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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