The strategy of integrating tolerance values into civics learning in inclusive school

Authors

  • Julita Widya Dwintari Pancasila and Civic Education Department, Universitas Negeri Yogyakarta
  • Mukhamad Murdiono Pancasila and Civic Education Department, Universitas Negeri Yogyakarta https://orcid.org/0000-0002-9436-669X

DOI:

https://doi.org/10.21831/jc.v20i2.42158

Keywords:

civic education, inclusive school, tolerance,

Abstract

Tolerance is one of the essential characters to be instilled in a plural society. This study aims to determine the strategy for integrating the value of tolerance into civics learning in inclusive education schools. This research is qualitative descriptive research with interview data collection techniques, observation, and document analysis. The strategy for integrating the value of tolerance in civics learning in inclusive education-provided schools is carried out through the stages of planning, implementing, and evaluating learning. They were designing learning plans for regular and inclusive students and improving teaching competencies in inclusive classes. Implementation of learning is done by providing advice and motivation during learning, taking a dynamic approach with students, forming an attitude of empathy, appreciating the tolerant attitude shown by students, and applying a heterogeneous group learning model. The assessment is carried out by distinguishing the assessment content between students who do not have special needs and students with special needs that are adjusted to their obstacles and abilities.

References

Albulescu, M., & Albulescu, I. (2015). Overtones in contemporary educational theory and practice: education for democratic citizenship. Procedia - Social and Behavioral Sciences, 209, 96–101. https://doi.org/10.1016/J.SBSPRO.2015.11.263 

Arrows, F. (2016). The CAT-FAWN connection: Using metacognition and Indigenous worldview for more effective character education and human survival. Journal of Moral Education, 45(3), 261–275. https://doi.org/10.1080/03057240.2016.1167026 

Bahbahani, K. (2012). Citizenship education in Kyrgyzstan: Building a new democracy. Citizenship, Social and Economics Education, 11(2), 145–157. https://doi.org/10.2304/csee.2012.11.2.145 

Blevins, B., LeCompte, K., & Wells, S. (2016). Innovations in civic education: Developing civic agency through action civics. Theory & Research in Social Education, 44(3), 344–384. https://doi.org/10.1080/00933104.2016.1203853 

Friend, M., & William, B. (2015). Menuju pendidikan inklusi: Panduan praktis untuk mengajar. Pustaka Pelajar.

DoÄŸanay, A. (2012). A Curriculum framework for active democratic citizenship education. In Schools, Curriculum and Civic Education for Building Democratic Citizens (pp. 19–39). SensePublishers, Rotterdam.https://doi.org/10.1007/978-94-6209-167-2_3

Ediyanto, & Kawai, N. (2023). The measurement of teachers’ attitudes toward inclusive education: An empirical study in East Java, Indonesia. Cogent Education, 10(2). https://doi.org/10.1080/2331186X.2023.2229014 

Ferguson, D. L. (2008). International trends in inclusive education: the continuing challenge to teach each one and everyone. European Journal of Special Needs Education, 23(2), 109–120. https://doi.org/10.1080/08856250801946236 

Ford, J. (2013). Educating students with learning disabilities in inclusive classrooms. Electronic Journal for Inclusive Education, 3(1). https://corescholar.libraries.wright.edu/ejie/vol3/iss1/2 

Gainous, J., & Martens, A. M. (2012). The effectiveness of civic education. American Politics Research, 40(2), 232–266. https://doi.org/10.1177/1532673X11419492 

Isac, M. M., Sandoval-Hernández, A., & Miranda, D. (2018). Teaching tolerance in a globalized world: An introduction. IEA Research for Education, 4, 1–10. https://doi.org/10.1007/978-3-319-78692-6_1/COVER 

Kord, R., & Tamini, B. K. (2017). Relationship between teachers’ tolerance, self-concept and personality type in teachers. Bioscience Biotechnology Research Communication. 10(1), 209–212. https://bbrc.in/bbrc/Special_issue_vol_10_no(1)_2017PDF/BBRC12_032.pdf 

Kurniawan, K. N. (2018). Tolerance education in the hidden curriculum: A case study on Indonesian public school. Masyarakat, Jurnal Sosiologi, 23(1), 1–30. https://scholarhub.ui.ac.id/mjs/vol23/iss1/2/ 

Levina, L., Lukmanova, O., Romanovskaya, L., & Shutova, T. (2016). Teaching tolerance in the English language classroom. Procedia - Social and Behavioral Sciences, 236, 277–282. https://doi.org/10.1016/j.sbspro.2016.12.029 

