The Importance of Multicultural based Education in Indonesia to
Avoid the Conflict and Issue of Disintegration
Hiqma Nur Agustina
Universitas Islam Syekh-Yusuf, Jl. Maulana Yusuf No.10, Tanggerang, Indonesia
Keywords: Conflict, Disintegration, Indonesia, Multicultural Based Education.
Abstract: Indonesia is known for diversity in many aspects of life that cannot be avoided. The current social and cultural
crisis as a result of the lack of understanding of Indonesian society about the multicultural conditions we have.
The importance of inculcating multicultural education to the younger generation so that there are no longer
issues of gender, ethnicity, race, culture, social strata and religion. This research aims to review the
Indonesia’s educational curriculum system and strengthen some previous studies which have revealed the
importance of the curriculum of applied multicultural education refers to tolerance, ethno-cultural and
religious differences, the dangers of discrimination, conflict resolution and mediation, human rights,
democracy and plurality, universal humanity. The problems that arise in Indonesia today because the society
is still full of discrimination and racist. This research uses qualitative method and multicultural-based
education concept as the analysis tool. The result of the research shows that the concept of multicultural need
to be applied for the Indonesians’ students in order they are not easily provoked on issues that divide unity
and unity among the nation's children. The study concludes that multicultural-based education is intended as
a means of breaking conflict and disharmony that occurs in Indonesia’s society.
1 INTRODUCTION
The multicultural issue is the common aspect
discussed in Indonesia since this country consists of
the diversity of many aspects such as religion, ethics,
tribes, language, religion and faith, and culture.
Indonesia's natural resources, the non-natural
resources, and the human resources gives tremendous
value in the international world. The cultural diversity
is a necessity in Indonesia because it is a medium to
make Indonesia becomes the potential country in the
future. In the context of the understanding of plural
society, there are several types of culture in the form
of ethnic group culture, regional culture is territorial
which is a meeting of various cultures of ethnic
groups in the area. The population of Indonesia which
reaches 200 million and live spread in many islands
in Indonesia. They also inhabit in the various regions
with varying geographical conditions. They live in
the mountains, the edge of the forest, coastal,
lowland, rural to urban. It also deals with the different
levels of civilization of different ethnic groups and
communities in Indonesia.
With the ethnic and religious diversity there is no
doubt that tolerance, respect, and respect from early
childhood should be placed as a cornerstone of
understanding of Indonesia’s multicultural values.
This research is intended to reinforce previous
research that carries the concept of the importance of
multicultural based education in Indonesia so that all
kinds of conflicts that can be terminated in the
disintegration of the nation can be avoided. This study
is a review of the recent conflicts that, if suspected,
are based on a loss of awareness of the multicultural
conditions that this great nation has. Some of the data
taken are some major events that occurred in the
period 1998-2017, recorded some major conflicts
such as the May 12, 1998 on ethnic sentiment led to
looting and rape, religious conflict in Ambon in
January 1999 between Moslems and Christians, the
tragedy Sampit between the Dayak and Madurese
tribes representing inter-ethnic conflicts in 2001, the
government with several separatist groups intending
to escape from the unitary state of Indonesia, such as
the Gerakan Aceh Merdeka (GAM), Republik Maluku
Selatan (RMS) and Operasi Papua Merdeka (OPM),
the attack on Syi’ah groups in Sampang, Madura in
August 2012, conflict between students in Jakarta,
political conflict and political liberalization, the riot
in Tolikara, Papua on July 17, 2015 caused by the
Agustina, H.
The Importance of Multicultural based Education in Indonesia to Avoid the Conflict and Issue of Disintegration.
In Proceedings of the 1st International Conference on Educational Sciences (ICES 2017) - Volume 1, pages 305-309
ISBN: 978-989-758-314-8
Copyright © 2018 by SCITEPRESS – Science and Technology Publications, Lda. All rights reserved
305

issue of customary war, hoax information spread
containing hate speech between religious teachings
are some examples of conflicts that can lead to
disintegration.
This research uses qualitative method. First, the
researcher looks at the various events of conflict that
occurred in Indonesia from the news in the mass
media and electronics. Furthermore, from the
exposure of a number of news about conflicts that
have occurred in Indonesia is studied carefully and it
is necessary to use the concept of multicultural-based
education as one way to reduce the occurrence of
conflicts based on ethnic, religious, racial and cultural
issues. Referring to the emergence of conflicts that
are perceived as endangering the unity of Indonesia,
this research is expected to be a review of the
importance of the concept of multicultural based
education applied in all schools in Indonesia.
