Multiculturalism in Children's Literature: Study on Prose Collections by Elementary School Students - sersc
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International Journal of Advanced Science and Technology
Vol. 29, No. 6s, (2020), pp. 1167-1181
Multiculturalism in Children's Literature: Study on Prose Collections by
Elementary School Students
Anang Sudigdo,
Faculty of Teacher Training and Education, Universitas Sebelas Maret, Surakarta,
Indonesia,
Faculty of Teacher Training and Education, Universitas Sarjanawiyata Tamansiswa
Yogyakarta, Indonesia
St. Y Slamet,
Faculty of Teacher Training and Education, Universitas Sebelas Maret, Surakarta, Indonesia
Retno Winarni,
Faculty of Teacher Training and Education, Universitas Sebelas Maret, Surakarta, Indonesia
Nugraheni Eko Wardani
Faculty of Teacher Training and Education, Universitas Sebelas Maret, Surakarta, Indonesia
Abstract:
Multiculturalism should be introduced early on to students in order to understand the values of
multiculturalism. The values of multiculturalism can be instilled through literature of writing prose
containing multiculturalism. This study aims to explore the prose collection books by elementary school
students towards multiculturalism content. This study uses the qualitative study paradigm rules with
the content analysis method. The object of this study is the prose collection by elementary school
students. The data in this study are the values of multiculturalism in the prose by elementary school
students. The sources of data in this study are the prose collection books “Toleransi Antarumat
Beragama” and “Aku Radio bagi Mamaku” by elementary school students. The data were analyzed
using the interactive analysis technique consisting of data reduction, data presentation, and
verification. The results show there are fifteen indicators of multiculturalism in the prose collection
books; they are respect for cultural diversity, social class diversity, ethnic diversity, gender diversity,
language diversity, disability equality, religious diversity, racial diversity, skin color diversity,
pluralism, right equality, custom diversity, behavioral pattern equality, educational equality, and
tolerance. Thus, the introduction of the values of multiculturalism to students can be done through prose
to teach them to live in harmony and to have mutual tolerance between religious believers and respect
for cultural differences, and to avoid discriminatory attitudes to social class, gender, and skin color.
Keywords: children's literature, multiculturalism, children’s prose, elementary school students
1. Introduction
Cultural diversity in Indonesia represents Indonesia as a plural and multicultural country. Based on the
data from the Central Statistics Agency, the 2010 Population Census and the Language Development
and Fostering Agency of the Ministry of Education and Culture or the Language Agency taken from
kompas.com, Indonesia consists of 1,331 ethnic groups and has 652 different local languages. The
number of languages is obtained from the verification process from 1991 until 2017. Each region in
Indonesia has its own culture and characteristics. Cultural diversity in Indonesia provides benefits as
the treasure of the nation's culture. However, it can be a threat by the Indonesian people against minority
cultural groups that can cause disharmony in the life of the nation and state. We often encounter the
printed and electronic media that inform children's fights, demonstrations from high school to college
students, ethnic minority conflicts and ethnic minorities, and even religious conflicts. Recently, there
has been a degradation of morals, which should be able to uphold social harmony and safety and create
peace and brotherhood. However, in fact, there are increasingly widespread discrimination, religious
conflict, political, economic, cultural, and educational crises (Miftah, 2016) [1].
Cultural disharmony can damage civilization and hinder the realization of multicultural
communities. Certain groups can dominate and even can be a threat to the community or other minority
ISSN: 2005-4238 IJAST 1167
Copyright ⓒ 2020 SERSCInternational Journal of Advanced Science and Technology
Vol. 29, No. 6s, (2020), pp. 1167-1181
communities of different religions, social, political and economic status (Miftah, 2016) [1]. As a country
with cultural diversity, Indonesia is very vulnerable to ethnic disputes and disparities. Indonesia needs
efforts and solutions to create mutual respect for differences, fairness, intercultural freedom, and
togetherness that can be realized through multicultural education. By understanding the values of
multiculturalism and applying them based on ideology, it is hoped that people will not be too fanatical
in addressing differences, it will reduce intercultural conflicts and realize tolerance, and people will
respect each other in understanding differences (Miftah, 2016) [1].
Based on Law Number 20 of 2003 regarding the National Education System, the implementation
of education must hold several principles, namely education is held in a democratic and fair manner
and is not discriminatory by upholding human rights, religious values, cultural values, and national
diversity with a systemic unitary with an open and multi-meaning system.
Educational institutions should prepare materials or curricula that uphold cultural differences,
learn the cultural diversity of various tribes, customs, traditional arts, traditional dances, and so forth.
Multicultural education views that all students have the same position and equal opportunity in
obtaining education without distinguishing social class, race, ethnicity, religion or gender characteristics
(Arslan in Arslan, 2013) [2]. Multicultural education has a wider scope than multiethnic education.
Besides covering multiethnic teaching, multicultural education also includes the teaching of gender
diversity, social class, and educational equality. Multicultural education needs to be applied in schools
to introduce the values of multiculturalism to students. Teaching multicultural education in schools can
lead to the academic success of students from a variety of different cultural backgrounds. Multicultural
education also teaches students to be able to respect each other for diversity and establish cooperation
regardless ethnic and cultural backgrounds (Arslan, 2013) [2].
Multicultural education refers to learning knowledge, appropriate attitudes and skills related to
respect and appreciation for cultural differences which include race, ethnicity, religion, etc. (Abdullah,
2009) [3].(Gay, 2004) [4] explains that multicultural education is integrated to enhance the academic
success of the diversity of students who have different skin colors and prepare young people to become
democratic citizens in a plural society. Thus, they can understand how multicultural policies are formed
based on social, political, economic, and cultural settings and how these policies can affect their
personal lives.
The introduction of multicultural education to students can be done through literature. Literature
is a work of imagination that comes from the life of society that can be used to convey a moral message
or mandate. Literature that can be used is children's literature since it is adjusted to the age and
development of children. Children's literature is a literary work that tells the lives of children in
accordance with their characteristics and age, contains educational values, and avoids the restrictions
on children's literature.