Moriña, A., Perera, V. H., & Carballo, R. (2020). Training needs of academics on inclusive education and disability. Https://Doi.Org/10.1177/2158244020962758, 10(3). https://doi.org/10.1177/2158244020962758 

Muldoon, R., Borgida, M., & Cuffaro, M. (2012). The conditions of tolerance. Politics, Philosophy & Economics, 11(3), 322–344. https://doi.org/10.1177/1470594X11417115 

Parker, L. (2014). Religious education for peaceful coexistence in Indonesia? South East Asia Research, 22(4), 487–504. https://doi.org/10.5367/sear.2014.0231 

Rapp, C., & Freitag, M. (2015). Teaching tolerance? Associational diversity and tolerance formation. Political Studies, 63(5), 1031–1051. https://doi.org/10.1111/1467-9248.12142 

Romlah, S., Imron, A., Maisyaroh, Sunandar, A., & Dami, Z. A. (2023). A free education policy in Indonesia for equitable access and improvement of the quality of learning. Cogent Education, 10(2). https://doi.org/10.1080/2331186X.2023.2245734 

Siron, Y., & Mulyono, R. (2018). Implementing inclusive education: What are elementary teacher obstacles? Case study in East Jakarta, Indonesia. Proceedings of the International Conference on Diversity and Disability Inclusion in Muslim Societies (ICDDIMS 2017), 177–180. https://doi.org/10.2991/icddims-17.2018.37 

Utomo, C., & Wasino, W. (2020). An integrated teaching tolerance in learning history of Indonesian national movement at higher education. Journal of Social Studies Education Research, 11(3), 65–108.

van Doorn, M. (2014). The nature of tolerance and the social circumstances in which it emerges. Current Sociology, 62(6), 905–927. https://doi.org/10.1177/0011392114537281 

Willemse, T. M., ten Dam, G., Geijsel, F., van Wessum, L., & Volman, M. (2015). Fostering teachers’ professional development for citizenship education. Teaching and Teacher Education, 49, 118–127. https://doi.org/10.1016/J.TATE.2015.03.008 

Yin, R. K. (2015). Qualitative research from start to finish. Guilford publications.

Yusof, H., Mohd Noor, M. A., Mansor, M., & Yunus, J. (2019). Knowledge, skills, and attitudes of Malaysian student on global citizenship education. Jurnal Cakrawala Pendidikan, 38(3), 426–437. https://doi.org/10.21831/cp.v38i3.26304

Zawawi, T. S. N. A. T. M., Zain, A. D. Md., Embong, R., Junid, H. Md. L., Khairuldin, W. M. K. F. W., & Alwi, E. A. Z. E. (2020). Hate crime as a barries to religious tolerance in malaysia: an analysis of al-shahrastani’s methodology in the study of religion. International Journal of Academic Research in Business and Social Sciences, 10(9), 934–942. https://doi.org/10.6007/IJARBSS/v10-i9/7886 

 

Downloads

Published

2023-10-31

How to Cite

Dwintari, J. W., & Murdiono, M. (2023). The strategy of integrating tolerance values into civics learning in inclusive school. Jurnal Civics: Media Kajian Kewarganegaraan, 20(2), 214–222. https://doi.org/10.21831/jc.v20i2.42158

Issue

Vol 20, No 2 (2023)

Section

Article

License

  1. Authors certify that the work reported here has not been published before and contains no materials the publication of which would violate any copyright or other personal or proprietary right of any person or entity.
  2. Authors transfer or license the copyright of publishing to Jurnal Civics: Media Kajian Kewarganegaraan to publish the article in any media format, to share, to disseminate, to index, and to maximize the impact of the article in any databases.
  3. Authors hereby agree to transfer a copyright for publishing to Jurnal Civics: Media Kajian Kewarganegaraanas a Publisher of the manuscript. 
  4. Authors reserve the following: 
    1. all proprietary rights other than copyright such as patent rights; 
    2. the right to use all or part of this article in future works of our own such as in books and lectures;
    3. use for presentation in a meeting or conference and distributing copies to attendees; 
    4. use for internal training by author's company;
    5. distribution to colleagues for their research use;
    6. use in a subsequent compilation of the author's works;
    7. inclusion in a thesis or dissertation;
    8. reuse of portions or extracts from the article in other works (with full acknowledgement of final article);
    9. preparation of derivative works (other than commercial purposes) (with full acknowledgement of final article); and
    10. voluntary posting on open web sites operated by author or author's institution for scholarly purposes, but it should follow the open access license of Creative Common CC BY-NC-SA License.