2 MULTICULTURAL BASED
EDUCATION IN INDONESIA
The concepts of multicultural-based education need
to be applied in Indonesia to avoid conflict-based
conflicts. Designing education in a community setting
that is full of inter-group issues such as in Indonesia
is not easy. It becomes increasingly difficult if the
existing social order is still filled with discrimination
and racist. Under these circumstances, multicultural
education is directed as an advocate for creating a
tolerant society. The intolerant society can cause
chaos that leads to the disintegration of the nation.
Some cases that occur in our society today is one of
them caused by the understanding of multicultural
conditions that are not understood correctly by all
levels of society in Indonesia. Thus, as a negative
effect that arises is the difference caused by one
aspect that actually becomes the power of this nation
can lead to great frictions and conflicts.
Hernandez (2002) reveals that the educational
pattern emphasizes the essence of multicultural based
education must be prepared so that students who have
citizenship in a diverse and interrelated cultural and
linguistic community can be correlated with each
other. Social, economic, political realities that tend to
be dynamic can affect everything that happens both
in and outside school. Students should also be able to
understand the importance of culture, race, gender,
ethnicity, religion, social status of the economy and
exceptions in the educational process.
Multicultural based education is also concerned
with the significant educational changes. It describes
the social, economic, and political realities widely
and systematically so that it can affect everything that
happens in school and outside school. Multicultural
based education broadens the exemplary practices,
and seeks to improve the rejected optimal educational
opportunities. This type of education also discusses
the creation of educational institutions that provide a
dynamic learning environment, reflecting the ideals
of equality, equality, and excellence.
The sporadic inter-group violence in the late
1990s in the various parts of Indonesia shows how
fragile the sense of togetherness that is built within
the Nation is, how strong the prejudices between
groups are and how low the mutual understanding
between groups are. The global context after the
September 11, 2001 tragedy and the US invasion of
Iraq and the political frenzy of identity in the reform
era adds to the complexity of diversity and inter-
group issues in Indonesia. One of the conflicts
originating from the latest ethnic, religious, racial and
cultural tribes portrayed by the media is the issue of
Jakarta's regional head election which took place in
2017. The conflict became more acute after the
hoaxes containing hatred between religious teachings
continued. Peace figures SARA conflict in Poso,
Maluku, Malik (2017) considers mass-gathering
religious wrapped around the issue very dangerous.
He is concerned that the current situation is repeating
the SARA conflict in the early 2000s.
The conflict caused by the religion and ethnics in
Jakarta last April, 2017 became the example the
emergence of multicultural based education applied
in Indonesia. It will be the important action to be
applied in every school from the very earlier level
until the highest level of education. Furthermore, it is
also become the reason why this research is
conducted to state the solution to overcome the
problem of not understand that Indonesia is really
multicultural in many aspects by having multicultural
based education in every school in Indonesia.
2.1 What is Multicultural Education?
Multicultural education is a cross-border discourse
because it deals with issues of social justice,
democracy and human rights. Understanding of
multiculturalism at least contains two very complex
notions that are multi meaning plural, culturalism
containing cultural or cultural sense. The term plural
has a kind of meaning, because pluralism does not
mean recognition of the existence of the kinds of
things, but the recognition that has political, social
and economic implications. Therefore, according to
Tilaar (2004) pluralism is concerned with the
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principles of democracy. The multicultural education
should facilitate a teaching-learning process that
transforms an essential, prejudiced, and
discriminatory monoculture perspective into a
multiculturalist perspective that values diversity and
differences, tolerance and open attitude. Such a
paradigm shift demands an unlimited transformation
of the cognitive dimension. According to Watkins
(1994) multicultural education operates under the
protective canopy of egalitarianism, inclusion, and
social justice.
Yakin (2005) stated there are two goals to be
achieved in the application of multicultural based
education. Basically the initial goal of multicultural
education is building educational discourse, policy
makers in the world of education and students
majoring in science education or general students. It
means that there is a hope that if they have a good
multicultural education discourse then they will not
only be able to transform multicultural education that
is able to instil the values of pluralism, humanism and
democracy directly in school to the students. While
the ultimate goal of multicultural education is that
learners are not only able to understand and master
the learning materials but also expected that the
learners will have a strong character to always be
democratic, pluralist and humanist. Because these
three things are the spirit of multicultural education.
