Peran Guru dalam Menerapkan Pendidikan Multikultural:(Studi di SD Sanggar Anak Alam BAntul).

Sarona Gaharu, Suharko

2014 | Skripsi | Sosiologi

Applying Multicultural Education (Study at Sanggar Anak Alam Elementary School, Bantul) Stereotypes to wards some particular groups, brawl among students, mockery resulting in children’s unwillingness to attend schools. All of the conflicts mentioned above are instances of multicultural problems, in which optimizing teacher’s role in the implementation of multicultural education’s concept plays an important part in tackling and avoiding them. The root of multicultural problems lies in one’s inability in reflecting the value of humanity and impartiality, which is why, an effort to construct a perspective that satisfies the value, is needed. The perspective can be built through multicultural education. Teacher is one of the most important agents in the execution of multicultural education’s concept. Teacher builds a relation and runs all education design built by the school. The formulation of the problem in this research is, (1) finding the typology of multicultural education used by teachers, (2) describing teacher’s role in implementing multicultural education’s concept through interactive study process. This research uses qualitative research methods, aiming to comprehend a phenomenon in social context naturally with emphasis on communication interaction’s process between the researcher and the researched phenomenon. Researcher actively interacts with the subject of the research. The data in this research is obtained by using data-collecting technique; Observation, semi-structured interview, and secondary data.The respondents in this research are the founder of Salam elementary school, teachers, students, and their parents. The result of the research shows that the typology of multicultural education’s approach used by the teachers of Salam elementary school is human relation approach. Teachers keep track of student personally and build a humane – not authoritative – relation. Through 2 ways communication, a friendly and harmonic relation is built. Teachers always prioritize and implement communication, discussion, and agreement to the children, including the children with special needs. Through the discussion, differences are treated as normal things, in which each discussion produces mutual agreement. Through this mutual agreement, teachers implement humanity’s universal values. Later on, in implementing multicultural education in Salam elementary school, teachers act as facilitators, ones who understand each individual’s uniqueness, and ones who build a humane relationship to the students, parents, and society. These roles conform to multicultural education’s concept built by Salam elementary school: implementing social impartiality by giving chances to every single child to experience the study process, including children with special needs, and also implementing humanity by trusting the children, communicating, having agreements with them, and not keeping them away from their social circle. Keywords: Mukticuktural Education, Teacher’s Role, Bantul’s Salam Elementary School

Kata Kunci : Pendidikan - Yogyakarta