Implementasi Pendidikan Multikultural dalam Pembelajaran Ilmu Pengetahuan Sosial (IPS) di Sekolah Dasar

Abstract

This study aims to analyze in depth the implementation of multicultural education in Social Studies (IPS) learning at Madrasah Ibtidaiyah (MI) Al-Kifayah Pekanbaru. The approach used in this research is qualitative with a case study design. Data were collected through non-participant observation techniques, in-depth interviews with the madrasah principal and fifth-grade teachers, as well as documentation studies of learning instruments. Data analysis was conducted interactively, encompassing data condensation, data display, and conclusion drawing, with validity testing verified via source and technique triangulation. The results showed that Social Studies learning planning at MI Al-Kifayah had intentionally integrated multicultural values through an additive approach to the Teaching Modules and mapping materials aligned with the Profil Pelajar Pancasila Rahmatan Lil Alamin. In the implementation stage, teachers applied cooperative learning models (STAD and Jigsaw) by forming heterogeneous learning groups to dissolve ethnocentric prejudices among students. Furthermore, a content integration strategy was applied by raising the cosmopolitan reality of Pekanbaru City and contextualizing it through Islamic theological values such as tolerance (tasamuh) and mutual recognition (lita'arafu). Despite facing obstacles in the form of limited time allocation and affective assessment instruments, the madrasah successfully overcame them through a whole-school approach. This study concludes that faith-based education can serve as an inclusive incubation space through the reconstruction of adaptive Social Studies learning toward pluralism.