Children's literature is literature that is emotionally psychological and can be responded to and
understood by children. It generally comes from concrete facts that are easy to imagine (Nurgiyantoro,
2013) [5]. Children's literature is literature that can be read by children (Sarumpaet, 2010) [6]. Children's
literature is a work that is "feasible" to be read, heard, or consumed by children (Hasanuddin, 2015)
[7]Children's literature is literature in terms of content and language in accordance with the level of
intellectual and emotional development of children (Kurniawan, 2013) [8]. One type of children's
literature that can be used is prose with multiculturalism.
Multicultural literature can be the right media to introduce children in understanding humans
from around the world (Causarano, 2012) [9]. Students need to be prepared to be part of a diverse
society. Through literature containing multiculturalism, students can find out cultural diversity, both
from their own and those of others. Teaching multicultural literature begins with the teacher giving an
explanation of the race, culture, and ethnicity of the students as well as teaching to have an attitude of
respect towards others who have different races, cultures, and ethnicities from them (Willis, 2000;
Dong, 2005) [10].Multicultural literature describes all types of culture, which includes various races,
sexes, religions, languages, socioeconomic classes, and ethnicities, and which provide opportunities to
open children's minds to lifestyles that are different from their own (Katz in McIver, 2018) [11].
Multicultural literature can be in the form of stories of fact and fiction. It is an appropriate
medium to teach students about cultural diversity. Children's multicultural literature can also be used to
unite the cultural diversity of people regardless of different backgrounds (Steiner, Nash, & Chase, 2008)
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Copyright ⓒ 2020 SERSCInternational Journal of Advanced Science and Technology
Vol. 29, No. 6s, (2020), pp. 1167-1181
[12].Furthermore, Steiner in (Steiner, Nash, & Chase, 2008) [12] states that multicultural literature can
provide benefits for students from various cultures in the classroom including 1) providing an
opportunity for all children to see themselves in literature, 2) fostering positive self-development, 3)
preventing people from feeling isolated and discriminated, and 4) fostering respect, empathy, and
acceptance from everyone.
This study seeks to explore the multiculturalism content in the prose collections by elementary
school students. The prose collections have been published in books entitled “Toleransi Antarumat
Beragama (Religious Interfaith Tolerance)” and “Aku Radio bagi Mamaku (I am Radio for My
Mother).” The two books of prose collections are the results of imagination of elementary school
children. It is hypothesized that the prose collections represent the works of elementary school children
containing multiculturalism. The prose collection books can be used as a means of introducing
multiculturalism values to students.
2. Method
This study seeks to explore the multiculturalism content in the prose collections by elementary school
students. This study is a qualitative descriptive study with content analysis methods. [13] (K. Klaus,
2004) defines content analysis as focusing on valid data references of content. This method is used to
examine the contents of a document or data source. The sources of data in this study are the prose
collection books “Toleransi Antarumat Beragama” and “Aku Radio bagi Mamaku” by elementary
school students. The data sources are described in more detail in the following table.
TABLE 1 Prose Data
No Book Title Publication Year Publisher
1 Toleransi Antarumat Beragama 2019 Yuma Pustaka
2 Aku Radio bagi Mamaku 2018 Gorga
The study data are in the form of words, phrases and sentences containing multiculturalism values
of cultural diversity, social class diversity, ethnic diversity, gender diversity, language diversity,
disability equality, religious diversity, racial diversity, skin color diversity, pluralism, right equality,
custom diversity, behavioral pattern equality, educational equality, and tolerance.
The document analysis stage starts from the document reading and recording to document
analysis. The document analysis aims to determine the multiculturalism content in prose. The data
analysis technique used in this study is the interactive analysis technique including data reduction, data
presentation, and conclusion/ verification that occur simultaneously (Milles & Hubbermen, 2009) [14].
3. Results and Discussion
Based on the analysis results of the prose collections “Toleransi Antarumat Beragama” and “Aku Radio
bagi Mamaku” by elementary school students, this discussion stage will describe the multiculturalism
values contained in the prose. The contents of multiculturalism include respect for cultural diversity,
social class diversity, ethnic diversity, gender diversity, language diversity, disability equality, religious
diversity, racial diversity, skin color diversity, pluralism, right equality, custom diversity, behavioral
pattern equality, educational equality, and tolerance. The multiculturalism values are described in the
following multiculturalism indicator table.
TABLE 2 Multiculturalism Indicators
No Student Name Class/ School Prose Title Multiculturalism Values
1 Ramadhani 5/ SDN Baciro Yogyakarta Keberagaman Respect for cultural diversity
Wulansari Budaya
2 Syahril Romadon 4/ SDN 4 Mentok, Bangka Teman Terbaik Social class diversity
Belitung
ISSN: 2005-4238 IJAST 1169
Copyright ⓒ 2020 SERSCInternational Journal of Advanced Science and Technology
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3 Marsella Rindi 5/ SDN Mendungan 2 Keberagaman Agama Ethnic diversity and skin
Camila Yogyakarta di Indonesia color diversity
5 Abinaya Ghina 3/ SDN Gondolayu, Benarkah Anak Gender diversity
Jamela Yogyakarta Perempuan Manja
6 Abinaya Ghina 3/ SDN Gondolayu, Hukuman dari Mama Gender diversity
Jamela Yogyakarta
7 M. Yuma Briliant 2/ SD Islam Internasional Si Monte dari Batak Language diversity
Al Abidin Surakarta
8 Putri 4/ SDN Baciro Yogyakarta Kita Harus Baik pada Disability diversity
Teman
9 Ayoumi Arestya 3/ SDN I Nogotirto Keragaman Religious diversity
Putri Yogyakarta Indonesia
10 Dewi Rahmawati 5/ SDN Mendungan 2 Keragaman Agama di Racial diversity and skin
Yogyakarta Indonesia color diversity
11 Fira Setyawati 6/ SDN Kotagede 4, Perbedaan di Kelasku Skin color diversity
Yogyakarta
12 Najwa Adelia Prita 5/ SDN Jetis 1 Yogyakarta Kebersamaan di Pluralism
Laura Lingkungan
13 Nadine Zdney 5/ SDN Mendungan 2 Seven BFF (Best Pluralism
Amara Khusna Yogyakarta Friends Forever
BFF)
14 Ririn Dwi Puspita 5/ SDN Mendungan 2 Tidak Membeda- Right equality
Sari Yogyakarta bedakan
15 Viona Agustin 4/ SD Negeri 4 Mentok, Tradisi Perang Custom diversity
Bangka Belitung Ketupat
16 Alif Anisa 5/ SDN Mendungan 2 Bermain Bersama Behavioral pattern diversity
Yogyakarta
17 Dona 6/ SDN Golo Yogyakarta Sekolah Educational diversity
18 Irsyad Arsya Duta 6/ SD IT Salsabila Jetis Toleransi saat Tolerance
Yogyakarta Sekolah
19 Zerlina Senja 5/ SDN mendungan 2 Menghormati Teman Tolerance
Novitasari Yogyakarta yang Sedang
Beribadah
Table 2 shows that the prose collection books “Tolerasi Anatarumat Beragama” and “Aku Radio
bagi Mamaku” have contained fifteen indicators of multiculturalism. Thus, elementary school students
have understood the existence of multiculturalism and can respect each other and accept the existence
of diversity without questioning the cultural background of others. The multiculturalism values can be
seen in more detail in the excerpt table below.
