Email this article Best Practice Management of Multicultural Character Education in Diversity-Based Schools
Abstract
This study discusses best practices in managing multicultural character education in diversity-based schools. The results show that implementing multicultural values into the curriculum, learning activities, and school policies plays a significant role in creating an inclusive, tolerant, and harmonious educational environment. Success factors are supported by educator competence, policies that accommodate diversity, and active participation from the surrounding community. However, several challenges were identified, such as limited teacher training, inconsistency in policy implementation, and lack of public awareness of the importance of diversity values. This study recommends intensive and continuous training for teachers to improve their understanding of managing diversity. In addition, the development of a curriculum that explicitly integrates multicultural values and policies that support an inclusive culture in schools is highly recommended. Community involvement is also an important element in strengthening the implementation of multicultural education. By implementing these strategic steps, multicultural character education is expected to be an effective solution in building tolerance, cooperation, and social cohesion in a pluralistic society.
Keywords
Full Text:
PDFReferences
Ahmad, N., Roslan, S., & taresh, S. (2021). Teachers' efficacy, knowledge, and professional development in the implementation of character education. https://doi.org/10.31124/advance.16625665.v1
Aisyah, N., Sutoro, O., & Tumin, T. (2020). Untitled. Al-Hayat Journal of Islamic Education, 4(1), 106. https://doi.org/10.35723/ajie.v4i1.104
Amanda, A. and Rochmat, S. (2020). Instilling values of nation character education through multicultural history learning. https://doi.org/10.4108/eai.4-8-2020.2302536
Amin, M., Ritonga, M., & Nasrul, W. (2021). Islamic education: as a character-building effort. Al-Misbah (Jurnal Islamic Studies), 9(1), 44-54. https://doi.org/10.26555/al-misbah.v9i1.2225
Aryani, I., Purwandari, R., & Kertopati, B. (2021). Education of value in multicultural-based social science learning in basic schools in efforts to implementation of character education. https://doi.org/10.4108/eai.19-7-2021.2312703
Ayscue, J., Beam, L., & Mordechay, K. (2022). “an opportunity to grow our collective consciousness”: navigating racial tension in a gentrifying elementary school. Journal of Cases in Educational Leadership, 26(1), 44-57. https://doi.org/10.1177/15554589221138606
Bartolj, T. (2023). Should firms strive for the educational diversity of the workforce? estimation of the impact of firms’ educational structure on sales growth and exports. Sage Open, 13(1). https://doi.org/10.1177/21582440231156797
Bates, A. (2019). Character education and the ‘priority of recognition’. Cambridge Journal of Education, 49(6), 695-710. https://doi.org/10.1080/0305764x.2019.1590529
Benediktsson, A. and Ragnarsdóttir, H. (2019). Communication and group work in the multicultural classroom: immigrant students’ experiences. European Journal of Educational Research, volume-8-2019(volume8-issue2.html), 453-465. https://doi.org/10.12973/eu-jer.8.2.453
Bercasio, R. (2024). Flexible pedagogies during the educational disruption in Bicol, Philippines: developing practice-informed framework. https://doi.org/10.5772/intechopen.113300
Cahyaningtyas, A. (2022). Multicultural literature for building children’s character. https://doi.org/10.4108/eai.15-9-2021.2315599
Ciampa, K. and Wolfe, Z. (2020). Integrating character education into an elementary common core standards-aligned curriculum: a pilot study. Curriculum Perspectives, 41(1), 59-69. https://doi.org/10.1007/s41297-020-00116-2
Durand, T. (2019). Overcoming stereotypes to “master our dreams”: the salience of ethnic climate and racial diversity among students of colour in middle school. The Journal of Early Adolescence, 40(8), 1029-1060. https://doi.org/10.1177/0272431619891241
