Designing a Project-Based Learning (PjBL) Model on Multiculturalism in History
Desain Model Projek Based Learning (PjBL) Tema Multikulturalisme dalam Pembelajaran Sejarah
Keywords:
Multiculturalism approach, History learning, project-based learning,, Tolerance, Borneo culture
Abstract
The purpose of writing this article is to design a multiculturalism approach to teaching history; analyze opportunities and challenges regarding teaching history through a multicultural lens; and prepare a project-based learning model design with the theme of multiculturalism with material on the Cultural History of West Kalimantan. This research method is a literature review. This research uses library insights to examine 20 journal articles related to the content of the article topic. Articles are written based on secondary data sources. The data used was obtained based on research reports, books, and appropriate articles. The data collection method was carried out through a process of in-depth study and analysis of literature on multiculturalism in the history of education in Indonesia. The data analysis technique used in writing articles is qualitative analysis. This article provides insight into the multiculturalism approach to cultural history in the West Kalimantan region. The project-based learning (PjBL) learning model can be an example for teachers in designing learning models that suit the environment and conditions of students. The aim of learning with a multiculturalism approach is expected to provide good historical awareness for students to care for Indonesia's diversity and the variety of cultures that exist. In practice, students can instill an attitude of tolerant and respectful civic life, have empathy for others to create a just Indonesian nation, and uphold democratic values in life.
References
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Agustono, B., Dewi, H., & Pujiono, M. (2020). Penanaman nilai-nilai multikulturalisme melalui sejarah Tjong Afie di Kota Medan pada Mahasiswa Fakultas Bahasa dan Komunikasi Universitas Harapan Medan. LOGISTA-Jurnal Ilmiah Pengabdian Kepada Masyarakat, 4(1), 49–56.
Andleeb, N., Salahuddin, A., & Ajmal, F. (2024). Teachers’ perceptions of translanguaging as a pedagogical tool in multilingual education. Annals of Human and Social Sciences, 5(1), 48–54.
Anwar, S. (2024). Pendidikan multikultural dalam pembelajaran sejarah lokal. Maharsi, 6(1), 1–13. https://doi.org/10.33503/maharsi.v6i1.3547
Asmara, Y., & Firman, F. (2023). Implementasi konsep fenomenologi, hermeneutika, berpikir kritis dan multikulturalisme dalam pembelajaran sejarah. Jurnal Perspektif Pendidikan, 17(2), 240–252.
Australian Curriculum Assessment and Reporting Authority. (2022). Australian Curriculum Assessment and Reporting Authority (ACARA). My School Website; ACARA. https://www.myschool.edu.au/
Azifambayunasti, A. (2022). Relevansi Ide the Open Society Karl Popper Dan Multikulturalisme Dalam Pembelajaran Sejarah. Jurnal Pendidikan Sejarah Indonesia, 5(1), 37. https://doi.org/10.17977/um0330v5i1p37-48
Bakri, M., Mistar, J., Ghony, D., & Purnamasari, N. I. (2020). Pesantren dan multikulturalisme di madura: Adaptasi nilai multikultural dalam menciptakan kerukunan masyarakat multi etnis dan agama. Jurnal Pendidikan Agama Islam (Journal of Islamic Education Studies), 8(2), 173–194.
Banks, J. A. (2002). An introduction to multicultural education. In Allyn & Bacon. Pearson/Allyn and Bacon Boston.
Banks, J. A., & Banks, C. A. M. (2019). Multicultural education: Issues and perspectives. In John Wiley & Sons. John Wiley & Sons.
Bartelds, H., Savenije, G. M., & Van Boxtel, C. (2020). Students’ and teachers’ beliefs about historical empathy in secondary history education. Theory & Research in Social Education, 48(4), 529–551.
Basri, M., Setiawan, J., Insani, M., Fadli, M. R., Amboro, K., & Kuswono, K. (2022). The correlation of the understanding of indonesian history, multiculturalism, and historical awareness to students’ nationalistic attitudes. International Journal of Evaluation and Research in Education, 11(1), 369–376.