TABLE 3 Respect for Cultural Diversity
Ramadhani Wulansari/ Class 5/ SDN Baciro Yogyakarta [15]
Title: Keberagaman Budaya (Cultural Diversity)
“Setelah itu kami mengeluarkan buku masing-masing lalu kami mengerjakan PR yaitu tentang
keberagaman budaya. Ternyata Anjar dan Tia berasal dari Yogyakarta. Yogyakarta terkenal sebagai
kota pelajar. Makanan khas Yogyakarta adalah Gudeg. Yogyakarta mempunyai banyak monumen,
salah satunya adalah Tugu Yogyakarta. Yogyakarta juga mempunyai berbagai tarian salah satunya
adalah Bergodo.”
ISSN: 2005-4238 IJAST 1170
Copyright ⓒ 2020 SERSCInternational Journal of Advanced Science and Technology
Vol. 29, No. 6s, (2020), pp. 1167-1181
Translation:
“After that, we took out our books and did our homework about cultural diversity. It turned out that
Anjar and Tia come from Yogyakarta. Yogyakarta is famous as an education city. Its special food
is Gudeg. Yogyakarta has many monuments, one of which is Tugu Yogyakarta. It also has various
dances, one of which is Bergodo.”
“Aku dan Faisah pun menceritakan budaya dari Gunungkidul. Gunungkidul terkenal dengan hasil
panen yang melimpah, salah satunya adalah singkong. Makanan khas Gunungkidul adalah Gatot
dan Tiwul. Tarian khas Gunungkidul adalah Gedruk.”
Translation:
"I and Faisah also described the culture of Gunungkidul. Gunungkidul is famous for its abundant
harvests, one of which is cassava. Its special foods are Gatot and Tiwul. Its traditional dance is
Gedruk.”
The multiculturalism content in this excerpt is that students have understood the culture that exists
in Yogyakarta and Gunungkidul. Yogyakarta is a city of education that has a special food, Gudeg, a
famous monument, Tugu Jogja, and a dance called Bergodo dance. Meanwhile, Gunungkidul Regency
has special foods, Gatot and Tiwul, made from cassava and a traditional dance called Gedruk dance.
TABLE 4 Respect for Social Class Diversity
Syahril Romadon/ Class 4/ SD Negeri 4 Mentok, Bangka Belitung [16]
Title: Teman Terbaik (Best Friend)
“Beberapa saat kemudian Fahri datang dan menyapa, namun Aji dan Tara tidak menghiraukan
Fahri. Hal itu dikarenakan mereka tidak mau berteman dengan anak yang kurang pandai dan berasal
dari keluarga yang tidak mampu. Mereka merasa yang berhak bersekolah di tempat mereka adalah
orang-orang yang pandai dan kaya saja.”
Translation:
“A few moments later, Fahri came and greeted, but Aji and Tara ignored him because they did not
want to make a friend with someone who is not smart and comes from a poor family. They thought
that only smart and rich people could study in that school.”
“Aji dan Tara melihat kebersamaan Nabil dan Fahri. Aji dan Tara mencibir Nabil "Ya ampun Nabil
kok kamu mau sih temenan sama Fahri, dia kan bukan orang kaya seperti kita”. Nabil yang
mendengar perkataan itu kemudian menjawab "Kenapa tidak, semua orang sama, kita tidak boleh
membeda-bedakan orang berdasarkan hartanya". Nabil lalu mengajak Fahri untuk keluar kelas agar
tidak merasa sedih karena mendengar hal itu. "Terima kasih ya Nabil, kamu selalu menolong
ku," kata Fahri."Tidak apa-apa Fahri, kita kan teman, teman harus saling menolong". Nabil
tersenyum.”
Translation:
“Aji and Tara saw the togetherness of Nabil and Fahri. They sneered at Nabil, “Oh my God, Nabil!
How come you make a friend with Fahri. He's not a rich person like us.” Nabil who heard the words
then answered, "Why not? Everyone is the same. We must not discriminate between people based
on their wealth.” Nabil then invited Fahri to leave the classroom so he would not feel sad because
he heard that. “Thank you, Nabil. You always help me,” Fahri said. "It's okay, Fahri. We're friends.
Friends must help each other,” Nabil smiled.”
“Keesokan harinya Aji tidak bersekolah, guru mengatakan bahwa Aji terkena Malaria sehingga ia
izin untuk tidak masuk sekolah. Fahri yang mendengar hal itu mengajak teman-teman yang lain
untuk menjenguk Aji. Namun teman-teman yang lain sibuk sehingga hanya Fahri dan Nabil saja
yang menjenguk Aji di rumahnya. Aji yang melihat ketulusan Fahri akhirnya meminta maaf kepada
Fahri karena sering menghinanya. Akhirnya Aji, Nabil, Tara dan Fahri menjadi teman tanpa
membeda-bedakan.”
ISSN: 2005-4238 IJAST 1171
Copyright ⓒ 2020 SERSCInternational Journal of Advanced Science and Technology
Vol. 29, No. 6s, (2020), pp. 1167-1181
Translation:
“The next day, Aji did not go to school. The teacher said that Aji suffered from Malaria so he could
not go to school. Fahri who heard it invited others to visit him, but they were busy, so only Fahri
and Nabil visited Aji at his home. Aji who saw Fahri's sincerity finally apologized for often insulting
him. Finally, Aji, Nabil, Tara and Fahri became friends without discrimination.”