Agil (2004) mentioned the term of multicultural
education can be used on a descriptive and normative
level, which describes issues of education with regard
to multicultural societies. Furthermore, it includes a
consideration of the educational policies and
strategies in a multicultural society. In this descriptive
context, the curriculum of multicultural education
should include subjects such as: tolerance, themes of
ethno-cultural differences, religion, the dangers of
discrimination, conflict resolution and mediation,
human rights, democracy and plurality, universal
humanity and subjects, other relevant subjects. With
those kind of understandings, so we can avoid the
conflict which is caused by the different of point of
view, culture or tradition, ethnics, religions and even
the different in the political party.
From some definitions put forward by educational
experts, it all seems to lead to the same goal of how
to create a strong, advanced, fair, prosperous and
prosperous nation without distinction of ethnicity,
race, religion and culture. All of them must be united
to build the strength across sectors so we could
achieve mutual prosperity, high self-esteem and
appreciated by other nations in the world.
2.2 Forming a Peaceful Multicultural
Country
The diversity of Indonesia should be interpreted by
the strengthening of unity and unity among fellow
Indonesian citizens. This is in line with Indonesia's
reform ideals for the realization of a democratic civil
society, and enforced the law for the supremacy of
justice, the clean government of corruption, collusion
and nepotism for the realization of social order and
security in society that ensures the smooth
productivity of citizens and economic life Which
welfare the people of Indonesia.
The pattern of Indonesian’s society that is
Bhinneka Tunggal Ika is not only a diversity of ethnic
groups but also about the cultural diversity that exists
in Indonesian society as a whole. Existence of
diversity can be seen from the realization of mutual
respect, respect, and tolerance between cultures with
each other. Bhinneka Tunggal Ika can unite every
single differences just like what we have been passing
through in many years ago. This big country can be a
prosperous and promising country if all of the citizens
have the great ability and willingness to act and do
based on one concept, that is one in diversity. We
have passed many difficult wars to reach the
independence of Indonesia, some riots which tried to
change the form of united country, and also many
variety of terrors to destroy the government. The
worst part is because there are some people want to
spark the fear of the terrorist. Some bombs exploded
in some places to destroy the comfort and tranquillity
that we always have before. The distrust on
government is one of the intentions to create this
turmoil. This of course we cannot let it happened any
longer. There should be an attempt to stop this
irresponsible act for the establishment of a country
that we love together.
The various concepts relevant to multiculturalism
include democracy, justice and law, cultural values
and ethos, togetherness in equal differences,
ethnicity, ethnicity, ethnic culture, religious beliefs,
cultural expressions, private and public domains,
human rights, community cultural rights, and other
relevant concepts. All of those concept must be
known by every single citizens of Indonesia, starting
from the Kindergarteen students until the university
level. For those people who just become the
employee, those concepts must be delivered in
training, advertisement, flyers or even special event
by the legitimate government in every province,
district, sub-district throughout Indonesia. Therefore,
the differences which can trigger the friction or
conflict could be minimalized.
The Importance of Multicultural based Education in Indonesia to Avoid the Conflict and Issue of Disintegration
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In line with various efforts that have been done by
the government, one of the things done by the
Minister of Religious Affairs of the Republic of
Indonesia, Lukman Hakim Saifudin about the call for
the provision of lectures in the house of worship
(Rakhmatulloh, 2017). The call was one of them
forbidding religious lectures to offend the elements of
SARA (Tribe, Religion, Race, and Intergroup). This
is intended to condition the state of Indonesia can
always protect all citizens without exception
according to the fifth precepts of Pancasila, "Justice
for all the people of Indonesia."
2.3 The Application of Multicultural
based on Education in Indonesia
The need to maintain values and behaviors to create a
peaceful and conducive atmosphere among fellow
citizens of Indonesia is necessary to maintain the
security of a stable state. Therefore, the
implementation of multicultural education can be said
success if each learner has mutual tolerance, does not
hostile, and does not have conflict caused by the
differences in culture, ethnicity, language, and so
forth.
