IMPLEMENTATION OF EMPATHY-BASED MULTICULTURAL EDUCATION IN UNIVERSITY

Author Name: 1.Iskandar Ladamay, 2. I Made Weni, 3. Zainur Rozikin

Volume/Issue: 04/09

Country: Indonesia

DOI NO.: 08.2020-25662434 DOI Link: https://doi-ds.org/doilink/03.2024-22862256/UIJIR

Affiliation:

1. Social Sciences Doctoral Program, Universitas Merdeka Malang, Indonesia
2. Professor of Universitas Merdeka Malang, Indonesia
3. Associate Professor of Universitas Merdeka Malang, Indonesia

ABSTRACT

Universities in global technology are becoming increasingly diverse and seek to implement multicultural education. Multicultural education creates social relations in equality and recognition, and anticipation of conflict. The aim of this research is to explore the implementation of multicultural education based on empathy in the Universitas PGRI Kanjuruhan Malang. The location of this research was conducted at Universitas PGRI Kanjuruhan Malang. This research uses a qualitative approach. Data collection techniques are carried out by interviews, observation, documentation, and focus group discussions. The data was analyzed using Miles and Huberman analysis which included data collection, data condensation, and inference. This research found: first, multicultural education carried out at Universitas PGRI Kanjuruhan Malang was proven. These are supported by data: (1) the existence of the idea of multiculturalism parallel understanding with an attitude of tolerance, recognition of the equality of dignity and value of all human beings; (2) multicultural education is taught in the classroom and outside the classroom; (3) the policy of becoming a multicultural campus is written in the vision and mission of the university and in official university documents. The implementation of empathy-based multicultural education contains five dimensions that indicate the empathy process: (1) integration of content realized in the form of practice and in the form of cognitive material; (2) the knowledge construction process in multicultural education is initiated by the university by involving lecturers and students; (3) prejudice reduction involves cognitive and practical aspects; (4) multicultural education policy on the principles of equality, learning practices, and equal relations between lecturers and students; (5) efforts to empower campus culture and social structures are carried out through culinary delights, dances and classroom learning practices.

Key words: Implementation, Multicultural Education, Cultural Empathy, Cultural Diversity