Teacher's Role to Implement Multiculturalism in History Learning

Abstract

This article aims to provide an understanding of multiculturalism and the prospects for its application in history learning. Indonesia is often hit by conflicts and violence between communities that can cause divisions, both ethnic conflicts and conflicts between religious adherents. The diversity that exists often results in discrimination that leads to conflict and violence. The importance of the aspect of multiculturalism considering the diverse conditions of Indonesian society requires mutual tolerance, respect and appreciation for these differences. The results of the researchers' observations show that the understanding of multiculturalism in society, including in schools, is still not enough. This is due to, among other things, the limited hours at school. This obstacle should not occur considering that there are many subjects that can be inserted with the content of multiculturalism, one of which is the subject of history. This article uses a literature review approach that examines various articles related to multiculturalism and historical learning. The results of the literature review show that the teacher's role in instilling aspects of multiculturalism in history learning can be done through learning tools that have been designed by the teacher and the teacher observes student activities outside of history class hours. This means that teachers in making history learning tools must apply aspects of multiculturalism starting from lesson plans to aspects of assessing students. Meanwhile, student activities outside of learning can be carried out and observed through extracurricular activities that are participated in by students.