PELATIHAN GURU SD BERBASIS NILAI KEBERAGAMAN UNTUK PENGUATAN PEMBELAJARAN PENDIDIKAN PANCASILA
DOI:
https://doi.org/10.26740/jpm.v6n1.p34-39Keywords:
Diversity, Pancasila education, elementary schoolAbstract
Intolerance is a social issue that poses a major challenge in many countries, especially multicultural ones. Many factors contribute, particularly the lack of relevant examples of practices by society regarding diversity and an education system that does not accommodate discussions about differences. Therefore, educational institutions play a crucial role in creating a harmonious social environment. Training programs to appreciate the value of diversity, particularly in Pancasila Education, are crucial because they impact the development of national character. To achieve this goal, teachers play a key role in preparing students to interact in social environments. Teachers are expected to contribute to building a harmonious social environment that fosters mutual respect for differences. The training, held in Pacitan Regency, East Java, attracted 13 participants. It consisted of three stages: preparation, implementation, and evaluation. The training methods used were lectures, discussions, and questions and answers. The training results showed that participants had a relevant understanding of diversity. Furthermore, they successfully designed programs related to diversity appreciation that can be implemented in their respective classrooms.
References
Annisa, H., & Najicha, F. U. (2021). Wawasan Nusantara dalam Memecahkan Konflik Kebudayaan Nasional. Jurnal Global Citizen: Jurnal Ilmiah Kajian Pendidikan Kewarganegaraan, 2, 40-48.
Atabik, A. (2018). Urgensi Komunikasi Lintas Budaya Sebagai Peredam Konflik Antar Agama. AT-TABSYIR: Jurnal Komunikasi Penyiaran Islam, 5(1).
Bennett, M. J. (2013). Basic Concepts of Intercultural Communication: Paradigms, Principles, and Practices. Nicholas Brealey Publishing.
Chen, G.-M., & Starosta, W. J. (2000). Communication competence and cross-cultural adaptation: An integrative theory. Routledge.
Deardorff, D. K. (2006). Identification and Assessment of Intercultural Competence as a Student Outcome of Internationalization. Journal of Studies in International Education, 10(3), 241-266.https://doi.org/10.1177/1028315306287002
Friedman, T. L. (2007). The world is flat: A brief history of the twenty-first century (3rd ed.). Picador.
Hofstede, G., Hofstede, G. J., & Minkov, M. (2010). Cultures and organizations: Software of the mind. McGraw-Hill.
Kramsch, C. (1998). Language and culture. Oxford University Press.
Mulia, M., Al-Fairusy, M., Zulfatmi, Z., & Khalil, Z. F. (n.d.). Fungsi Komunikasi Lintas Budaya dalam Konflik Agama Masyarakat Perbatasan Aceh. Aceh Antropologi Journal, 6(2), 207-229.
Najwan, J. (2009). Konflik Antar Budaya dan Antar Etnis di Indonesia Serta Alternatif Penyelesaiannya. Jurnal Hukum Ius Quia Iustum, 16, 195-208.
Paramita, S., & Sari, W. P. (2016). Intercultural Communication To Preserve Harmony Between Religious Group In Jaton Village Minahasa (Komunikasi Lintas Budaya dalam Menjaga Kerukunan antara Umat Beragama di Kampung Jaton Minahasa). Jurnal Pekommas, 1(2), 153-166.
Samovar, L. A., Porter, R. E., & McDaniel, E. R. (2012). Communication between cultures. Wadsworth Cengage Learning.
Satata, E. A. M. K., Sherafim, S. N., Sianturi, R. T., & Mandagi, V. P. R. (n.d.). Menelusuri Model Komunikasi Antarbudaya Sebagai Jembatan Harmoni Lintas Budaya. PESHUM: Jurnal Pendidikan, Sosial dan Humaniora, 4(2), 1722-1731.
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Transformasi dan Inovasi : Jurnal Pengabdian Masyarakat
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Abstract views: 6