Bolt, J., & van Zanden, J. L. (2014). The maddison project: Collaborative research on historical national accounts. The Economic History Review, 67(3), 627–651.
Brundiers, K., & Wiek, A. (2013). Do we teach what we preach? An international comparison of problem-and project-based learning courses in sustainability. Sustainability, 5(4), 1725–1746.
Chaika, O. (2023). Key advantages of multiculturalism for foreign language teaching and learning. Humanitarian Studios: Pedagogics, Psychology, Philosophy.
Chang, J. (2023). Anti-oppressive classrooms critical framework of multicultural education. Lecture Notes in Education Psychology and Public Media, 23(1), 266–272. https://doi.org/10.54254/2753-7048/23/20230473
Childs, K. (2017). Integrating multiculturalism in education for the 2020 classroom: Moving beyond the “melting pot” of festivals and recognition months. Journal for Multicultural Education, 11(1), 31–36.
Creswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed methods approaches, 3rd ed. In Sage Publication. Sage publications.
Davies, T. (2023). But we’re not a multicultural school!’: Locating intercultural relations and reimagining intercultural education as an act of ‘coming-to-terms-with our routes. The Australian Educational Researcher, 50(3), 991–1005.
Ekwandari, Y. S., Perdana, Y., & Lestari, N. I. (2020). Integrasi pendidikan multikultural dalam pembelajaran sejarah di SMA YP UNILA. Criksetra: Jurnal Pendidikan Sejarah, 9(1), 15–31.
Guidione, D. A., & Maria, A. L. (2019). The concepts of multi and interculturality and their contribution in the implementation of the curriculum in action of Philosophy and History. E-Revista de Estudos Interculturais, 1 (7).
Hidayat, S. (2019). Implementasi pendidikan nilai multikulturalisme dalam pembelajaran sejarah Indoensia. Jurnal Artefak, 6(2), 59–70.
Hosnan, M. (2014). Pendekatan saintifik dan kontekstual dalam pembelajaran abad 21: Kunci sukses implementasi kurikulum 2013. Ghalia Indonesia.
Istiningsih, S. S. (2016). The new paradigm of tolerance-character building based on multiculturalism through religion education. IOSR Journal of Research & Method in Education (IOSR-JRME), 6(6), 38–45.
Jamil, S., & Retis, J. (2023). Media discourses and representation of marginalized communities in multicultural societies. In Journalism Practice (Vol. 17, Issue 1, pp. 1–4). Taylor & Francis.
Joice, B., Weil, M., & Calhoun, E. (2011). Models of Teaching, Model-Model Pembelajaran. Yogyakarta: Pustaka Pelajar.
Kadarwati, A., & Malawi, I. (2017). Pembelajaran tematik:Konsep dan aplikasi. Ae Media Grafika.
Karn, S. (2023). Historical empathy: A cognitive-affective theory for history education in Canada. Canadian Journal of Education, 46(1), 80–110.
Kim, J.-H., & So, K. (2018). Understanding the “other”: Rethinking multiculturalism in South Korea through Gadamer’s philosophical hermeneutics. International Journal of Multicultural Education, 20(1), 102–117.
Kirby, T. A., & Kaiser, C. R. (2021). Person-message fit: Racial identification moderates the benefits of multicultural and colorblind diversity approaches. Personality and Social Psychology Bulletin, 47(6), 873–890.
Kitagawa, K. (2021). Conceptualising ‘disaster education.’ Education Sciences, 11(5), 233.
Kochar, S. K. (2008). Pembelajaran sejarah (terjemahan). Jakarta: PT Grasindo.
Kurniawan, G. F. (2019). Imajeri heroisme: Konformitas antara memori dan sosial kognitif dalam menumbuhkan empati sejarah (studi 4 SMA di kota madya Semarang). UNS (Sebelas Maret University).