Easton-Brooks, D., Robinson, D., & Williams, S. (2018). Schools in transition: creating a diverse school community. Teachers College Record, 120(13), 1-26. https://doi.org/10.1177/016146811812001307
Fitria, U., Azmi, F., & Daulay, N. (2022). The implementation of character education management in madrasah. Jurnal Basicedu, 6(4), 5557-5568. https://doi.org/10.31004/basicedu.v6i4.3028
Green, T. and Gooden, M. (2014). Transforming out-of-school challenges into opportunities. Urban Education, 49(8), 930-954. https://doi.org/10.1177/0042085914557643
Hanafiah, H. (2022). Diagnosis of student character education through the contribution of principal interpersonal communication and teacher performance. Al-Ishlah Jurnal Pendidikan, 14(2), 1947-1956. https://doi.org/10.35445/alishlah.v14i2.1219
Handoko, S. (2023). Optimizing classroom and activity-based character education: a comprehensive guide to best practices and implementation strategies in early childhood education. Golden Age Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini, 8(2), 79-88. https://doi.org/10.14421/jga.2023.82-03
Hartinah, H. (2023). Enhancing tolerance and cultural diversity through multicultural education management. Jurnal Islam Nusantara, 7(1), 97. https://doi.org/10.33852/jurnalnu.v7i1.450
Harun, H., Jaedun, Sudaryanti, S., & Manaf, A. (2020). Dimensions of early childhood character education based on multicultural and community local wisdom. International Journal of Instruction, 13(2), 365-380. https://doi.org/10.29333/iji.2020.13225a
Haslerig, S., Bernhard, L., Fuentes, M., Panter, A., Daye, C., & Allen, W. (2013). A compelling interest: activating the benefits of classroom-level diversity. Journal of Diversity in Higher Education, 6(3), 158-173. https://doi.org/10.1037/a0034065
https://doi.org/10.2991/assehr.k.200217.029
Hur, Y. and Lee, K. (2019). Identification and evaluation of the core elements of character education for medical students in Korea. Journal of Educational Evaluation for Health Professions, 16, 21. https://doi.org/10.3352/jeehp.2019.16.21
Jamo, M. (2023). A systematic review analysis of character education social care in elementary school. Journal of Basic Education Research, 4(2), 63-69. https://doi.org/10.37251/jber.v4i2.332
Junaidi, J., Susilawati, N., Fernandes, R., Sylvia, I., & Putra, E. (2020). Integration of al-quran education and Minangkabau culture on subjects in formal schooling. https://doi.org/10.2991/assehr.k.200217.029
Juvonen, J., Kogachi, K., & Graham, S. (2017). When and how do students benefit from ethnic diversity in middle school? Child Development, 89(4), 1268-1282. https://doi.org/10.1111/cdev.12834
Komariah, A., Kurniady, D., Purwanto, P., Nurlatifah, S., & Sunaengsih, C. (2020). Participation in character education. https://doi.org/10.2991/assehr.k.200130.212
Kumi–Yeboah, A. and Smith, P. (2016). Critical multicultural citizenship education among black immigrant youth: factors and challenges. International Journal of Multicultural Education, 18(1), 158-182. https://doi.org/10.18251/ijme.v18i1.1079
Kustati, M., Nurbaiti, N., Hallen, H., Al-Azmi, H., & Sermal, S. (2020). Efl teachers’ attitudes towards language learners: a case of multicultural classrooms. International Journal of Instruction, 13(1), 353-370. https://doi.org/10.29333/iji.2020.13124a
Kustati, M., Nurbaiti, N., Hallen, H., Al-Azmi, H., & Sermal, S. (2020). Efl teachers’ attitudes towards language learners: a case of multicultural classrooms. International Journal of Instruction, 13(1), 353-370. https://doi.org/10.29333/iji.2020.13124a
Lee, S., Jahng, K., & Kim, K. (2020). Light and shade of multicultural education in South Korea. Journal for Multicultural Education, 14(2), 149-161. https://doi.org/10.1108/jme-11-2019-0081
Lonto, A. and Umbase, R. (2020). Multicultural education in the globalization era: challenges and expectations. https://doi.org/10.2991/assehr.k.201014.004
