Pendidikan multikultural di TK Mutiara Persada Soragan Yogyakarta

Abstract

Penelitian ini bertujuan untuk mengungkapkan program dan proses pembelajaran di TK Mutiara Persada Soragan Yogyakarta. Penelitian ini menggunakan pendekatan kualitatif dengan jenis penelitian deskriptif. Subyek penelitian ditentukan dengan teknik purposive terdiri dari delapan guru dengan satu kepala sekolah dan tujuh guru kelas. Pengumpulan data dilakukan melalui observasi, wawancara dan dokumentasi. Data penelitian ini dianalisis menggunakan model interaktif dari Miles dan Huberman. Hasil penelitian menunjukkan : (1) program pendidikan multikultural terdiri atas program utama yang terstruktur dalam kurikulum dan program pendukung  di luar kurikulum yang berupa kegiatan ekstrakurikuler. Nilai pendidikan multikulturalnya berupa nilai demokratis, nilai humanis dan nilai pluralisme. (2) proses pembelajaran menggunakan pendekatan kontribusi dengan menggunakan model multikultural etnik. Evaluasi dilakukan ketika proses pembelajaran berlangsung antara guru dan siswa serta evaluasi mingguan yang dilaksanakan setiap hari Jumat antara kepala sekolah dan guru  sehingga keberhasilan pendidikan multikultural terwujud karena adanya kerjasama yang baik antara kepala sekolah dan guru.

Kata Kunci: pendidikan multikultural, taman kanak-kanak.

Multicultural education in TK Mutiara Persada Soragan Yogyakarta

Abstract

This research aims to several the programs and learning processes of multicultural education at TK Mutiara Persada Sorogan Yogyakarta.This research used the qualitative approach with descriptive type. The subject was established by using the purposive technique, consisting of eight teachers with one headmaster and seven classroom teachers. The technique of data collection was observation, interview and documentation. The data were analyzed using the interactive model of Miles and Huberman. The results of the research show: (1) multicultural education programs consists of primary program structured and the supporting programs are activities outside the curriculum whose implementation is in the form of extraculiculer activities. The value of multicultural education is in the form of democracy, humanism value, pluralism value; (2) the process of teaching used the contribution approach by using ethnic multicultural model. The evaluation is done at the time the process of learning is taking place between teachers and students and weekly evaluation implemented every Friday between the headmaster and teachers, the success of multicultural education is realized because of the good cooperation between the headmaster and teachers.

Keywords: multicultural education, kindergarten.