Integrasi Pendidikan Multikultural dengan Memanfaatkan Kearifan Lokal dalam Membentuk Sikap Toleransi

Nurlaili Handayani; Elly  Malihah; Kokom  Komalasari; Siti  Nurbayani

doi:10.59329/gawi.v5i1.265

Authors

Nurlaili Handayani Unversitas Pendidikan Indonesia
Elly Malihah Universitas Pendidikan Indonesia https://orcid.org/0000-0002-8093-3905
Kokom Komalasari Universitas Pendidikan Indonesia https://orcid.org/0000-0001-6370-5639
Siti Nurbayani Universitas Pendidikan Indonesia https://orcid.org/0000-0002-4786-3124

DOI:

https://doi.org/10.59329/gawi.v5i1.265

Keywords:

Cultural Intelligence, Digital Era, Multiculturalism, The Role of Teachers

Abstract

Penelitian tentang pendidikan multikultural di sekolah menengah pertama umumnya masih terfokus pada kurikulum nasional atau pendekatan universal, tanpa secara khusus mengeksplorasi bagaimana kearifan lokal dapat diintegrasikan secara sistemik untuk merespons krisis toleransi dan civic problem seperti sentimen kelompok serta menurunnya rasa saling menghormati. Penelitian ini mengisi gap tersebut dengan kebaruan pada eksplorasi pola integrasi pendidikan multikultural berbasis kearifan lokal dalam konteks SMP Negeri di Kota Mataram, wilayah dengan heterogenitas etnis (Sasak, Samawa, Mbojo, Bali) yang belum banyak dijadikan sebagai lokus studi kasus. Tujuan penelitian ini adalah menganalisis pola integrasi pendidikan multikultural serta faktor pendukung dan penghambatnya dengan memanfaatkan kearifan lokal. Pendekatan kualitatif dengan jenis studi kasus digunakan, melibatkan guru, kepala sekolah, dan siswa. Data dikumpulkan melalui wawancara, observasi, dan dokumentasi, lalu dianalisis dengan triangulasi. Temuan pertama, integrasi pendidikan multikultural dilakukan melalui kegiatan intrakurikuler berbasis kearifan lokal. Kedua, melalui budaya sekolah seperti kegiatan IMTAQ inklusif dan program "Sabtu Budaya". Faktor pendukung: komitmen kepala sekolah, kompetensi multikultural guru, keterlibatan orang tua dan tokoh adat, serta kebijakan dinas pendidikan. Faktor penghambat: minimnya pelatihan guru, kurangnya sumber belajar baku, tantangan globalisasi, serta fasilitas sekolah yang tidak setara. Implikasi teoretis memperkuat konsep pendidikan kewarganegaraan multikultural berbasis kearifan lokal, sedangkan secara praktis, pembelajaran perlu dirancang secara integratif dengan menanamkan nilai-nilai kearifan lokal untuk menujudkan sikap toleransi siswa dalam merespons krisis identitas kebangsaan

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