Penulis Jurnal Dr. Yoyo Zakaria Ansori, M.Pd (Wakil Dosen PG SD Universitas Majalengka)
Fostering
Diversity Attitudes
Through the Internalization of
Multicultural Values
Yoyo
ZakariaAnsori, IndraAdiBudiman, DedeSalimNahdi
UniversitasMajalengka
al.anshory0928@gmail.com,
indra.adibudiman7@yahoo.com,
salimnahdi15@gmail.com
Abstract:The phenomenon
of diversity is like a double-edged knife, on one hand, has a positive impact,
namely, we have a wealth of diverse cultural treasures. But on the other hand,
it has a negative impact because diversity can trigger conflict between
community groups which in turn can lead to instability in various fields.
However, this negative impact can be prevented through the internalization of
multicultural values in the community as an anticipatory effort towards the
impact of the existence of the West Java International Airport (BIJB) in
Kertajati District, Majalengka Regency in collaboration with the Nurussyahid
Foundation. Through the internalization of multicultural values, it is expected
that individuals have the attitude of accepting other groups equally as a unit,
regardless of cultural, ethnic, gender, language, or religious differences. The
method used in this case is the provision of material, question and answer,
discussion, and the application of the value internalization model, namely the
values clarification technique and value analysis model.
Keyword:Diversity, Internalization, Multicultural Values
INTRODUCTION
The
nation and the people of Indonesia are truly proud to have a diverse culture
that can be used as a basis for implementing sustainable development. The
cultural wealth possessed by the Indonesian people must be nurtured and
developed as a basis for sustainable development. In ethnological research, for
example, it is known that Indonesia consists of approximately 600 ethnic groups
with their respective identities and different cultures(Alwasilah, 2012)
The
most plural conditions of the Indonesian people both in terms of ethnicity,
race, religion and social status make a tremendous contribution to the development
and dynamics of people's lives. However, this condition also allows for clashes
between cultures, races, ethnicities, religions and prevailing values in
society as according to Huntington (1992) that one's cultural and religious
identity will be the main source of conflict in the post-cold war world.
Several
cases that led to conflict with racial groups often occurred in Indonesia which
if left unchecked would undermine the Unitary State of the Republic of
Indonesia (NKRI). The conflicts that occurred for example, such as the cases of
Ambon, Sampit, Poso, Aceh, conflicts between FPI and the Ahmadiyya group, and
so on have made us realize that if this is allowed, it is very possible for the
disintegration of the nation. The tragedy of intergroup violence that exploded
sporadically in the late 1990s in various regions in Indonesia showed how
vulnerable the sense of togetherness was built in Indonesia, how thick the
prejudice between groups was and how low multiculturalism values were.
This condition is possible to
occur in the community of Bantarjati Village, Kertajati District as an effect
of the presence of the West Java International Airport (BIJB). The presence of
BIJB will be a magnet for foreign tourists and domestic tourists who have
different backgrounds in terms of ethnicity, religion, and race and between
groups. In addition, the presence of the airport will make Kertajati as a field
to open the business to outsiders who have different backgrounds. This
condition, if left unchecked, will present conflict between local communities
and migrants. Therefore, to overcome or avoid conflict, one needs to tolerate
the very things one abhors, dis-agrees with, disapproves of or dislikes
(Gibson, 2006; Sullivan andTransue,
1999; Sullivan et al., 1982;
Vogt, 1997). Tolerance is said to be indispensable for any decent society. It
has been recognized today as “crucial
characteristic in a
pluralist, multicultural communities which are seeking to be free of
oppression, violence and discrimination.” (Bergen 2012, 112)
Through
collaboration with the Nurussyahid Foundation researcher have carried out the
development of multicultural values for the surrounding community. Fostering
multicultural values seen as an effective way to minimize conflict and prevent
a split in society. Multicultural education will direct the individual in
addressing the realities of a diverse society, to always have an appreciative
attitude and willingness to accept differences.Therefore, with
multiculturalism, tolerance will be present in the midst of society, because
intolerance there is no principle of mutual harm (Mill, 1859) and all social
groups, ethnic groups have equality in status and rights (Fraser, 2002)
RESEARCH METHOD
This
study uses the value internalization method. The value internalization method
aims to present values that initially exist outside the individual or as
knowledge to become a strong self-embedded principle. According to Hakam
(2016), the process of internalization is essentially an effort to present
something (value) that originally existed in the external world to be an
internal property both for individuals or institutions.
