Implementation Of Pancasila Values in Teaching Learning Activities in Forming Multicultural Characters on Students

Endang Purwaningsih, Sulistyarini Sulistyarini, Raymond Kelvin Nando, Jagad Aditya Dewantara, Afandi Afandi


The degradation of multicultural character in students is supported by concerns about this, the teacher as one of the things that must shape the character of students does not have basic values that must be used in the context of multicultural character in students. The purpose of this study is to re-analyze the values of Pancasila that can be used by teachers as a basis for forming multicultural characters in students. In this study used library research methods (Library Research). After analyzing several variables that become benchmarks in forming multicultural characters, among others: As a basis for social competence, social learning for the development of integrated intelligence, strengthening multicultural characters carried out in an institutionalized manner.

 This page is in English Translate to Indonesian    
  • Afrikaans
  • Albanian
  • Amharic
  • Arabic
  • Armenian
  • Azerbaijani
  • Bengali
  • Bulgarian
  • Catalan
  • Croatian
  • Czech
  • Danish
  • Dutch
  • English
  • Estonian
  • Finnish
  • French
  • German
  • Greek
  • Gujarati
  • Haitian Creole
  • Hebrew
  • Hindi
  • Hungarian
  • Icelandic
  • Indonesian
  • Italian
  • Japanese
  • Kannada
  • Kazakh
  • Khmer
  • Korean
  • Kurdish (Kurmanji)
  • Lao
  • Latvian
  • Lithuanian
  • Malagasy
  • Malay
  • Malayalam
  • Maltese
  • Maori
  • Marathi
  • Myanmar (Burmese)
  • Nepali
  • Norwegian
  • Pashto
  • Persian
  • Polish
  • Portuguese
  • Punjabi
  • Romanian
  • Russian
  • Samoan
  • Simplified Chinese
  • Slovak
  • Slovenian
  • Spanish
  • Swedish
  • Tamil
  • Telugu
  • Thai
  • Traditional Chinese
  • Turkish
  • Ukrainian
  • Urdu
  • Vietnamese
  • Welsh
 Always translate English to IndonesianPRO
Never translate English
Never translate with x EnglishArabicHebrewPolishBulgarianHindiPortugueseCatalanHmong DawRomanianChinese SimplifiedHungarianRussianChinese TraditionalIndonesianSlovakCzechItalianSlovenianDanishJapaneseSpanishDutchKlingonSwedishEnglishKoreanThaiEstonianLatvianTurkishFinnishLithuanianUkrainianFrenchMalayUrduGermanMalteseVietnameseGreekNorwegianWelshHaitian CreolePersian   TRANSLATE with COPY THE URL BELOW Back EMBED THE SNIPPET BELOW IN YOUR SITE Enable collaborative features and customize widget: Bing Webmaster PortalBack


Multicultural; Pancasila; Teaching; Values; Multicultural Characters

Full Text:



Amalia, G., & Dewi, D. (2022). Menerapkan Nilai-Nilai Pancasila di Sekolah Dasar di Tengah Pengaruh Negatif Globalisasi. 3, 120–127.

Amini, M. Z., Prasetiyo, W. H., & Gunarsi, S. (2022). Civic Disposition Based on Ecological Citizenship : A Case Study at SMP Negeri 1 Wirosari. 3, 373–382.

Aragona-Young, E., & Sawyer, B. E. (2018). Elementary teachers’ beliefs about multicultural education practices. Teachers and Teaching, 24(5), 465–486.

Aris, T., Permana, D., Legowo, E., Suwarno, P., Widodo, P., Risma, H., & Saragih, J. (2022). Globalisasi dan Lunturnya Budaya Gotong Royong Masyarakat DKI Jakarta. Jurnal Pendidikan Kewarganegaraan, 6, 5256–5261.

Arphattananon, T. (2018). Multicultural education in Thailand. Intercultural Education, 29(2), 149–162.

Barton, K. C., & Ho, L.-C. (2020). Cultivating sprouts of benevolence: a foundational principle for curriculum in civic and multicultural education. Multicultural Education Review, 12(3), 157–176.

Barzanò, G., Cortiana, P., Jamison, I., Lissoni, M., & Raffio, L. (2017). New means and new meanings for multicultural education in a global–Italian context. Multicultural Education Review, 9(3), 145–158.