Krajcik, J.S., & Shin, N. 2014. Project-based learning .In S. Keith (Ed). The Cambridge Handbook of The Learning Science. Cambridge University Press.
Latypova, E. A. (2023). Role of Education policy in forming the concept of multicultural and polylingual education. Review of Omsk State Pedagogical University Humanitarian Research, 1(38), 150–156. https://doi.org/10.36809/2309-9380-2023-38-150-156
Lunov, V., & Martynenko, P. (2020). Analysis of methodological strategies concerning the concept of ethnic identity. Newsletter on the Results of Scholarly Work in Sociology, Criminology, Philosophy and Political Science, 1(1), 72–80.
Mileaningrum, A., Hidayat, E. R., Legowo, E., Widodo, P., & Sukendro, A. (2023). The role of new zealand social culture in conflict resolution. International Journal Of Humanities Education and Social Sciences, 3(1).
Mubarok, R., & Bakri, M. (2021). Membumikan multikulturalisme sebagai upaya pencegahan sikap radikalisme beragama. Risalah, Jurnal Pendidikan dan Studi Islam, 7(2), 252–266.
Nafi’ah, U., Suprapta, B., Ayundasari, L., & Renalia, H. (2022). Innovation of interactive and intelligent history learning media using infographics. In Exploring New Horizons and Challenges for Social Studies in a New Normal (pp. 120–126). https://doi.org/10.1201/9781003290865-23
Nieto, S. (2000). Affirming Diversity: The socio- political context of multicultural education. In Noel, Janna. No- table Selection in Multicultural Education. McGraw-Hill.
Panuntun, S., & Aziz, A. (2023). Pendidikan multikulturalisme dan prospeknya di indonesia. Syntax Idea, 5(8), 1046–1058.
Pernantah, P. S. (2016). Internalisasi nilai-nilai multikulturalisme dalam pembelajaran sejarah di sekolah. Prosiding Seminar Nasional Program Studi Sejarah Se-Indonesia Di Universitas Negeri Yogyakarta, Indonesia.
Prasetyo, G. (2021). Akulturasi masyarakat Pandhalungan: Aktualisasi pendidikan multikultural dalam pembelajaran Sejarah. Education & Learning, 1(1), 20–25.
Pratama, M. A. Q., & Ramadhan, T. S. (2022). Pendidikan Islam multikultural dan nilainya dalam pembelajaran sejarah peradaban Islam. Widya Winayata: Jurnal Pendidikan Sejarah, 10(2), 96–106.
Richmond, G., & Striley, J. (1996). Making meaning in classrooms: Social processes in small‐group discourse and scientific knowledge building. Journal of Research in Science Teaching: The Official Journal of the National Association for Research in Science Teaching, 33(8), 839–858.
Santosa, F. H., Umasih, U., & Yanuardi, M. H. (2023). Multikulturalisme dalam pembelajaran sejarah: Perpektif mahasiswa generasi z. Jurnal Humanitas: Katalisator Perubahan dan Inovator Pendidikan, 10(1), 97–106.
Sari, S. K., & Khaidir, A. (2022). Pendidikan multikultural dalam pembelajaran sejarah. JPGI (Jurnal Penelitian Guru Indonesia).
Sayono, J. (2015). Pembelajaran sejarah di sekolah: Dari pragmatis ke idealis. Jurnal Sejarah dan Budaya, 7(1), 9–17.
Seman, A. A., Ahmad, A. R., Aziz, Z., & Ayudin, A. R. (2011). The effectiveness of teaching and learning history based on multicultural towards national integration in Malaysia. Procedia Computer Science, 3, 1588–1596.
Setiyonugroho, P., Umasih, U., & Kurniawati, K. (2022). Integration of multicultural education values in history teaching. Journal of Education Research and Evaluation, 6(2), 280–288.