According to Abercrombie et al. (1994),
multicultural based education is said to succeed if the
process involves all elements of society. That's
because multidimensional aspects of life are covered
in multicultural education. The expected changes are
in the creation of a comfortable, peaceful, tolerant
state in the life of the community, and not necessarily
arising conflicts caused by cultural differences and
racial intolerance.
Lan (2011) believed many people who applied
multicultural based education will bring positive
impact, that is solving the problem of inequality
brought about by the ethnic domination and
discrimination. It means that multiculturalism which
argues for the celebration of, as well as appreciation
and respect for diversity is seen as the anti-thesis of
assimilation, which promotes homogeneity and
similarity. This is why multiculturalism became the
preferable alternative for the New Order’s
assimilation policy, which failed to integrate the
people into one unified, Indonesia.
The implementation of multicultural based
education in Indonesia is considered very important
to do considering the conflicts that many occur lately
because of triggered issues related to differences in
ethnicity, religion, race and culture. The aspect of
appreciation and mutual understanding and respect
becomes an important aspect of multiculturalism.
This can be seen in Lawrence Blum's definition of
multiculturalism as an understanding, appreciation,
and assessment of one's culture, and a respect and
curiosity about another's ethnic culture. It includes an
assessment of the cultures of others, not to approve
all aspects of the culture, but to see how an indigenous
culture can express value to its members. That notion
clearly ignores the critical dimension in the study of
multiculturalism, by giving judgment or
consideration of the various cultures and their values.
However, the principle of difference is a key word or
concept in multiculturalism. This concept is indeed an
important concept in postmodern culture.
Multiculturalism strongly disagrees and tries to
combat the nature of ethnocentrism and racism that
usually arises as a result of not knowing other views
and values. The ignorance and ignorance of others in
the history of human life has caused tremendous wars,
death and destruction.
The problem of multiculturalism today cannot be
ignored because every time we are faced with
problems related to multicultural problems (Lubis,
2004). Although diversity and diversity are key
concepts, it should be noted that multiculturalism not
only recognizes the diversity of cultures and the
interaction and interplay between cultures with each
other intensively as the impact of cultures living in
one region or city. Cultural interaction also takes
place through the influence of TV media featuring
different events from different countries and cultures.
Multiculturalism does not accept the concept of
dichotomy versus others, the owners of capital versus
the proletariat, our culture versus objectivism, and
similarity versus differences, since dualism creates a
conflict between two entities and two forces to choose
from each other/or. Multiculturalism is more
accepting of a dialectical form of thought, with a
difference not seen as something absolute
contradictory, but two mutually requiring things.
3 CONCLUSIONS
In conclusion, multicultural based education is said to
be a process of developing all human potential and
appreciating its plurality and heterogeneity as a
consequence of cultural, ethnic, and religious
diversity. Thus multicultural based education requires
the highest respect and respect for human dignity and
prestige from wherever it comes and cultured him
whatever. Furthermore, multicultural based education
can also be a solution to the many horizontal conflicts
that almost solve the Indonesian nation today.
The emergence of the application to have
multicultural based education in Indonesia can’t be
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denied since it can be used to avoid the disintegration
and the arise of multi conflict ethnics. A nation can
be a great nation if the values of tolerance, mutual
respect and appreciation are always being maintained.
Being a great nation with the diversity that exists will
be a plus value for Indonesia. It is not forced to be
uniform and the same, but with diversity in many
aspects that make the nation of Indonesia become a
great and strong nation. Collaboration among many
leaders to create prosperity for every citizen, the
cohesiveness of the potential young generations to
create the works that can scent the nation, as well as
the unity that has been championed by the pioneers of
this nation must be always we keep watched. With all
of those, the progress and prosperity of Indonesia can
be achieved.
ACKNOWLEDGEMENTS
This research is funded by Universitas Islam Syekh-
Yusuf, Tangerang, Indonesia which become my
sponsor to make it finished completely. My gratitude
for my institution which become my first principal
funders. Furthermore, as the researcher and active
scholar, I do really hope this research could give the
contribution to other scholars who are doing the
research about multicultural based education in
Indonesia. We do need to change our paradigm to
build the “feeling of being uniform or sameness”
cause every people have their own ideas about their
faith, tradition, religion, ethnic, habit and practice.
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