The multiculturalism contained in the excerpt is to respect the diversity of social classes. Syahrin
Romadon conveys the message to the reader that we must not discriminate our friends based on their
social status or wealth. The diversity of social classes should not be a barrier to making friends. All
students are entitled to the same education regardless of social class background.
TABLE 5 Respect for Ethnic Diversity
Marsella Rindi Camila/ Class 5/ SDN Mendungan 2 Yogyakarta [17]
Title: Keberagaman Agama di Indonesia (Religious Diversity in Indonesia)
“Pada suatu hari Endi, Sinta dan Benu sedang bermian bersama. Mereka berasal dari suku yang
berbeda dan agama yang berbeda. Edo berasal dari Papua, Edo beragama Katolik dan kulitnya
hitam, dan berambut keriting. Dayu berasal dari Bali, Dayu beragama Hindu dan rambutnya
panjang. Siti berasal dari Jakarta beragama Islam dan kulitnya Putih. Beni berasal dari Sumatra
Barat, Beni beragama Kristen dan kulitnya berwarna sawo matang.”
Translation:
“One day, Endi, Sinta and Benu were having dinner together. They are from different tribes and
religions. Edo is from Papua. He is a Catholic and has black skin and curly hair. Dayu is from Bali.
She is a Hinduist and has long hair. Siti is from Jakarta. She is a Muslim and her skin is white. Beni
is from West Sumatra. He is a Christian and his skin is brown.”
“Mereka bermain bersama, tidak lama kemudian, Beni mengejek Edo. Beni mengejek Edo karena
kulitnya berwarna hitam seperti orang Negro. Melihat kejadian tersebut, Siti dan Dayu memisahkan
Edo dan Beni. Setelah itu, Edo dan Beni tidak berantem lagi. “Jika kita saling mengejek, berarti kita
tidak menghargai keberagaman budaya” kata Siti.”
Translation:
"They were playing together. Not long after that, Beni made fun of Edo. Beni taunted Edo because
his skin is black like a Negro. Seeing this incident, Siti and Dayu calmed Edo and Beni down. After
that, Edo and Beni did not fight anymore. “If we mock one another, it means we don't respect
cultural diversity," said Siti.”
“Setelah itu, Edo, Dayu, Siti, dan Beni Bermain bersama. Mereka saling menghargai perbedaan
suku, ras, dan agama. Mereka bermain pasir dan membuat istana pasir. Istana pasir yang dibuat
mereka besar dan bagus. Tidak lama kemudian, terdengar suara adzan. Siti meminta izin kepada
teman-teman untuk melaksanakan salat Asar. Teman-teman Siti mengizinkan Siti untuk
melaksanakan ibadah salat Asar.”
Translation:
“After that, Edo, Dayu, Siti, and Beni played together. They respect each other's ethnic, racial, and
religious differences. They played sand and made a sandcastle. They made such a big and beautiful
sandcastle. Not long after that, they heard the call to prayer. Siti asked permission from her friends
to perform an afternoon prayer. They allowed her to pray.”
The multiculturalism contained in the excerpt is that Indonesia has ethnic diversity. Diversity is
not a barrier to make friends. Marsella Rindi Camila conveys to readers that friends must respect each
other and must not discriminate between tribes and ethnicities based on skin color, hair, and so on.
TABLE 6 Respect for Gender Diversity
ISSN: 2005-4238 IJAST 1172
Copyright ⓒ 2020 SERSCInternational Journal of Advanced Science and Technology
Vol. 29, No. 6s, (2020), pp. 1167-1181
Abinaya Ghina Jamela/ Class 3/ SDN Gondolayu, Yogyakarta [18]
Title: Benarkah Anak Perempuan Manja (Is It Right that Women Are Spoiled?)
“Tiba-tiba ada yang menepuk pundakku keras sekali. Aku terkejut.
“Astaga! Mama tolong aku!” aku terlompat dan berteriak.
Seorang laki-laki tertawa di belakangku.
“Hahahaha, begitu saja panggil Mama. Dasar anak perempuan, manja,” aku kesal mendengar
ucapannya. Bose memang sering mengagetkanku seperti itu. Tapi aku suka bermain gobak sodor
dengannya. Bose teman yang menyenangkan. Kadang-kadang dia sama menyebalkan dengan yang
lain.”
Translation:
"Suddenly, someone patted my shoulder so hard. I was surprised.
"God! Mama help me!” I jumped and shouted.
A man laughed behind me.
"Hahahaha... You really call your Mama? Such a spoiled girl,” I was annoyed by his words. Bose
often surprised me like that. But I liked playing gobak sodor with him. Bose is a fun friend.
Sometimes, he is as annoying as the others.”
“Bose, manja itu tidak ada hubungannya dengan perempuan! Dasar kecoa jelek!”
Bose tiba-tiba menangis. Ia berlari menjauhiku. Aku tahu, ia pasti mengadu pada mamanya.
Anehkan, yang manja itu aku atau dia?”
Translation:
“Bose, being spoiled has nothing to do with women! You are ugly cockroach!”
Bose cried suddenly. He ran away from me. I knew he must have complained to his mother. That’s
strange. Is it me or him who is spoiled?”
The multiculturalism content in the excerpt is to respect one another about gender equality.
Abinaya Ghina Jamela says that women do not always have a spoiled trait and men should not
underestimate the status of women.
TABLE 7 Respect for Religious Diversity
M. Yuma Briliant/ Class 2/ SD Islam Internasional Al Abidin Surakarta [19]
Title: Si Monte dari Batak (Monte from Batak)
“Salah satu temannya berdiri terpaku melihat-lihat sambil memegang stik es krim Briliant. “Ini
apa?”. “Stik es krim, saya gambari sendiri tokoh avenger. Bisa buat mainan juga lo”. Jawab
Briliant.”
“Briliant menjelaskan cara memainkan stik tersebut. Monte, nama anak yang berasal dari Batak
tersebut terheran-heran.“Aku suka, aku mau beli, tapi….Dang Adong Hepeng”, kata Monte.”
