The Implementation of Multicultural Education in Economic Learning

The emergence of problems related to multicultural issues such as tribal wars, separatism, and other movements that have the potential to cause national disintegration is urgent and requires the right solution. In the Indonesian context, the younger generation (students) are potential subjects for solving multicultural conflicts. In connection with this problem, one form of a potential solution is multicultural education, especially through economic learning because of its potential to build tolerance and mutual respect. Therefore, this article will focus on a discussion on the implementation of multicultural education in economic learning at SMAN 3 Bandar Lampung. The methodology used is a case study with Robert K. Yin design. The results showed that the strategy used by history teachers in implementing multicultural education in history learning was cooperative learning in the form of discussions, group work, and presentations. This strategy is considered suitable because it is able to know the affective, cognitive, and psychomotor aspects of students. The obstacles experienced are very diverse, including student saturation, dissatisfaction with the group of teachers to the limitations of the cost of studying outside the classroom in site observation activities that are in accordance with economic learning materials so that most learning is carried out in class using photos and video media.