Mahmud, M. (2023). The strategy of school principals to promote multicultural education in Islamic high schools in Samarinda. Dinamika Ilmu, 23(1), 23-36. https://doi.org/10.21093/di.v23i1.6329
Mastur, M. (2023). Multicultural classroom management of students in elementary schools. Al-Ishlah Jurnal Pendidikan, 15(4). https://doi.org/10.35445/alishlah.v15i4.3882
Maulana, D. (2024). Cultivation of tolerance values through multicultural education to build national character. International Journal of Multicultural and Multireligious Understanding, 11(5), 103. https://doi.org/10.18415/ijmmu.v11i5.5721
Maulidiah, R., Nisa, K., Rahayu, S., Irma, C., & 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
Miller, W. and Abdou, A. (2018). Cultivating a professional culture of peace and inclusion: conceptualizing practical applications of peace leadership in schools. Frontiers in Education, 3. https://doi.org/10.3389/feduc.2018.00056
Moya, E., López, M., Burgos-Garcia, A., & Sánchez-Hernández, Y. (2022). Inclusive leadership from the family perspective in compulsory education. Journal of New Approaches in Educational Research, 11(2), 226-245. https://doi.org/10.7821/naer.2022.7.937
Muassomah, M., Abdullah, I., Istiadah, I., Mujahidin, A., Masnawi, N., & Sohrah, S. (2020). Believe in literature: character education for Indonesia's youth. Universal Journal of Educational Research, 8(6), 2223-2231. https://doi.org/10.13189/ujer.2020.080605
Mulyana, D. (2024). The role of citizenship education management in facing the challenges of multiculturalism. esaprom, 3(01), 51-58. https://doi.org/10.58471/esaprom.v3i01.4083
Murwanto, P. (2024). Developing and practising inclusive leadership in schools. Progres Pendidikan, 5(1), 93-100. https://doi.org/10.29303/prospek.v5i1.710
Nainggolan, M. and Naibaho, L. (2022). The integration of Kohlberg's moral development theory with education character. Technium Social Sciences Journal, 31, 203-212. https://doi.org/10.47577/tssj.v31i1.6417
Naufal, N. (2024). Management of strengthening character education in junior high school. Munaddhomah Jurnal Manajemen Pendidikan Islam, 5(2), 126-135. https://doi.org/10.31538/munaddhomah.v5i2.778
Nuraeni, N. (2024). The tindih value of the Sasak tribe is a basic value in developing character education in schools. Prisma Sains Jurnal Pengkajian Ilmu Dan Pembelajaran Matematika Dan Ipa Ikip Mataram, 12(1), 141. https://doi.org/10.33394/j-ps.v12i1.10579
Nurhayati, N., Sulasminten, S., & Roesminingsih, E. (2018). The development of character education management model in secondary school. https://doi.org/10.2991/icei-18.2018.101
Nurhayya, F. (2021). Character building values in student teacher’s lesson plans: a content analysis. Stairs English Language Education Journal, 2(1), 17-24. https://doi.org/10.21009/stairs.2.1.3
Parker, D., Nelson, J., & Burns, M. (2010). Comparison of correlates of classroom behaviour problems in schools with and without a school‐wide character education program. Psychology in the Schools, 47(8), 817-827. https://doi.org/10.1002/pits.20506
Prasetyo, A. (2023). The role of multicultural education in shaping the character of student tolerance. https://doi.org/10.4108/eai.26-11-2022.2339378
Proctor, S. and Simpson, C. (2016). Improving service delivery to ethnic and racial minority students through multicultural program training. 251-265. https://doi.org/10.1037/14855-015
Rahayu, B., Putu, A., Ketut, S., & Hery, S. (2018). How consistent is teachers’ planning, implementation, and assessment in character education? SHS Web of Conferences, 42, 00061. https://doi.org/10.1051/shsconf/20184200061
Rahayu, S., Irma, C., & 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
Rissanen, I., Ubani, M., & Sakaranaho, T. (2020). Challenges of religious literacy in education: Islam and the governance of religious diversity in multi-faith schools., 39-53. https://doi.org/10.1007/978-3-030-47576-5_4