“Briliant bingung karena tidak tahu apa maksudnya. Monte pun menjelaskan artinya.“Aku tidak
punya uang”, Jelas Monte. Briliant akhirnya merelakan stik es krimya yang tinggal tersisa lima stik
diberikan pada Monte kakak kelasnya itu. “Terima kasih, Kau baik, Dongan”, Kata Monte sambil
menjabat tangan Briliant.”
Translation:
“One of her friends stood still seeing while holding Briliant’s ice cream sticks. “What is this?” “Ice
cream sticks. I draw myself an avenger character. You can also make toys with them.” Answered
Briliant.
She explained how to play the sticks. Monte, the name of a Batak child, was astonished. “I like it. I
want to buy it, but ... Dang Adong Hepeng,” Monte said.
Briliant was confused because she did not know what he said. Then, Monte explained the meaning.
ISSN: 2005-4238 IJAST 1173
Copyright ⓒ 2020 SERSCInternational Journal of Advanced Science and Technology
Vol. 29, No. 6s, (2020), pp. 1167-1181
“I have no money,” Monte explained. Briliant finally gave up her ice cream sticks. The five sticks
left were given to Monte, her senior. "Thank you. It’s a very kind of you, Dongan,” Monte said
while shaking Briliant's hand.”
The multiculturalism contained in the excerpt is that there is diversity of languages. M. Yuma
Briliant as a writer says that we must be good at our friends even though they are from a different culture
and have a different language.
TABLE 8 Respect for Disability Equality
Putri/ Class 4/ SD N Baciro Yogyakarta (Putri, 2019)
Title: Kita Harus Baik pada Teman (We Must Be Good at Our Friends)
“Saya di kelas duduk bersama Lina. Lina anak yang pendiam dan kurang memahami dalam
mengikuti pembelajaran di kelas. Lina memiliki kekurangan yaitu tidak bisa mendengar dengan
jelas (tunarungu). Lina menyandang tunarungu sejak kecil. Setiap pembelajaran di kelas saya
membantu Lina untuk menuliskan materi yang dijelaskan oleh guru. Saya merasa senang dapat
membantu Lina karena sesama teman harus saling membantu. Kadang saya marah kalau ada siswa
lain yang membicarakan kekurangan Lina. Kita tidak boleh mengejek atau membicarakan
kekurangan yang dimiliki oleh orang lain karena itu tidak baik dan dapat menyinggung perasaan.
Saya dan teman teman berteman baik dengan Lina walau Lina memiliki kekurangan yaitu
tunarungu.”
Translation:
“I was sitting in class with Lina. Lina is an introvert girl who has difficulty following learning in
class. Lina has the disability to hear (hearing impairment). Lina has been deaf since she was a child.
In every lesson in my class, I help her to write the material explained by the teacher. I feel happy to
help her because friends help each other. Sometimes, I get angry when there are other students who
talk about Lina's weakness. We should not mock or talk about the weakness of others because it is
not good and can be offensive. My friends and I are good friends with Lina even though she is deaf.”
The multiculturalism contained in the excerpt is we must do good, respect and help each other
friends who have special needs in learning. Putri as the writer tells the reader that she must be able to
accept and help the weakness of our friends and not discriminate them because they have special needs.
Through her story, she conveys that she has a friend named Lina. Lina has the disability of being deaf
since childhood. Putri is always happy to help her during class learning. Putri says not to insult a friend
who has a weakness because it can offend him/her.
TABLE 9 Respect for Religious Diversity
Ayoumi Arestya Putri / Class 3 A/ SD N I Nogotirto Yogyakarta [21]
Title: Keragaman Indonesia (Indonesia’s Diversity)
“Jika kita mempunyai teman yang berbeda agama, kita harus saling menghormati dan
menghargainya. Kita harus bermain bersama-sama tanpa membeda-bedakan. Kerukunan dapat
terjalin di mana saja, dengan siapa saja tanpa membedakan dan kita dapat melakukannya setiap hari.
Contohnya saat di sekolah dan di rumah, kegiatan tersebut yaitu menolong teman yang kesulitan,
menolong teman yang terjatuh, rukun dengan siapa saja dan sebagainya. Kita harus berteman tanpa
membeda-bedakan. Apakah kamu pernah melakukan kegiatan tersebut?”
Translation:
“If we have friends of different religions, we must respect and appreciate each other. We must play
together without discrimination. Harmony can be established anywhere with anyone without
differentiating and we can do it every day. For example, when at school and at home, we can help
our friends who are in troubles and fall. We must get along with anyone and so on. We must make
friends without discrimination. Have you ever done this?
“Aku mempunyai teman yang bernama Ardan, dia beragama Kristen. Sementara Aku beragaman
Islam, tetapi Aku tidak membeda-bedakan teman yang berbeda agama denganku, aku selalu
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bermain bersamanya walaupun kita berbeda agama. Kami selalu menghormati dan menghargai
antarsesama. Menghormati dan menghargai antarsesama adalah salah satu hidup rukun.”
Translation:
“I have a friend named Ardan. He is a Christian. I am a Muslim. I do not discriminate my friends
of different religions. I always play with them even though we are of different religions. We always
respect and appreciate each other. Respecting and appreciating one another is one way to live in
harmony.”
The multiculturalism content in the excerpt is mutual respect and appreciation for religious
differences and living in harmony and peace. Ayoumi Arestya Putri conveys through the story she wrote
that one must respect and appreciate each other and must not discriminate between religions in making
friends. She says that although we have different religions, we must help our friends in troubles and live
in harmony.
TABLE 10 Respect for Racial Diversity
Dewi Rahmawati/ Class 5/ SDN Mendungan 2 Yogyakarta [22]
Title: Keragaman Agama di Indonesia (Religious Diversity in Indonesia)
“Dua hari yang akan datang Beni dan kedua temannya mendapatkan teman baru yang bernama Edo.
Edo berasal dari Papua, Edo beragama Khatolik Edo berambut kriting, warna kulitnya hitam. Pada
saat bermain Beni mengejek Edo warna kulitnya hitam. Edo diam saja dan tidak membalas ejekan
Beni. Siti berkata kepada Beni, “Benikan kamu sudah aku beri tahu kalau kita tidak boleh mengejek
dan menghina teman”. Lalu Beni berkata kepada Edo “Maafkan aku ya Edo Karena aku sudah
mengejekmu”.
