cultural,
and Ethnic Diversity"), by inviting parents or experts (from the
community) who have expertise to become resource persons, who can describe various
uniqueness of local customs and wisdom in various regions / different
ethnicities.
This point is in line with Horace
Kellen's (1997) theory of "appreciating different degrees of difference
within the boundaries of national unity".
Conceptual Action Points to Build Positive Interactions between Students
based on Multiculturalism (Theme 4), consisting of 5 (five) conceptual action
items, as follows:
1)
Conduct
"Language Diversity Day", where on that day students and teachers are
allowed to use vocabulary, words, simple sentences from various regional
language diversity, and also with guessing games or playing "word
cards" using simple sentences from various regional languages.
2)
Conducting "peer
teaching" / "peer tutoring" as an
extra-curricular activity with the subject of "learning about ABE
(Religion, Culture and Ethnicity) diversity in Indonesia, without questioning
the conflict".
3)
Reprimanding and coaching students who discriminate against other
students who are ABE (Religious, Cultural and Ethnic) minorities in the
classroom or at school.
4)
Considering gender
balance, in addition to religious, cultural and ethnic balance, in the
distribution of tasks to students in every learning activity in the classroom
and outside the classroom. .
5)
Involving students with
different religions, to actively participate in preparing for the commemoration
of religious holidays, even though it is not mandatory
to attend worship activities in the event.
The results of the theoretical analysis show, in
line with the view of James A. Bank (1993), that in education based on
multiculturalism students need to be taught to think critically by providing
adequate knowledge and skills and have a high commitment to participate in
democratic actions.
Conceptual Action Points to Care for Themselves and the Environment'
School, based on Multiculturalism (Theme 5), consists of 4 (four) conceptual
action items, as follows:
1)
Createa school garden
containing typical plants from various regions in Indonesia, by labeling the
local name and origin of the plant.
2)
Conduct routine
checks related to the health of students in self-care such as examination of
nails, teeth, hair, and neatness in dressing,
3)
Caring for the school
environment by getting used to throwing garbage in its place, sorting garbage, hygiene
picket schedules, planting plants or trees that are characteristic of various
regions.
4)
Presenting on
displays (standing banners, posters or wall paintings whose content uses simple
sentences and is understood by students.
This point is in line with the
advice of James A. Banks (1993) that students need to be made aware that in
receiving knowledge there are various interpretations according to their
respective interests
Conceptual Action Points to Grow the Potential of Students as a whole,
based on Multiculturalism (Theme 6), consisting of 6 (six) conceptual action
items, as follows:
1)
Facilitate students
to develop their interests and talents &
potentials in understanding other cultures, for example by inviting dance
instructors and voice arts instructors (singing) from various regions in
Indonesia.
2)
Train, guide, and
compete in debate activities with the theme of ethical growth behavior and awareness
of multiculturalism, in order to grow their potential in developing talents /
ability to discuss / debate. .
3)
Fostering, developing
the interests and talents of students, in the field of
art based on diversity, through "Art Week" or "Saturday Talents"
activities, which showcase the diversity of art from various regions.
4)
Conducting drawing
activities, to cultivate one's potential (talent) in drawing, with the theme
ABE (Religion, Culture and Ethnicity), for example drawing and describing the
results of drawings of houses of worship of various religions, and traditional
houses / customs of various regions in Indonesia. .
5)
Provide a container
such as "Papan Mading (Wall Magazine)", which once a month or every
few months, students are allowed to paste various works typical of the region
on a scheduled basis according to a certain theme.
6)
Integrate traditional
sports teaching from different regions, such as "football";
"pencak silat" from various regions in Indonesia, etc. into bid
lessons. sports studies.
Theoretically in line with the view
of Martin J. Beck Matustik (1998), that the new enlightenment of
multiculturalism in the future must begin with the fostering of local
multiculturalism
Conceptual Action Points
to be able to Involve Old People, and Society, based on
Multiculturalism (Theme 7), consisting of 4 (four) conceptual action items, as
follows:
1)
Holding cultural
competitions involving parents of students with the theme of culture and local
wisdom, and aimed at rewarding or rewarding certain cultures.
2)
Parents or the
community, who have the ability, are invited to be resource persons or coaches
in extracurricular activities, such as skills in playing traditional musical instruments, singing songs including folk songs,
dancing, including traditional dances, as well as role-playing skills, or other
forms of skills.
3)
Create an
"artist or culturalist enter school" program to train, accompany and
introduce various Indonesian cultural arts (involving artists from art studios, campus artists, culturalists.
4)
Conducting friendship festivals between
classes, displaying various cultures, dances, and others by inviting parents
and community elements.
It is theoretically in line with the view of Martin J.
Beck Matustik (1998), that the enlightenment of multiculturalism is new in the
future. Number of conceptual action items of the Multiculturalism-Based Ethics
Movement
The conceptual
action items that have been / have been implemented in the superior elementary
schools studied are: 21 (thirty-eight) action items out of 34 (thirty-four)
action items identified, while conceptual action items that have not been
implemented in the three excellent elementary schools studied, found as many as
13 (thirteen) action items.
CONCLUSION
Based on the results of study, the conclusion of study
are; (1) most
of the conceptual action items identified, have been implemented in primary
schools, and a small part have not been implemented, (2) the
conceptual action points of the 'Multiculturalism-based Ethics Growth Movement'
that have been implemented in elementary schools, are basically carried out
only on the initiative of the school, and (3) certain
action points of the
'Multiculturalism-based Ethics Growth Movement' that have not been implemented
in elementary schools are, basically, due to internal factors, namely that
these conceptual action items have not been programmed to be implemented by the school, and due to
external factors, namely the absence
of rules or policies on the part of
policy makers that require schools toimplement them.
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Copyright holders:
Andi Agusniati (2023)
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Devotion - Journal of Research and Community
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