Brown, J. C., & Livstrom, I. C. (2020). Secondary Science Teachers’ Pedagogical Design Capacities for Multicultural Curriculum Design. Journal of Science Teacher Education, 31(8), 821–840.

Buzzai, C., Passanisi, A., Aznar, M. A., & Pace, U. (2022). The antecedents of teaching styles in multicultural classroom: teachers’ self-efficacy for inclusive practices and attitudes towards multicultural education. European Journal of Special Needs Education, 1–16.

Crosland, D., & Kellam, W. (2022). Introduction to Library Trends 02 (4) Spring 1954: Availability of Library Research Methods.

Dewantara, J. A., Efriani, E., Sulistyarini, S., & Prasetiyo, W. H. (2020). Optimization of Character Education Through Community Participation Around The School Environment (Case Study in Lab School Junior High School Bandung). JED (Jurnal Etika Demokrasi), 5(1), 53–66.

Dewantara, J. A., & Nurgiansah, T. H. (2021). Building Tolerance Attitudes Of PPKN Students Through Multicultural Education Courses. JED (Jurnal Etika Demokrasi), 6(1), 103–115.

Dunn, A. H. (2017). Refusing to be co-opted: revolutionary multicultural education amidst global neoliberalisation. Intercultural Education, 28(4), 356–372.

Dursun, H., Claes, E., & Agirdag, O. (2021). Diversity pedagogical content knowledge: a new conceptual framework and assessment across different teacher education programmes. Multicultural Education Review, 13(4), 303–322.

Eun, J.-Y. (2021). A media criticism-based approach for designing critical multicultural instruction in social studies curricula. Pedagogy, Culture & Society, 1–18.

Forrest, J., Lean, G., & Dunn, K. (2016). Challenging racism through schools: teacher attitudes to cultural diversity and multicultural education in Sydney, Australia. Race Ethnicity and Education, 19(3), 618–638.

Freire, J. A. (2020). Promoting Sociopolitical Consciousness and Bicultural Goals of Dual Language Education: The Transformational Dual Language Educational Framework. Journal of Language, Identity & Education, 19(1), 56–71.

Garvey, D. (2022). A library research method of teaching American history in high school /.

Gorski, P. C. (2016). Making better multicultural and social justice teacher educators: a qualitative analysis of the professional learning and support needs of multicultural teacher education faculty. Multicultural Education Review, 8(3), 139–159.

Gorski, P. C., & Parekh, G. (2020). Supporting Critical Multicultural Teacher Educators: Transformative teaching, social justice education, and perceptions of institutional support. Intercultural Education, 31(3), 265–285.

Grant, C. A. (2016). Depoliticization of the language of social justice, multiculturalism, and multicultural education. Multicultural Education Review, 8(1), 1–13.

Hall, J. C., & Theriot, M. T. (2016). Developing Multicultural Awareness, Knowledge, and Skills: Diversity Training Makes a Difference? Multicultural Perspectives, 18(1), 35–41.

Harefa, A. (2022). Pengaruh Globalisasi Terhadap Perilaku Sosial Siswa. Educativo: Jurnal Pendidikan, 1, 271–277.

Harris, V. W., Kumaran, M., Harris, H. J., Moen, D., & Visconti, B. (2019). Assessing multicultural competence (knowledge and awareness) in study abroad experiences. Compare: A Journal of Comparative and International Education, 49(3), 430–452.

Hjerm, M., Johansson Sevä, I., & Werner, L. (2018). How critical thinking, multicultural education and teacher qualification affect anti-immigrant attitudes. International Studies in Sociology of Education, 27(1), 42–59.

Huttunen, L., & Juntunen, M. (2020). Suburban encounters: super-diversity, diasporic relationality and everyday practices in the Nordic context. Journal of Ethnic and Migration Studies, 46(19), 4124–4141.

Iwai, Y. (2019). Culturally Responsive Teaching in a Global Era: Using the Genres of Multicultural Literature. The Educational Forum, 83(1), 13–27.

Jun, E. J. (2016). Multicultural education course put into practice. Multicultural Education Review, 8(2), 83–98.

Kholillah, M., Furnamasari, Y., & Anggraeni Dewi, D. (2022). Peran Pendidikan Dalam Menghadapi Arus Globalisasi. Edumaspul: Jurnal Pendidikan, 6, 515–518.

