JURNALALKHAIRATJURNALALKHAIRAT

FIKROTUNA: Jurnal Pendidikan dan Manajemen IslamFIKROTUNA: Jurnal Pendidikan dan Manajemen Islam

North Lombok Regency is a region characterised by ethnic, religious, and cultural diversity. This sociocultural reality demands an educational system that fosters tolerance, multiple identities, and social cohesion. This study explores the implementation of the Back to the Essence of Education Movement (GKKP) as a model of multicultural education based on locality. This study employs a qualitative approach with thematic content analysis of relevant educational policy documents, such as strategic plans, local curriculum content, character education enhancement guidelines, and annual GKKP program reports. Data were analysed based on Banks five dimensions of multicultural education and Paulo Freires principles of critical pedagogy. Findings indicate that the GKKP integrates religious and local cultural values into intraschool and extracurricular learning. Using skill-building pocketbooks enables the structured internalisation of multicultural values, covering spiritual, national, school environment, and self-development aspects. The program also fosters an inclusive, collaborative, and democratic school culture and encourages the formation of dual identities among students as members of the local community and citizens of Indonesia. The GKKP model significantly contributes to developing a culturally relevant, localised, multicultural education approach. Despite challenges such as limited teacher training and local teaching materials, this initiative is a viable alternative to the dominance of Western-based multiculturalism approaches in educational literature.

This study confirms that cultural, ethnic, and religious diversity in North Lombok is a strategic strength that can be harnessed through education to build an inclusive society.The Back to the Roots of Education Movement (GKKP), regulated by Regent Regulation No.21 of 2019, has proven to be a model of locally-based multicultural education that can integrate religious values and local wisdom into both intraschool and extracurricular learning.This approach enriches learning experiences and fosters positive attitudes toward diversity through direct practices, such as pocketbooks containing interfaith values and collaborative activities at school.The impact is evident in the creation of an inclusive, collaborative, and democratic school culture, as well as in the strengthening of students dual identity as members of the local community and citizens of Indonesia.

Berdasarkan penelitian ini, terdapat beberapa saran penelitian lanjutan yang dapat dikembangkan untuk memperkaya pemahaman tentang implementasi pendidikan multikultural di Kabupaten Lombok Utara. Pertama, penelitian kuantitatif dapat dilakukan untuk mengukur secara empiris dampak program GKKP terhadap peningkatan toleransi dan kohesi sosial di antara siswa dan masyarakat. Pengukuran ini dapat melibatkan survei, observasi, dan analisis data statistik untuk memberikan bukti yang lebih kuat tentang efektivitas program. Kedua, penelitian kualitatif mendalam dapat dilakukan untuk mengeksplorasi pengalaman dan perspektif guru dalam mengimplementasikan pendidikan multikultural berbasis GKKP. Penelitian ini dapat menggunakan metode wawancara mendalam dan studi kasus untuk memahami tantangan, strategi, dan inovasi yang dilakukan oleh guru dalam menciptakan lingkungan belajar yang inklusif dan berkeadilan. Ketiga, penelitian komparatif dapat dilakukan untuk membandingkan implementasi GKKP dengan model pendidikan multikultural lainnya di daerah lain di Indonesia. Penelitian ini dapat mengidentifikasi praktik terbaik dan pelajaran yang dapat dipetik untuk meningkatkan efektivitas pendidikan multikultural secara nasional.

  1. The Integration of Multicultural Education and Global Perspectives in Social Work Education | International... doi.org/10.54097/rymrpa87The Integration of Multicultural Education and Global Perspectives in Social Work Education International doi 10 54097 rymrpa87
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