The
value internalization method used in this study is value analysis. According to
KosasihDjahiri (1985: 45), the value analysis approach is part of the Value
Clarification Technique which is expected to lead to changes in student
attitudes and behaviour. Thus, the target values to be achieved in this
activity are (1) compassion (help, and care); (2) responsibility (discipline,
and empathy); and (3) harmony of life (tolerance and cooperation).
FINDINGS AND
DISCUSSION
Differences
in the cultural background between migrants and local communities will lead to
horizontal conflicts that will harm both parties, so it needs to be dealt with
through guidance to the community by providing an understanding of the attitude
of diversity, namely respecting different backgrounds of people, ethnicity,
culture and religion (Ansori, 2019). The attitude of diversity will be owned by
the community when multicultural values can be conveyed to students through
coaching activities. The target of coaching is teenagers because based on the
psychological characteristics of the development of teenagers, they have the
characteristic of being looking for identity and also including an unstable age
(Santrock, 2012). So that these conditions require coaching in the formation of
identity, as a vehicle to grow values, perceptions, and attitudes that are
positive and also productive in living life in the future.
The
implementation of the value internalization method to students to foster an
attitude of diversity begins with the delivery of information to students. At
this stage, it aims to provide knowledge about the condition of the Indonesian
people who have 600 ethnic groups with their respective identities and
different cultures. The condition of a very pluralistic Indonesian society
makes a tremendous contribution, however, such conditions also enable the
occurrence of inter-cultural, racial, ethnic, religious and values that apply
in society. (Tilaar, 2014)
Therefore,
it is necessary to instil an attitude that respects diversity towards
differences through the formulation of multicultural values.In multicultural
values contained the values of tolerance,multicultural explains that there are
five dimensions in multicultural education. First, content integration which
involves diversity in an educational culture aims to eliminate prejudice.
Second, the construction of science (knowledge construction) which is realized
by knowing and comprehending the existing diversity. Third, prejudice reduction
arising from inter-cultural interactions within educational culture. Fourth,
human equity pedagogy that provides space and opportunity to different
elements. Fifth, school empowering culture--school is seen as a social element
of social structures (Banks, 1993).
After
the delivery of the material is complete, there will be a question and answer
activity in which a formulation of values is made. Value formulations delivered
to students in the form of value standards such as right-wrong, bad-good, or
bad benefits. Also conveyed the prevailing norms in society, laws, formulas or
theorems of the Qur'an and hadith that are normative in nature.As an example in
Al-Qur'an surah Al-Hujurat verse 13, the word mindakarin au unsa is an introduction to emphasize that all human
beings have the same degree of humanity on the side of Allah and there is no
difference between one tribe and another (Hanaf, 2017).
Meanwhile,
to sharpen the participants' thinking patterns, coaching activities are
presented with problematic stories (moral dilemmas). Given a moral dilemma
solely to provide a stimulus that requires a response or solution that contains
values from the participants, through the moral dilemma the participants
provide several responses/solutions from various perspectives, in that way the
insight and information on values will increase.
Through
the valuable information conveyed to the participants, it is expected that the
information will be responded to cognitively and affectively by students who
receive information. If the content of information is in line and extends the
value that already exists in the individual, then the information will be
received easily and quickly fused with existing beliefs (cognitive resonance),
but if new information is not in line or even contrary to the beliefs that
there is in the person, there will be a shock of the mind, the upsurge of
feeling, or questioning and criticizing the content of new information, perhaps
even rejection of the content of the new information, such a person's response
is called cognitive dissonance.
Besides
giving information, in this activity, the value internalization model was
applied, namely the value analysis model. The use of the value analysis model
aims to guide students to use a systematic and scientific approach in
collecting and analyzing data, so that students can find their own values and
community values that are considered the most correct where they live, which
ultimately students are expected to make decisions and assess a value that can
be maintained nationally and religiously.
