ANALISIS KOMPARATIF IMPLEMENTASI PENDIDIKAN MULTIKULTURAL DALAM SISTEM PENDIDIKAN INDONESIA DAN KANADA
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
ABSTRACT This study seeks to provide a comparative analysis of the implementation of multicultural education within the educational systems of Indonesia and Canada. This study emphasizes the significance of intercultural education in cultivating an inclusive and tolerant society, particularly in the context of the cultural, ethnic, and religious variety present in both nations. The employed methodology is a literature review utilizing a qualitative approach and comparative examination of policy documents, curriculum, and pertinent research findings. National research findings indicate that Canada has intentionally incorporated multicultural education into its educational framework via curriculum, legislation, teacher training, and community engagement. Conversely, in Indonesia, multicultural principles are implicitly integrated into several disciplines and largely rely on teacher activities and the educational atmosphere. While both are dedicated to diversity, Canada excels in systemic support and lacks a formal policy. This study advocates for Indonesia to establish a more systematic multicultural education strategy, enhance teacher training, and contextually incorporate local cultural values into the curriculum. This study aims to serve as a reference for advancing a more inclusive and responsive educational system that addresses diversity in the context of globalization. ABSTRAK Penelitian ini bertujuan untuk menganalisis secara komparatif implementasi pendidikan multikultural dalam sistem pendidikan di Indonesia dan Kanada. Latar belakang kajian ini didasari oleh pentingnya pendidikan multikultural dalam membentuk masyarakat yang inklusif dan toleran, terutama di tengah keberagaman budaya, etnis, dan agama yang dimiliki oleh kedua negara. Metode yang digunakan adalah studi literatur dengan pendekatan kualitatif dan analisis komparatif terhadap dokumen kebijakan, kurikulum, serta hasil-hasil penelitian yang relevan. Hasil penelitian menunjukkan bahwa Kanada telah mengintegrasikan pendidikan multikultural secara eksplisit dalam sistem pendidikannya melalui kurikulum, kebijakan, pelatihan guru, dan keterlibatan komunitas. Sebaliknya, di Indonesia, nilai-nilai multikultural masih diimplementasikan secara implisit dalam beberapa mata pelajaran dan bergantung pada inisiatif guru serta lingkungan sekolah. Meskipun keduanya memiliki komitmen terhadap keberagaman, Kanada lebih unggul dalam hal dukungan sistemik dan adanya kebijakan. Penelitian ini merekomendasikan agar Indonesia mengembangkan pendidikan multikultural yang terstruktur, memperkuat pelatihan guru, dan mengintegrasikan nilai-nilai budaya lokal secara kontekstual dalam pembelajaran. Kajian ini diharapkan dapat menjadi referensi sebagai upaya pengembangan sistem pendidikan yang inklusif dan responsif terhadap keberagaman di era globalisasi.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.004 | 0.001 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.001 | 0.002 |
| Science and technology studies | 0.004 | 0.001 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.002 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.004 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it