Actualizing Pancasila-Based Multicultural Education in School Curriculum and Culture to Prevent Intolerance and Violence
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| Format: | Recurso digital |
| Langue: | anglo-saxon (environ 450-1100), ancien anglais |
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2025
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| _version_ | 1866901620599554048 |
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| author | Rizki Maulidina Dewi Sunarso |
| author_facet | Rizki Maulidina Dewi Sunarso |
| contents | <p>Intolerance and violence continue to plague the world of education, eroding the primary mission of fostering an inclusive learning environment. This research aims to address this crucial issue by identifying efforts to prevent intolerance and violence through the implementation of Pancasila-based multicultural education in the curriculum and school culture. Pancasila, as a national philosophy rooted in local wisdom, can be used as a framework to ensure an educational ecosystem that supports inclusive learning in the 5.0 era. This study uses a qualitative approach with a case study type. This research was conducted at SMA BOPKRI 2 Yogyakarta, from July to August 2025. Data collection techniques were carried out through observation, interviews, and documentation. The results of the study indicate that the implementation of Pancasila-based multicultural education is effectively realized through several unique school programs, such as the moving class system, the Boda Wake Project (BWP), Boda Creative Week (BCW), anti-violence socialization, and mental healing. These programs serve as a means for character building and promoting social cohesion, which are the foundation for inclusivity. Furthermore, the actualization of multicultural education is also carried out through Pancasila and Citizenship Education. Significantly, the values of Pancasila, namely Belief in God, Humanity, Unity, Democracy, and Justice, serve as the normative basis and practical guide for implementing multicultural education. However, this study also identified challenges in the process of actualizing multicultural education, such as differences in teachers' perceptions of the multicultural concept, difficulties in building synergy with students' parents, managing the diversity of students' backgrounds and learning styles, and the frequent friction between students in the form of verbal conflicts.</p> |
| format | Recurso digital |
| id | zenodo_https___doi_org_10_5281_zenodo_17909881 |
| institution | Zenodo |
| language | ang |
| publishDate | 2025 |
| publisher | Zenodo |
| record_format | zenodo |
| spellingShingle | Actualizing Pancasila-Based Multicultural Education in School Curriculum and Culture to Prevent Intolerance and Violence Rizki Maulidina Dewi Sunarso Multicultural Education, Pancasila Values, Intolerance, Violence <p>Intolerance and violence continue to plague the world of education, eroding the primary mission of fostering an inclusive learning environment. This research aims to address this crucial issue by identifying efforts to prevent intolerance and violence through the implementation of Pancasila-based multicultural education in the curriculum and school culture. Pancasila, as a national philosophy rooted in local wisdom, can be used as a framework to ensure an educational ecosystem that supports inclusive learning in the 5.0 era. This study uses a qualitative approach with a case study type. This research was conducted at SMA BOPKRI 2 Yogyakarta, from July to August 2025. Data collection techniques were carried out through observation, interviews, and documentation. The results of the study indicate that the implementation of Pancasila-based multicultural education is effectively realized through several unique school programs, such as the moving class system, the Boda Wake Project (BWP), Boda Creative Week (BCW), anti-violence socialization, and mental healing. These programs serve as a means for character building and promoting social cohesion, which are the foundation for inclusivity. Furthermore, the actualization of multicultural education is also carried out through Pancasila and Citizenship Education. Significantly, the values of Pancasila, namely Belief in God, Humanity, Unity, Democracy, and Justice, serve as the normative basis and practical guide for implementing multicultural education. However, this study also identified challenges in the process of actualizing multicultural education, such as differences in teachers' perceptions of the multicultural concept, difficulties in building synergy with students' parents, managing the diversity of students' backgrounds and learning styles, and the frequent friction between students in the form of verbal conflicts.</p> |
| title | Actualizing Pancasila-Based Multicultural Education in School Curriculum and Culture to Prevent Intolerance and Violence |
| topic | Multicultural Education, Pancasila Values, Intolerance, Violence |
| url | https://doi.org/10.5281/zenodo.17909881 |