Kuppens, L., Ibrahim, S., & Langer, A. (2020). Unity over diversity? Teachers’ perceptions and practices of multicultural education in Kenya. Compare: A Journal of Comparative and International Education, 50(5), 693–712.

Leung, C.-H., & Hue, M.-T. (2017). Understanding and enhancing multicultural teaching in preschool. Early Child Development and Care, 187(12), 2002–2014.

Lightner, S. (2018). Multicultural Curriculum and Teaching in the Standards-Based Classroom. Multicultural Perspectives, 20(2), 126–130.

Mann, T. (2022). A Guide to Library Research Methods.


Nahhas, E. (2020). Multiculturalism and Inter-Faith Understanding at Teaching Colleges in Israel: Minority vs. Majority Perspectives. Religious Education, 115(4), 436–451.

Nieto, S. (2017). Re-imagining multicultural education: new visions, new possibilities. Multicultural Education Review, 9(1), 1–10.

Nugraha, D., & Hasanah, A. (2021). Pendidikan Karakter Berbasis Nilai-Nilai Budaya Di Sekolah. Jurnal Pendidikan PKN (Pancasila Dan Kewarganegaraan), 2(1), 1.

Peralta, L. R., O’Connor, D., Cotton, W. G., & Bennie, A. (2016). Pre-service physical education teachers’ Indigenous knowledge, cultural competency and pedagogy: a service learning intervention. Teaching Education, 27(3), 248–266.

Prasetiyo, W. H., Ishak, N. A., Basit, A., Dewantara, J. A., Hidayat, O. T., Casmana, A. R., & Muhibbin, A. (2020). Caring for the environment in an inclusive school: The adiwiyata green school program in indonesia. Issues in Educational Research, 30(3), 1040–1057.

Ramadhan, S. A., Azhar, D. E., Zulfauzi, M. F., Ramadhan, N., Suartina, H., & Fadli, Y. (2022). Student Movement in The Era of The Joko Widodo : A New Generation of Indonesian Democracy. 3, 383–398.

Ruales, S. T. P., Agirdag, O., & Van Petegem, W. (2020). Development and validation of the multicultural sensitivity scale for pre-service teachers. Multicultural Education Review, 12(3), 177–194.

Setyono, B., & Widodo, H. P. (2019). The representation of multicultural values in the Indonesian Ministry of Education and Culture-Endorsed EFL textbook: a critical discourse analysis. Intercultural Education, 30(4), 383–397.

Shen, S. (2019). Teaching ‘multiculturally’: geography as a basis for multicultural education in Korea. Multicultural Education Review, 11(1), 37–58.

Subasi Singh, S., & Akar, H. (2021). Culturally responsive teaching: beliefs of pre-service teachers in the Viennese context. Intercultural Education, 32(1), 46–61.

Tjipto, S., & Bernardo, A. B. I. (2019). Constraints in the meanings of lay theories of culture in a culturally homogeneous society: A mixed-methods study on multiculturalism and polyculturalism in Wonosobo, Indonesia. Cogent Psychology, 6(1), 1569835.

Uzunboylu, H., & Altay, O. (2021). State of affairs in multicultural education research: a content analysis. Compare: A Journal of Comparative and International Education, 51(2), 278–297.

Varghese, R. (2020). Teaching without being taught how: social work practice faculty voices. Social Work Education, 39(2), 145–159.

Walton, J., & Webster, J. P. (2019). Ethnography and multicultural/intercultural education: uncovering the unforseen complexities, practices and unintended outcomes. Ethnography and Education, 14(3), 259–263.

Wang, Q. (2016). Reclaiming Multicultural Education in Transformative Spaces. Multicultural Perspectives, 18(2), 120–124.

Wilkinson, E. (2021). The Possibility of Multicultural Nationhood. American Review of Canadian Studies, 51(3), 488–504.

Yılmaz, F. (2016). Multiculturalism and multicultural education: A case study of teacher candidates’ perceptions. Cogent Education, 3(1), 1172394.

Young, J. L. (2020). Evaluating Multicultural Education Courses: Promise and Possibilities for Portfolio Assessment. Multicultural Perspectives, 22(1), 20–27.

Zhu, G. (2017). Narrative inquiry in a multicultural landscape: multicultural teaching and learning. Multicultural Education Review, 9(1), 75–77.



  • There are currently no refbacks.

Copyright (c) 2022 JED (Jurnal Etika Demokrasi)

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.