Translation:
“In the next two days, Beni and his two friends got a new friend named Edo. Edo is from Papua. He
is a Catholic. He has curly hair and black skin. When playing, Beni mocked Edo because his skin
color is black. Edo said nothing and did not reply to Beni’s mocking. Siti said to Beni, “I have told
you that we should not mock and insult our friends.” Then, Beni said to Edo, "I'm sorry for making
fun of you.”
The multiculturalism content in the excerpt is to respect one another for racial diversity. Through
her story, Dewi Rahmawati conveys that in making friends, we must respect each other towards the
diversity of races and must not insult each other. Dewi says not to physically insult out friends of
different races and must forgive one another if we make mistakes and hurt their feelings.
TABLE 11 Respect for Skin Color Diversity
Fira Setyawati/ Class 6/ SD Negeri Kotagede 4 Yogyakarta [23]
Title: Perbedaan di Kelasku (Differences in My Class)
“Farida memiliki warna kulit hitam dibandingkan teman-teman lainnya. Farida selalu diejek karena
kulitnya hitam.”
Translation:
“Farida has a blacker skin than other friends. She was always mocked for having black skin.”
“Rura masih sering mengejek Farida walaupun teman-teman yang lain sudah menasihati Rura
bahwa tidak boleh mengejek teman yang berbada warna kulit. Farida selalu menanggapi dengan
santai atas perlakukan dari Rura. Walaupun aku melihat hati Farida telah sedih.”
Translation:
“Rura still often mocked Farida even though other friends had advised her not mocking others of
different skin colors. Farida does not really care about Rura even though I see her heart is sad.”
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“Suatu saat terdapat kejadian, Rura jatuh dari sepeda. Rura merasakan sakit dan terdapat luka pada
kakinya. Kemudian Farida mengetahui kalau Rura terjatuh dari sepeda. Farida datang menghampiri
Rura dan menolongnya. Rura telah menyesali perbuatannya yang telah sering mengejek Farida
karena kulitnya hitam. Rura kapok atas perbuatannya. Rura mengucapkan terima kasih pada Farida
karena telah menolongnya. Dan Rura meminta maaf pada Farida karena sering mengejeknya. Farida
telah memaafkan kesalahan yang dilakukan oleh Rura. Mereka saling bermaafan. Setelah hari itu,
kemudian Rura menyadari kesalahannya dan ia selalu berbuat baik kepada Farida dan teman-teman
lainnya.”
Translation:
“One day, there was an incident. Rura fell off the bicycle. Rura felts painful and there was a wound
on her leg. Then, Farida knew it. She came over to Rura and helped her. Rura had regretted her deed
which often made fun of Farida because of her black skin. She did not do it anymore. Rura thanked
Farida for helping her and she apologized to Farida for making fun of her. Farida had forgiven her
mistakes. They forgave each other. After that day, Rura realized her mistake and always did good
to Farida and other friends.”
The multiculturalism contained in the excerpt is we must not insult our friends because they have
black skin. Through her story, Fira Setyawati says that there is a character named Farida who is often
mocked by Rura because of her black skin. Rura has been advised by his teacher and friends not to
insult Farida because she can hurt her. One day, Rura fell off the bicycle and Farida helped her. At that
moment, Rura realized her mistake and apologized to Farida for insulting her all this time. In the end,
Rura and Farida forgave each other and became good friends.
TABLE 12 Pluralism
Najwa Adelia Prita Laura/ Class 5/ SDN Jetis 1 Yogyakarta [24]
Title: Kebersamaan di Lingkungan (Togetherness in the Community)
“Namaku Najwa, aku tinggal di Terban Yogyakarta. Aku tinggal di tengah-tengah lingkungan
masyarakat yang memiliki toleransi cukup baik. Aku dan keluargaku beragama Muslim, sedangkan
tetangga kami ada yang beragama Kristen, Katholik, bahkan Budha. Tetapi kami hidup rukun tidak
pernah saling mencaci maki.”
Translation:
“My name is Najwa. I live in Terban, Yogyakarta. I live amid a tolerant society. My family and I
are Muslim while our neighbors are Christians, Catholics, and even Buddhists. But we live in
harmony and never berate each other.”
“Pada saat hari Raya Idul Fitri keluarga kami merayakannya dan tetangga kami yang berbeda agama
menghormati kami. Mereka datang ke rumah untuk bersilahturahmi dan membawa makanan khas
lebaran seperti kue nastar dan juga ketupat, mereka baik sekali. Tidak hanya saat lebaran saja tapi
hari-hari biasa mereka juga membantu bila keluarga kami dalam kesulitan.”
Translation:
“On Eid al-Fitr, our family celebrates, and our neighbors of different religions respect us. They
come to our house to meet us and bring special food of Eid al-Fitr such as pineapple tarts and
ketupat. They are very kind. Not only during Eid al-Fitr, every day they also help our family who
is in trouble.”
“Pak Darso bercerita tadi pagi di pasar menemukan dompet ibuku, ibuku berterima kasih sekali
kepada beliau. Pak Darso adalah seorang yang beragama Kristen, tetapi beliau tidak pernah
memilih-milih dalam meperlakukan dan menolong orang meskipun berbeda agama dengan beliau.”
Translation:
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"Mr. Darso told me this morning at the market to find my mother's wallet. My mother was very
grateful to him. Mr. Darso is a Christian, but he has never been picky in treating and helping people
even though he is of a different religion from him.”
The multiculturalism contained in the excerpt is the need for pluralism. Najwa Adelia Prita Laura
explains in her written story that she lives in Terban, Yogyakarta. The community has a high attitude
of pluralism. Najwa and her family are Muslims while her neighbors are Christians, Catholics, and even
Buddhists. They live in peace, harmony, help each other, and full of pluralism. When Najwa and her
family celebrate Eid al-Fitr, her neighbors of different religions also respect and give them Eid al-Fitr
cookies. They never discriminate between religions in helping each other. The excerpt shows that the
elementary school student has understood the attitude of pluralism in establishing social life to create a
harmonious life.