Siahaan, A. (2014). Pembelajaran sejarah berbasis multikultural dalam mengembangkan nilai-nilai nasionalisme siswa etnik Tionghoa: Penelitian studi kasus di SMA Santa Angela Kota Bandung. Universitas Pendidikan Indonesia.
Sohabudin, A., & Darmawan, W. (2023). Narasi alternatif dalam pembelajaran sejarah untuk pendidikan multikultural di indonesia. Indonesian Journal of History Education, 8(1), 61–78.
Supardi. (2014). Pendidikan multikultural dalam pembelajaran sejarah lokal. Jurnal Pembangunan Pendidikan: Fondasi dan Aplikasi, 2(1), 91–99.
Tanjung, A., Khairuddin, A., & Dalimunte, M. I. (2023). Kemampuan guru dalam mengelola kelas untuk meningkatkan efektivitas pembelajaran sejarah kebudayaan Islam di Madrasah Ibtidaiyah Al-Ilhaam Kecamatan Wampu Kabupaten Langkat. IJTIMAIYAH Jurnal Ilmu Sosial dan Budaya, 6(1), 40–45.
Tanjung, S., & Darmawan, W. (2022). Merayakan anekarasa: Membangun multikulturalisme melalui pembelajaran sejarah kuliner di Kota Medan. Jurnal Pendidikan Sejarah, 11(2), 48–69.
Taylor, Charles. (2012). Inculturalisme or Multiculturalism? Sage Journal. Philosophy and Social Criticism, 38(4- 5) 413–423
Utomo, C., & Wasino, W. (2020). An integrated teaching tolerance in learning history of indonesian national movement at higher education. Journal of Social Studies Education Research, 11(3), 65–108.
Vazir, M. N., & Ali, L. (2023). The Impact of cultural diversity awareness in schools in South India: A comprehensive study. International Journal of Advanced Research in Education and Society, 5(3), 613–627.
Victorian Curriculum and Assessment Authority (VCAA). (2017). The Victorian curriculum F-10: intercultural capability. http://victoriancurriculum.vcaa.vic.edu.au/intercultural-capability/introd uction/rationale-and-aims
Widja, I. G. (1989). Dasar-dasar pengembangan strategi serta metode pengajaran sejarah. Depdikbud.
Wulandari, T. (2020). Konsep dan praksis pendidikan multikultural. UNY Press.
Zamroni. 2001. Pendidikan untuk demokrasi tantangan menuju civil society. Adipura.
Zed, M. (2004). Metode penelitian kepustakaan. Yayasan Obor Indonesia.
Agustono, B., Dewi, H., & Pujiono, M. (2020). Penanaman nilai-nilai multikulturalisme melalui sejarah Tjong Afie di Kota Medan pada Mahasiswa Fakultas Bahasa dan Komunikasi Universitas Harapan Medan. LOGISTA-Jurnal Ilmiah Pengabdian Kepada Masyarakat, 4(1), 49–56.
Andleeb, N., Salahuddin, A., & Ajmal, F. (2024). Teachers’ perceptions of translanguaging as a pedagogical tool in multilingual education. Annals of Human and Social Sciences, 5(1), 48–54.
Anwar, S. (2024). Pendidikan multikultural dalam pembelajaran sejarah lokal. Maharsi, 6(1), 1–13. https://doi.org/10.33503/maharsi.v6i1.3547
Asmara, Y., & Firman, F. (2023). Implementasi konsep fenomenologi, hermeneutika, berpikir kritis dan multikulturalisme dalam pembelajaran sejarah. Jurnal Perspektif Pendidikan, 17(2), 240–252.
Australian Curriculum Assessment and Reporting Authority. (2022). Australian Curriculum Assessment and Reporting Authority (ACARA). My School Website; ACARA. https://www.myschool.edu.au/
Azifambayunasti, A. (2022). Relevansi Ide the Open Society Karl Popper Dan Multikulturalisme Dalam Pembelajaran Sejarah. Jurnal Pendidikan Sejarah Indonesia, 5(1), 37. https://doi.org/10.17977/um0330v5i1p37-48
Bakri, M., Mistar, J., Ghony, D., & Purnamasari, N. I. (2020). Pesantren dan multikulturalisme di madura: Adaptasi nilai multikultural dalam menciptakan kerukunan masyarakat multi etnis dan agama. Jurnal Pendidikan Agama Islam (Journal of Islamic Education Studies), 8(2), 173–194.
