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Abstract

Multicultural education and local wisdom function as crucial social assets in promoting unity within diverse societies. Indonesia, a country rich in ethnic diversity, possesses abundant local wisdom, particularly within the Minangkabau community of West Sumatra. This study examines the integration of Minangkabau local wisdom into the core elements of multicultural education, focusing on areas such as cultural awareness, sensitivity, cross-cultural communication, critical thinking, reflection, and cultural competence. Grounded in Vygotsky’s theory of learning as a process of social and cultural adaptation, this research adopts a qualitative methodology, utilizing in-depth interviews and focus group discussions for data collection. The analysis, carried out through coding, data reduction, and interpretation, focuses on the Minangkabau community in Sungai Sirah Village, Silaut District, a transmigration area in West Sumatra. The findings reveal that the Minangkabau community’s approach to multicultural education is deeply embedded in an awareness of the importance of active participation in multicultural settings. This process is reinforced by the leadership of local figures and enriched by the community’s historical, economic, and cultural heritage. The study offers valuable insights for developing a comprehensive model of multicultural education that can be applied in both formal and informal contexts, ultimately fostering social cohesion and inclusivity.

Bahasa Abstract

Pendidikan multikultural dan kearifan lokal berfungsi sebagai aset sosial yang penting dalam mempromosikan persatuan di tengah masyarakat yang beragam. Indonesia, sebagai negara yang kaya akan keberagaman etnis, memiliki kekayaan kearifan lokal yang melimpah, terutama dalam masyarakat Minangkabau di Sumatera Barat. Studi ini meneliti integrasi kearifan lokal Minangkabau ke dalam elemen-elemen inti pendidikan multikultural, dengan fokus pada kesadaran budaya, sensitivitas, komunikasi lintas budaya, pemikiran kritis, refleksi, dan kompetensi budaya. Berlandaskan pada teori pembelajaran Vygotsky sebagai proses adaptasi sosial dan budaya, penelitian ini menggunakan metodologi kualitatif, dengan wawancara mendalam dan diskusi kelompok terfokus sebagai metode pengumpulan data. Analisis dilakukan melalui pengkodean, reduksi data, dan interpretasi, dengan fokus pada komunitas Minangkabau di Desa Sungai Sirah, Kecamatan Silaut, yang merupakan wilayah transmigrasi di Sumatera Barat. Temuan menunjukkan bahwa pendekatan masyarakat Minangkabau terhadap pendidikan multikultural sangat tertanam dalam kesadaran akan pentingnya partisipasi aktif dalam lingkungan multikultural. Proses ini diperkuat oleh kepemimpinan tokoh-tokoh lokal dan diperkaya oleh warisan sejarah, ekonomi, dan budaya masyarakat. Studi ini memberikan wawasan berharga untuk mengembangkan model pendidikan multikultural yang komprehensif dan dapat diterapkan dalam konteks formal maupun informal, yang pada akhirnya mendorong kohesi sosial dan inklusivitas.

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