TABLE 13 Respect for Right Equality
Ririn Dwi Puspita Sari/ Class 5/ SDN Mendungan 2 Yogyakarta [26]
Title: Tidak Membeda-bedakan (No Discrimination)
“Setiap peserta mempunyai tanggung jawab ikut serta dalam mengambil keputusan bersama.
Keputusan bersama adalah keputusan yang sudah ditetapkan berdasarkan pertimbangan, pemikiran,
dan pembahasan yang matang. Keputusan yang diambil haruslah mewakili kepentingan seluruh
anggota musyawarah.”
Translation:
“Every participant has the responsibility to participate in making joint decisions. Joint decisions are
decisions that have been established based on long consideration, thought, and discussion. Decisions
made must represent the interests of all members of the deliberations.”
“Keputusan musyawarah harus dilaksanakan dengan penuh tanggung jawab seluruh anggota
musyawarah. Selaku ketua musyawarah Siti memberi kesempatan kepada teman-temannya untuk
menyampaikan pendapat. Anggota musyawarah dapat mengusulkan pendapat dengan cara
mengacungkan jari, kemudian berbicara setelah dipersilahkan.”
Translation:
“The deliberation decision must be carried out with full responsibility by all members of the
deliberation. As the chairperson of the deliberation, Siti gave the opportunity to her friends to
express their opinions. The members of the deliberations can propose their opinions by raising their
hands and speaking after being invited.”
The multiculturalism contained in the excerpt is to respect the equality of rights. It explains that
everyone has the opportunity and responsibility in making decisions. All participants must respect each
other's opinions. This shows that everyone has equal rights that must be respected by each other.
TABLE 14 Respect for Custom Diversity
Viona Agustin/ Class 4/ SD Negeri 4 Mentok, Bangka Belitung [27]
Title: Tradisi Perang Ketupat (Ketupat War Tradition)
“Ibu Annisa yang berasal dari Tempilang menceritakan bahwa budaya yang terkenal ialah Perang
Ketupat. Perang Ketupat diadakan setiap masuk Tahun Baru Islam (1 Muharram) di Pantai
Tempilang, Tempilang, Bangka Barat. Tujuan utama digelar Perang Ketupat sebagai kesejahteraan
masyarakat. Semua orang berkumpul di Pantai Tempilang, kemudian pada saat meriam dinyalakan
bertanda acara telah dimulai. Orang-rang saling melempar ketupat ke setiap orang yang mereka
temui di pantai.”
Translation:
“Ms. Annisa from Tempilang said that the well-known culture is the Ketupat War. It is held in
welcoming the Islamic New Year (1 Muharram) at Tempilang Beach, Tempilang, West Bangka. It
ISSN: 2005-4238 IJAST 1177
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is held as a symbol of the community welfare. Everyone gathers at Tempilang Beach. Then, when
the cannon is ignited, it is the sign that the war has begun. People throw ketupat at each other they
meet on the beach.”
The multiculturalism contained in the excerpt is the diversity of customs in Tempilang, West
Bangka. Viona Agustin tells the customs in Tempilang, namely the Ketupat War. It is held to welcome
the Islamic New Year (1 Muharam) on Tempilang Beach. The war is held as the symbol of the welfare
of the people. The procession of Ketupat War is that all the people gather at Tempilang Beach and throw
ketupat at each other on the beach. Based on this excerpt, the elementary school student has understood
the diversity of customs.
TABLE 15 Behavioral Pattern Diversity Equality
Alif Anisa/ Class 5/ SDN Mendungan 2 Yogyakarta [28]
Title: Bermain Bersama (Playing Together)
“Waktu di sebuah taman Devita jatuh lalu Erwin menolongnya dan mengobatinya. Persahabatan
mereka rukun selalu dan suka menolong sesama lain dan penyayang.”
Translation:
“One day, in a park, Devita fell off. Erwin helped and treated her. Their friendship is always
harmonious, and they like to help others and love each other.”
“Keempat sahabat itu selalu bersama dan tidak pernah menghina sama lain, waktu Zuhur pun tiba
Erwin, Devita, dan Wida minta izin kepada Sabrina untuk menjalankan ibadah salat. Sabrina
menunggu dengan sabar.”
Translation:
“The four friends are always together and have never insulted each other. When the noon prayer
time comes, Erwin, Devita, and Wida ask permission from Sabrina to perform the prayer. Sabrina
waits patiently.”
“Tak lama kemudian Erwin, Devita, dan Wida pun datang menghampiri Sabrina. Mereka suka
saling menolong, menyanyangi, dan juga menghormati. Keempat sahabat itu sejak lama bersahabat
tak lama hari udah sore mereka berpamitan untuk pulang kerumah masing-masing. Itulah indahnya
persahabatan.”
Translation:
“Shortly afterwards, Erwin, Devita and Wida come to Sabrina. They like to help, love, and respect
each other. They have long made friends. As the day was getting dark, they said good-bye to go
home to their houses. That's the beauty of friendship.”
The multiculturalism contained in the excerpt is a pattern of good behavior towards fellow
friends. It tells about mutual respect, help, and good friendship.
TABLE 16 Educational Diversity Equality
Dona/ Class 6 /SDN Golo Yogyakarta
Title: Sekolah (School)
“Soka kamu ingin melanjutkan ke SMP mana nanti?” aku bertanya kepada Soka ketika kami
bertemu di warung. “Aku tidak melanjutkan sekolah lagi, ayahku menyuruhku untuk di rumah saja
membantu ibu dan belajar menjadi ibu rumah tangga” kata Soka
Translation:
“Where do you want to continue your study, Soka?” I asked her when we met at the stall. “I didn't
go to school anymore. My father told me to stay home to help my mother and learn to be a
housewife,” said Soka.
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Copyright ⓒ 2020 SERSCInternational Journal of Advanced Science and Technology
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“Ayahku hanya menyekolahkan saudara laki-lakiku karena berpikir aku tidak perlu bersekolah
tinggi”. Soka menceritakan hal tersebut kepadaku. Aku turut bersedih sehingga setelah pulang dari
warung aku menceritakan hal tersebut kepada orangtuaku agar mereka dapat membantu Soka.”