Banks, J. A. (2002). An introduction to multicultural education. In Allyn & Bacon. Pearson/Allyn and Bacon Boston.
Banks, J. A., & Banks, C. A. M. (2019). Multicultural education: Issues and perspectives. In John Wiley & Sons. John Wiley & Sons.
Bartelds, H., Savenije, G. M., & Van Boxtel, C. (2020). Students’ and teachers’ beliefs about historical empathy in secondary history education. Theory & Research in Social Education, 48(4), 529–551.
Basri, M., Setiawan, J., Insani, M., Fadli, M. R., Amboro, K., & Kuswono, K. (2022). The correlation of the understanding of indonesian history, multiculturalism, and historical awareness to students’ nationalistic attitudes. International Journal of Evaluation and Research in Education, 11(1), 369–376.
Bolt, J., & van Zanden, J. L. (2014). The maddison project: Collaborative research on historical national accounts. The Economic History Review, 67(3), 627–651.
Brundiers, K., & Wiek, A. (2013). Do we teach what we preach? An international comparison of problem-and project-based learning courses in sustainability. Sustainability, 5(4), 1725–1746.
Chaika, O. (2023). Key advantages of multiculturalism for foreign language teaching and learning. Humanitarian Studios: Pedagogics, Psychology, Philosophy.
Chang, J. (2023). Anti-oppressive classrooms critical framework of multicultural education. Lecture Notes in Education Psychology and Public Media, 23(1), 266–272. https://doi.org/10.54254/2753-7048/23/20230473
Childs, K. (2017). Integrating multiculturalism in education for the 2020 classroom: Moving beyond the “melting pot” of festivals and recognition months. Journal for Multicultural Education, 11(1), 31–36.
Creswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed methods approaches, 3rd ed. In Sage Publication. Sage publications.
Davies, T. (2023). But we’re not a multicultural school!’: Locating intercultural relations and reimagining intercultural education as an act of ‘coming-to-terms-with our routes. The Australian Educational Researcher, 50(3), 991–1005.
Ekwandari, Y. S., Perdana, Y., & Lestari, N. I. (2020). Integrasi pendidikan multikultural dalam pembelajaran sejarah di SMA YP UNILA. Criksetra: Jurnal Pendidikan Sejarah, 9(1), 15–31.
Guidione, D. A., & Maria, A. L. (2019). The concepts of multi and interculturality and their contribution in the implementation of the curriculum in action of Philosophy and History. E-Revista de Estudos Interculturais, 1 (7).
Hidayat, S. (2019). Implementasi pendidikan nilai multikulturalisme dalam pembelajaran sejarah Indoensia. Jurnal Artefak, 6(2), 59–70.
Hosnan, M. (2014). Pendekatan saintifik dan kontekstual dalam pembelajaran abad 21: Kunci sukses implementasi kurikulum 2013. Ghalia Indonesia.
Istiningsih, S. S. (2016). The new paradigm of tolerance-character building based on multiculturalism through religion education. IOSR Journal of Research & Method in Education (IOSR-JRME), 6(6), 38–45.
Jamil, S., & Retis, J. (2023). Media discourses and representation of marginalized communities in multicultural societies. In Journalism Practice (Vol. 17, Issue 1, pp. 1–4). Taylor & Francis.
Joice, B., Weil, M., & Calhoun, E. (2011). Models of Teaching, Model-Model Pembelajaran. Yogyakarta: Pustaka Pelajar.
Kadarwati, A., & Malawi, I. (2017). Pembelajaran tematik:Konsep dan aplikasi. Ae Media Grafika.
