Implementation of Multicultural-Based Social Science Learning and the Influential Factors

Sri Rohartati, Babang Robandi
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Abstract

The goal of this study was to learn about the implementation of multicultural-based social science learning for elementary school teacher education (PGSD) students at Universitas Langlangbuana, as well as the supporting and inhibiting factors that influence multicultural-based social science learning implementation.This is a qualitative study that intends to reveal numerous aspects about occurrences, phenomena, and social symptoms in elementary school teacher education students at Universitas Langlangbuana.The implementation of multicultural-based IPS learning and the supporting and inhibiting elements in the implementation of multicultural-based social science learning courses are the topic of this study. The implementation of multicultural-based social science learning as a means of preventing radicalism comprises three stages: planning, execution, and evaluation. Religious, ethnic, and cultural aspects, as well as support from friends and the surrounding community, all play a role in the implementation of multicultural-based social science learning. Meanwhile, internal and external issues are impeding the use of multicultural-based IPS learning. Internal issues include students and the lecture process in class, while external factors include the internet's impact, non-educational television shows such as brawls, and group tasks that are rarely completed with other students.
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实施基于多元文化的社会科学学习及其影响因素
本研究的目的是了解朗朗布纳大学(Universitas Langlangbuana)小学教师教育专业(PGSD)学生基于多元文化的社会科学学习的实施情况,以及影响基于多元文化的社会科学学习实施的支持和抑制因素。本研究是一项定性研究,旨在揭示朗朗布纳大学(Universitas Langlangbuana)小学教师教育专业学生身上发生的事件、现象和社会症状的诸多方面。作为预防激进主义的一种手段,基于多元文化的社会科学学习的实施包括三个阶段:计划、执行和评估。宗教、种族和文化方面的因素,以及朋友和周围社区的支持,都在实施基于多元文化的社会科学学习中发挥着作用。与此同时,内部和外部问题也阻碍了基于多元文化的 IPS 学习的使用。内部问题包括学生和课堂讲授过程,外部因素包括互联网的影响、非教育性电视节目(如争吵)以及很少与其他学生一起完成的小组任务。
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发文量
10
审稿时长
4 weeks
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