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All Journal J-PIPS (Jurnal Pendidikan Ilmu Pengetahuan Sosial) Al-Iftah: Journal of Islamic studies and society
Zulkarnaen, Moh.
Unknown Affiliation
Religion Humanities Earth & Planetary Sciences Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Neuroscience Social Sciences

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The Influence of Multicultural Education on the Formation of Inclusive and Tolerant Character in Students at MTsN 1 Tana Toraja Herawaty, Hasmiah; Rahmaniah, Nurul; Zulkarnaen, Moh.; Hariyati
Al-Iftah: Journal of Islamic studies and society Vol 6 No 2 (2025): Al-Iftah: Journal of Islamic studies and society
Publisher : IAIN Parepare

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35905/aliftah.v6i2.14904

Abstract

This study aims to analyze the influence of multicultural education on the formation of inclusive and tolerant character in students at MTsN 1 Tana Toraja. The background of this research is based on the social conditions of the Tana Toraja community, which is characterized by cultural and religious diversity, thereby requiring educational strategies that foster mutual respect and prevent intolerance. The research method employed is quantitative with a multiple linear regression approach. Data were collected through a Likert-scale questionnaire that had been tested for validity and reliability, then analyzed using classical assumption tests, F-tests, t-tests, and the coefficient of determination. The results show that multicultural education has a significant effect on the formation of inclusive and tolerant character, both simultaneously and partially. The coefficient of determination (R²) of 0.725 indicates that 72.5% of the variation in the formation of inclusive and tolerant character can be explained by multicultural education, while the remaining 27.5% is influenced by other factors outside the research model. These findings emphasize the importance of integrating multicultural values into the learning process and extracurricular activities to strengthen students’ character, enabling them to adapt to diversity.
Mappadendang: Values of Togetherness in the Bugis Tribe and Their Implications in Social Studies Learning Zulkarnaen, Moh.; Sudrajat, Sudrajat; Herawaty, Hasmiah; Bandhu, Sandesh
J-PIPS (Jurnal Pendidikan Ilmu Pengetahuan Sosial) Vol 12, No 1 (2025): JPIPS
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/jpips.v12i1.39413

Abstract

This study examines how togetherness values embedded in the mappadendang tradition can be pedagogically operationalized in Social Studies (IPS) learning at the madrasah level. While previous studies have extensively documented mappadendang as a Bugis harvest ritual rich in social values, little attention has been given to its systematic integration into formal IPS pedagogy, particularly within Islamic junior secondary education. Addressing this gap, the study adopts a qualitative, focused ethnographic design centered on educational practice rather than cultural ritual alone. Data were collected through in-depth interviews, participatory observations, and document analysis involving IPS teachers, students, school leaders, and local cultural actors at MTs DDI Amparita, South Sulawesi. The findings reveal that togetherness in mappadendang is manifested through collective responsibility, intergenerational participation, and community-based cooperation, which function as lived social experiences closely aligned with core IPS competencies. Rather than merely listing cultural values, this study demonstrates how these practices can be translated into contextual learning resources that support collaborative and socially grounded IPS instruction. The study contributes conceptually to ethnopedagogy by positioning local tradition as a primary source of social knowledge, and pedagogically by offering a culturally grounded framework for learning IPS based on local wisdom in madrasah contexts. 
Co-Authors Bandhu, Sandesh HARIYATI Herawaty, Hasmiah Rahmaniah, Nurul Sudrajat Sudrajat