Karn, S. (2023). Historical empathy: A cognitive-affective theory for history education in Canada. Canadian Journal of Education, 46(1), 80–110.
Kim, J.-H., & So, K. (2018). Understanding the “other”: Rethinking multiculturalism in South Korea through Gadamer’s philosophical hermeneutics. International Journal of Multicultural Education, 20(1), 102–117.
Kirby, T. A., & Kaiser, C. R. (2021). Person-message fit: Racial identification moderates the benefits of multicultural and colorblind diversity approaches. Personality and Social Psychology Bulletin, 47(6), 873–890.
Kitagawa, K. (2021). Conceptualising ‘disaster education.’ Education Sciences, 11(5), 233.
Kochar, S. K. (2008). Pembelajaran sejarah (terjemahan). Jakarta: PT Grasindo.
Kurniawan, G. F. (2019). Imajeri heroisme: Konformitas antara memori dan sosial kognitif dalam menumbuhkan empati sejarah (studi 4 SMA di kota madya Semarang). UNS (Sebelas Maret University).
Krajcik, J.S., & Shin, N. 2014. Project-based learning .In S. Keith (Ed). The Cambridge Handbook of The Learning Science. Cambridge University Press.
Latypova, E. A. (2023). Role of Education policy in forming the concept of multicultural and polylingual education. Review of Omsk State Pedagogical University Humanitarian Research, 1(38), 150–156. https://doi.org/10.36809/2309-9380-2023-38-150-156
Lunov, V., & Martynenko, P. (2020). Analysis of methodological strategies concerning the concept of ethnic identity. Newsletter on the Results of Scholarly Work in Sociology, Criminology, Philosophy and Political Science, 1(1), 72–80.
Mileaningrum, A., Hidayat, E. R., Legowo, E., Widodo, P., & Sukendro, A. (2023). The role of new zealand social culture in conflict resolution. International Journal Of Humanities Education and Social Sciences, 3(1).
Mubarok, R., & Bakri, M. (2021). Membumikan multikulturalisme sebagai upaya pencegahan sikap radikalisme beragama. Risalah, Jurnal Pendidikan dan Studi Islam, 7(2), 252–266.
Nafi’ah, U., Suprapta, B., Ayundasari, L., & Renalia, H. (2022). Innovation of interactive and intelligent history learning media using infographics. In Exploring New Horizons and Challenges for Social Studies in a New Normal (pp. 120–126). https://doi.org/10.1201/9781003290865-23
Nieto, S. (2000). Affirming Diversity: The socio- political context of multicultural education. In Noel, Janna. No- table Selection in Multicultural Education. McGraw-Hill.
Panuntun, S., & Aziz, A. (2023). Pendidikan multikulturalisme dan prospeknya di indonesia. Syntax Idea, 5(8), 1046–1058.
Pernantah, P. S. (2016). Internalisasi nilai-nilai multikulturalisme dalam pembelajaran sejarah di sekolah. Prosiding Seminar Nasional Program Studi Sejarah Se-Indonesia Di Universitas Negeri Yogyakarta, Indonesia.
Prasetyo, G. (2021). Akulturasi masyarakat Pandhalungan: Aktualisasi pendidikan multikultural dalam pembelajaran Sejarah. Education & Learning, 1(1), 20–25.
Pratama, M. A. Q., & Ramadhan, T. S. (2022). Pendidikan Islam multikultural dan nilainya dalam pembelajaran sejarah peradaban Islam. Widya Winayata: Jurnal Pendidikan Sejarah, 10(2), 96–106.
Richmond, G., & Striley, J. (1996). Making meaning in classrooms: Social processes in small‐group discourse and scientific knowledge building. Journal of Research in Science Teaching: The Official Journal of the National Association for Research in Science Teaching, 33(8), 839–858.
