Implementation of character and multicultural education in elementary schools through extracurricular activities in SD Kartika XII-1
Puji Rahmawati, Aditia Eska Wardana

PGSD, FKIP, Universitas Muhammadiyah Magelang

Abstract

Plant of character and multicultural education by applying simple habits to students, such as washing hands, applying the 5 S (Greetings, Greetings, Smiles, Politeness, Politeness), respecting all existing differences (differences in ethnicity, nation, race, religion), and other diversity. The application and habituation have been implemented so far in SD Kartika XII-1.
SD Kartika XII-1 is a school that applies to learning by respecting cultural differences and diversity. It is suited to the character and multicultural education which is a priority at SD Kartika XII-1. In its application, SD Kartika XII-1 seeks to implement character and multicultural education as well as possible. The existence of planned programs related to character and multicultural education in schools makes implementation easier. However, sometimes there are still many obstacles encountered in its implementation. These constraints come from several factors, both internal and external factors. SD Kartika XII 1 implements full-day school learning, so students are in school long enough. In the morning until noon, the students get lessons in class, but in the afternoon until the afternoon, student activities are extracurricular. There are many extracurriculars that students take part in which at the same time foster character in students including scout extracurriculars, drum band, little doctor, Kartika English Club, anti-drug task force, etc. The purpose of the research to find out the application of character and multicultural education in elementary schools through extracurricular activities in SD Kartika XII-1. The method of the research is descriptive qualitative types phenomenology. Main finding of the research is application of character and multicultural education in elementary schools through extracurricular activities in SD Kartika XII-1. Then the implication of the research students have positive character values above the multicultural differences that exist in daily activities. Beside trained students with good character values instilled by each extracurricular activity at school. In addition, the teacher feels helped by inculcating the character values that are instilled in each extracurricular so that all that remains is to strengthen other character values that have not been taught in these extracurriculars.

Keywords: Implementation, character and multicultural education, elementary school, extracurricular.

Topic: Education