PENDIDIKAN MULTIKULTURAL DAN IKLUSIF: ISU KEBERAGAMAN BUDAYA, ETNIS, AGAMA, DAN STRATEGI PENDIDIKAN YANG RESPONSIF - Mega Rif’atul Amalia; Susanti; Asep Mulyana; Muhammad Nurul Arif (Didaktik : Jurnal Ilmiah PGSD STKIP Subang, 2025)
ABSTRACT This study aims to analyze the implementation of multicultural and inclusive education through a scoping review of recent literature published between 2021 and 2025. The findings reveal that multicultural education plays a significant role in fostering students’ tolerance, empathy, and respect for diversity by integrating cultural values into the curriculum, modeling inclusive attitudes, and creating learning environments that embrace plurality. Inclusive education further ensures equal access for all learners, including those with special needs, through flexible curriculum design, differentiated instruction, and supportive school culture. Teachers emerge as central agents in managing cultural, ethnic, and religious diversity through fair practices, adaptive pedagogy, and effective mediation. However, challenges such as limited resources, dominant cultural biases, and insufficient teacher competence continue to hinder effective implementation. Overall, multicultural and inclusive education contributes substantially to shaping students into tolerant, democratic individuals capable of living harmoniously in a diverse society, demonstrating the need for stronger systemic support, teacher training, and collaborative involvement among stakeholders. Keywords: Multicultural Education, Inclusive Education, Tolerance ABSTRAK Penelitian ini bertujuan untuk menganalisis penerapan pendidikan multikultural dan inklusif melalui tinjauan literatur dengan pendekatan scoping review terhadap publikasi tahun 2021–2025. Hasil kajian menunjukkan bahwa pendidikan multikultural berkontribusi signifikan dalam membentuk sikap toleransi, empati, serta penghargaan siswa terhadap keberagaman budaya, etnis, dan agama. Nilainilai tersebut ditanamkan melalui integrasi keberagaman dalam kurikulum, keteladanan guru, serta pelaksanaan kegiatan sekolah yang inklusif. Pendidikan inklusif turut memastikan bahwa seluruh peserta didik including siswa berkebutuhan khusus mendapatkan kesempatan belajar yang setara melalui penyesuaian kurikulum, diferensiasi pembelajaran, dan dukungan lingkungan belajar yang responsif. Guru menjadi aktor utama dalam menciptakan suasana belajar harmonis melalui praktik pengajaran yang adil, adaptif, dan nondiskriminatif. Meskipun demikian, implementasi pendidikan multikultural dan inklusif masih menghadapi tantangan, seperti keterbatasan sarana, dominasi budaya mayoritas, serta kompetensi guru yang belum memadai. Secara keseluruhan, pendidikan multikultural dan inklusif terbukti efektif dalam membentuk karakter siswa yang toleran, demokratis, dan mampu hidup berdampingan secara damai dalam masyarakat majemuk. Kata Kunci: Pendidikan Multikultural, Pendidikan Inklusif, Toleransi