Santosa, F. H., Umasih, U., & Yanuardi, M. H. (2023). Multikulturalisme dalam pembelajaran sejarah: Perpektif mahasiswa generasi z. Jurnal Humanitas: Katalisator Perubahan dan Inovator Pendidikan, 10(1), 97–106.
Sari, S. K., & Khaidir, A. (2022). Pendidikan multikultural dalam pembelajaran sejarah. JPGI (Jurnal Penelitian Guru Indonesia).
Sayono, J. (2015). Pembelajaran sejarah di sekolah: Dari pragmatis ke idealis. Jurnal Sejarah dan Budaya, 7(1), 9–17.
Seman, A. A., Ahmad, A. R., Aziz, Z., & Ayudin, A. R. (2011). The effectiveness of teaching and learning history based on multicultural towards national integration in Malaysia. Procedia Computer Science, 3, 1588–1596.
Setiyonugroho, P., Umasih, U., & Kurniawati, K. (2022). Integration of multicultural education values in history teaching. Journal of Education Research and Evaluation, 6(2), 280–288.
Siahaan, A. (2014). Pembelajaran sejarah berbasis multikultural dalam mengembangkan nilai-nilai nasionalisme siswa etnik Tionghoa: Penelitian studi kasus di SMA Santa Angela Kota Bandung. Universitas Pendidikan Indonesia.
Sohabudin, A., & Darmawan, W. (2023). Narasi alternatif dalam pembelajaran sejarah untuk pendidikan multikultural di indonesia. Indonesian Journal of History Education, 8(1), 61–78.
Supardi. (2014). Pendidikan multikultural dalam pembelajaran sejarah lokal. Jurnal Pembangunan Pendidikan: Fondasi dan Aplikasi, 2(1), 91–99.
Tanjung, A., Khairuddin, A., & Dalimunte, M. I. (2023). Kemampuan guru dalam mengelola kelas untuk meningkatkan efektivitas pembelajaran sejarah kebudayaan Islam di Madrasah Ibtidaiyah Al-Ilhaam Kecamatan Wampu Kabupaten Langkat. IJTIMAIYAH Jurnal Ilmu Sosial dan Budaya, 6(1), 40–45.
Tanjung, S., & Darmawan, W. (2022). Merayakan anekarasa: Membangun multikulturalisme melalui pembelajaran sejarah kuliner di Kota Medan. Jurnal Pendidikan Sejarah, 11(2), 48–69.
Taylor, Charles. (2012). Inculturalisme or Multiculturalism? Sage Journal. Philosophy and Social Criticism, 38(4- 5) 413–423
Utomo, C., & Wasino, W. (2020). An integrated teaching tolerance in learning history of indonesian national movement at higher education. Journal of Social Studies Education Research, 11(3), 65–108.
Vazir, M. N., & Ali, L. (2023). The Impact of cultural diversity awareness in schools in South India: A comprehensive study. International Journal of Advanced Research in Education and Society, 5(3), 613–627.
Victorian Curriculum and Assessment Authority (VCAA). (2017). The Victorian curriculum F-10: intercultural capability. http://victoriancurriculum.vcaa.vic.edu.au/intercultural-capability/introd uction/rationale-and-aims
Widja, I. G. (1989). Dasar-dasar pengembangan strategi serta metode pengajaran sejarah. Depdikbud.
Wulandari, T. (2020). Konsep dan praksis pendidikan multikultural. UNY Press.
Zamroni. 2001. Pendidikan untuk demokrasi tantangan menuju civil society. Adipura.
Zed, M. (2004). Metode penelitian kepustakaan. Yayasan Obor Indonesia.
Published
2024-06-09
How to Cite
Ulfatun Nafi’ah, & Djono. (2024). Designing a Project-Based Learning (PjBL) Model on Multiculturalism in History: Desain Model Projek Based Learning (PjBL) Tema Multikulturalisme dalam Pembelajaran Sejarah. Santhet (Jurnal Sejarah Pendidikan Dan Humaniora), 8(1), 901-918. https://doi.org/10.36526/santhet.v8i1.3804
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