The use
of value internalization models expects participants to have a critical
analysis of situations related to a social context (Hakam, 2016). Besides that,
through the value internalization model participants are expected to be able to
accept the values of others by not judging their good and bad, but participants
must be able to analyze data or information so that they can find their own
values and the values of the communities they live in, which ultimately
participants are able to assess a value rationally.
The use
of value analysis models is expected that participants are able to collect and
analyze data and classify any information including facts, opinions,
assumptions, criteria, propaganda or incorrect information. In other words, in
a value conflict, participants can distinguish what they know as facts
(evidence), what they expect but cannot prove it (opinion or estimate). Through
thinking evaluative processes and logical thinking the students will reach a
decision based on a set of value principles, and be able to assess values
rationally.
The
value of multicultural that is delivered continuously, in time will influence
the beliefs and beliefs of individuals will influence someone's attitude in
acting. This attitude will be reflected in his choice. Because without
tolerance, communities that value diversity, equality and peace could not
per-sist (Vogt, 1997). The characteristics of tolerant attitude, according to
Hasyim (1979), are as follows: (a) Acknowledge the rights of everyone. it is a
mental attitude recognizing every human being as having the right to determine
their own attitude, conduct and destiny; (b) Respect the beliefs of others. it
is very crucial as forcing a person's beliefs by force or in a subtle way will
result in others being hypocritical; (c) Agree in disagreement (agreeing
indifference) Differences do not necessarily lead to opposition as it exists in
this world; (d) Understanding each other. There is no mutual respect between
people if there is no mutual understanding; (e) Awareness and honesty. The
attitude of tolerance concerns on one's inner attitudes and consciousness and
awareness leading to honesty and innocence of behaviour.
Sullivan
andTransue (1999) identify four primary
predictors of tolerance in their review of twentieth-century research the most
recent overview to date. Below, each predictor they identified is discussed,
together with more recent evidence and contradictory findings. First, education plays a central and much-researched
role in the emergence of tolerance. So-called political
elites or ‘the
educated and the politically
active’ (Sullivan and
Transue, 1999:629) are more
supportive of civil liberties and henceare generally more politically tolerant
(McCloskyand Brill, 1983; McClosky and Zaller, 1984; Nunnet al., 1978; Sullivan
et al., 1993; but see Snidermanet al., 1996). Second, the more strongly people
haveinternalized beliefs in the abstract norms of democracy the more consistent
they are in their tolerant judgements
(Lawrence, 1976; McClosky, 1964; ProthroandGrigg, 1960; Sullivan et al., 1982). Moreover, internalized democratic
norms havea‘dampening effect’ on the negative effect of threat perceptions.
Third, perceptions of threat are strong predictors of intolerance. The more one
feels threat-enedby a group the less tolerant one responds towards this group (e.g.
Sullivan et al., 1982). Fourth, certain
personality dispositions correlatestrongly with political tolerance.
Therefore, multicultural education that emerged today
is a common perception of different views on the culture owned by every citizen
so it can eliminate and change the stigma of racism or ethnocentrism into
integration of all levels of Indonesian society. Multicultural education has a
strategic position in the nationalism values of each nation's children since
early multicultural education leads them to be more tolerant. Tolerance has the power to
overcome differences, prejudice and plain hostilitybetweenpeople. The power of
tolerance is that it can be practisedwithstandingthe almost ‘automatic’ responses of interpersonal prejudice and
stereotyping (Leyenset al., 1994).
CONCLUSION
Internalization
of multicultural values is believed to be a real solution to anticipate
conflicts and disharmony that occur in the community. especially those that
often occur in Indonesian society. Through this activity, students are expected
to have tolerance attitude which is a wise attitude in facing differences and
respecting cultural diversity.
In the
end, through the development of multicultural values, it is hoped that the
students (the community) will develop the ability to logically assess the value
of conflict situations in a systematic and varied manner until the decision on
the values is valid, and can be accounted for. In addition, it helps students
individually and in groups to analyze the situation scientifically, so that
they can gradually develop a value system because the reason behind decision
making is value. There is a set or number of values that underlie human choice.
There is also a set of values that serve as references and considerations for
human choices. The value also appears in the objectives to be achieved. Values
also act as driving forces that drive people to act. With the internalization
of multicultural values, tolerance will grow in the individual so that it
becomes the basis and reference in acting and making decisions.
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