Translation:“My father only sent my brother to school because he thought I didn't need to go to
senior high school.” Soka told me that. I was so sad that after returning from the stall, I told my
parents about it so they could help Soka.”
“Beberapa hari kemudian akhirnya orang tuaku mendatangai rumahnya Soka untuk membicarakan
hal tersebut dengan orangtua Soka. Dengan sabar orangtuaku menjelaskan bahwa Soka berhak
untuk melanjutkan sekolahnya. Walaupun ia perempuan dia berhak mendapatkan pendidikan yang
setara dengan anak laki laki.
Akhirnya ayah Soka setuju untuk menyekolahkan soka ke jenjang yang lebih tinggi. Soka berterima
kasih kepadaku karena telah membantunya untuk bersekolah lagi.”
Translation:
“A few days later, my parents finally came to Soka's house to discuss this with her parents. Patiently,
my parents explained that Soka had the right to continue her study. Even though she is a woman,
she is entitled to an education equal to that of a man.
Finally, Soka's father agreed to send Soka to the high school. Soka thanked me for helping her to
go to school again.”
The multiculturalism contained in the excerpt is one’s concern to fight for her friend in order to
get an education. Dona says that Soka did not get a chance to pursue higher education. As a woman,
she was not allowed by her parents to continue her education to junior high school. Soka's parents said
that women should stay at home to learn to be housewives and did not need to go to high school like
men. However, Soka had friends who help fight for her to continue her education to junior high school.
She said that women also need to continue their education to the higher level equivalent to men. In the
end, Soka's father allowed her to continue her study.
TABLE 17 Tolerance
Irsyad Arsya Duta/ Class 6/ SD IT Salsabila Jetis Yogyakarta [29]
Title: Toleransi saat Sekolah (Tolerance at School)
“Mmm.. sebenarnya kami sedang lapar, sudah membawa bekal tetapi bingung mau makan di mana.
Kalau makan di kelas kami tidak enak dengan teman yang sedang puasa,” kata Nyoman.
Translation:
“Mmm... actually, we are hungry. We have brought lunch, but we don’t know where to eat. When
we eat it in class, we don't feel good with our friends who are fasting,” said Nyoman.
“Ayo...eh iya terima kasih ya, Zak, akhirnya kami bisa makan dengan tenang tanpa harus
mengganggu kalian yang sedang berpuasa,” Yosef mengucapkan terima kasih kepada Rozak.
“Iya sama-sama, aku juga mengucapkan terima kasih karena kalian telah menghormati kami yang
sedang menjalankan ibadah puasa,” jawab Rozak sambil tersenyum.
Translation:
“Let’s go! Thank you, Zak. Finally, we can eat quietly without disturbing those of you who are
fasting,” Yosef thanked Rozak.
“Yes, you're welcome. I also thank you for your respect for those of us who are fasting.” Rozak
answered with a smile.
Multiculturalism contained in the excerpt is an attitude of tolerance towards religious differences.
This tolerance is mutual respect for friends who are fasting.
TABLE 18 Tolerance
Zerlina Senja Novitasari/ Class 5/ SDN Mendungan 2 Yogyakarta [30]
ISSN: 2005-4238 IJAST 1179
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Vol. 29, No. 6s, (2020), pp. 1167-1181
Title: Menghormati Teman yang Sedang Beribadah(Respect for Our Friends Who Are Worshiping)
“Saat di tengah-tengah mereka mengerjakan tugas, mereka mendengar kumandang azan. Siti dan
Udin meminta izin kepada teman-temanya untuk melaksanakan salat. Dan teman-temannya Siti dan
Udin pun mempersilakan mereka untuk melaksanakan salat.”
Translation:
“In the middle of doing their homework, they heard the call to prayer. Siti and Udin asked their
friends for permission to pray. Their friends also allowed them to pray.”
“Mereka akan kembali lagi hari Minggu. “Maaf tetapi kalau hari Minggu pagi aku tidak bisa, karena
aku akan ke Gereja” kata Beni. “Wo iya” kata Lani. Jadi kita ngerjain tugas lagi pukul 12 ya? Setelah
Beni pulang dari gereja.”. “Iya” ujar teman-teman bersautan.”
Translation:
“They will go back on Sunday. “Sorry, but on Sunday morning I can't because I'm going to church,”
said Beni. “OK,” said Lani. So, we do the assignment again at 12? After Beni has come home from
church.” "Yes," said my friends together.”
The multiculturalism contained in the excerpt is an attitude of tolerance respecting religious
differences. There are prominent figures named Siti and Udin who are Muslim who were asking for
permission to perform the prayer. Their friends of different religions allowed them to pray. It also
explains the tolerance of Beni who wanted to carry out worship to the Church. Even though they are of
different religions, but they tolerate each other against these differences.
4. Conclusion
Multicultural literature has positive benefits to teach students to create a sense of togetherness, mutual
respect and appreciation, and tolerance both at home, school, community, and even cross-cultural
environment without the gap of cultural and ethnic differences. Based on the analysis results of the
prose collections “Toleransi Antarumat Beragama” and “Aku Radio bagi Mamaku” by elementary
school students, they contain fifteen multiculturalism contents, including: respect for cultural diversity,
social class diversity, ethnic diversity, gender diversity, language diversity, disability equality, religious
diversity, racial diversity, skin color diversity, pluralism, right equality, custom diversity, behavioral
pattern equality, educational equality, and tolerance. Based on this, it shows that elementary school
students have understood the values of multiculturalism that have been outlined in the form of prose.
They reach not only the stage of understanding about multiculturalism, but also the stage of appreciation
and assessment. The appreciation stage is that students can respect each other for cultural differences
and the assessment stage is that students can accept cultural diversity, tolerate each other, realize their
mistakes and apologize to each other.
5. Acknowledgment
The researcher would like to thank LPDP BUDIDN as the research sponsor. Thanks to the Head of the
Sarjanawiyata Tamansiswa University in Yogyakarta who has given permission for my doctoral study.
The researcher also thanks the promoter, co-promoter 1, and co-promoter 2 who have guided the
research.
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ISSN: 2005-4238 IJAST 1180
Copyright ⓒ 2020 SERSCInternational Journal of Advanced Science and Technology
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ISSN: 2005-4238 IJAST 1181
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