Safita, M. and Suryana, D. (2022). The importance of multicultural education in early childhood education programs. https://doi.org/10.2991/assehr.k.220602.009
Sembiring, R. and Pakpahan, E. (2021). Analysis of education value of character in novel 5 cm by Donny Dhirgantoro. Project (Professional Journal of English Education), 4(3), 535. https://doi.org/10.22460/project.v4i3.p535-541
Setyaputri, N., Krisphianti, Y., & Nawantara, R. (2021). Badranaya: a board game to enhance prospective multicultural counsellors’ impartial character. Jurnal Kajian Bimbingan Dan Konseling, 6(1), 24-33. https://doi.org/10.17977/um001v6i12021p024
Shaleha, M. and Purbani, W. (2019). The existence of literary works in language teaching materials to support character education. Education Sustainability & Society, 2(4), 11-13. https://doi.org/10.26480/ess.04.2019.11.13
Sharma, S. (2023). Challenges in the diverse classroom of school: teachers' perspectives. Chaturbhujeshwar Acad. J., 1(1), 38-50. https://doi.org/10.3126/caj.v1i1.63133
Singh, B. (2019). Character education in the 21st century. Journal of Social Studies (Jss), 15(1), 1-12. https://doi.org/10.21831/jss.v15i1.25226
Surahman, S., Pratiwi, R., Imron, A., Cakranegara, P., & Putra, P. (2022). Multicultural education in the forming of social character in the digitalization era. Scaffolding Jurnal Pendidikan Islam Dan Multikulturalisme, 4(3), 162-174. https://doi.org/10.37680/scaffolding.v4i3.1805
Suri, D. and Chandra, D. (2021). Teacher's strategy for implementing multiculturalism education based on local cultural values and character building for early childhood education. Journal of Ethnic and Cultural Studies, 8(4), 271-285. https://doi.org/10.29333/ejecs/937
Susanti, S. and Sukaesih, S. (2021). Strengthening character education in elementary school with the international curriculum (a case study at Bestari Utami Elementary School, garut). Sosiohumaniora, 23(3), 409. https://doi.org/10.24198/sosiohumaniora.v23i3.31896
Susanto, F., Wasliman, I., Sudrajat, A., & Mulyanto, A. (2022). Management of strengthening student character education to realise the students graduates quality in spk-sma saint john’s catholic school and insan Cendekia Madani sma. International Journal of Science Technology & Management, 3(6), 1825-1834. https://doi.org/10.46729/ijstm.v3i6.690
Syah, D. (2017). Teachers’ understanding towards the implementation of character education in schools. The International Journal of Social Sciences and Humanities Invention. https://doi.org/10.18535/ijsshi/v4i1.08
Ulfa, E., Djubaedi, D., Sumarna, C., Fatimah, S., Suklani, S., & Hidayat, A. (2021). The role of teachers in fostering religious multiculturalism. International Journal of Multicultural and Multireligious Understanding, 8(10), 349. https://doi.org/10.18415/ijmmu.v8i10.3065
Wulandari, F. (2024). Strengthening the religious character of classroom-based students at Sidoarjo State Elementary School. Edunesia Jurnal Ilmiah Pendidikan, 5(2), 1144-1159. https://doi.org/10.51276/edu.v5i2.951
Yolcu, E. and Sarı, M. (2018). Teachers’ qualities and self-efficacy perceptions in character education. Acta Didactica Napocensia, 11(3-4), 35-48. https://doi.org/10.24193/adn.11.3-4.3
Zurqoni, Z., Retnawati, H., Apino, E., & Anazifa, R. (2018). Impact of character education implementation: a goal-free evaluation. Problems of Education in the 21st Century, 76(6), 881-899. https://doi.org/10.33225/pec/18.76.881
DOI: http://dx.doi.org/10.58258/jupe.v10i1.8427
Refbacks
- There are currently no refbacks.
Copyright (c) 2025 A. Fandir
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
JUPE: Jurnal Pendidikan Mandala (p-issn: 2548-5555;e-issn: 2656-6745) is licensed under a Lisensi Creative Commons Atribusi-BerbagiSerupa 4.0 Internasional.
Jurnal ini diterbitkan oleh Lembaga Penelitian dan Pendidikan (LPP) Mandala.
Alamat: Jl. Lingkar Selatan, Perum Elit kota Mataram Asri Blok O. No. 35, Jempong Baru, Sekarbela, Kota Mataram NTB. Indonesia