The Learning of Minangkabau Culture in Higher Education
- Zulfa Zulfa, Azwar Ananda, Agusti Efi
- Corresponding Author
- Zulfa Zulfa
Available Online January 2019.
- https://doi.org/10.2991/icoie-18.2019.14How to use a DOI?
- Minangkabau culture, multicultural and college
- Minangkabau Culture Course is a compulsory subject followed by students STKIP PGRI West Sumatra. Students who take this course are students who come from various ethnic such as, ethnic Malay, ethnic Mentawai, ethnic Bengkulu, ethnic Javanese, and ethnic Batak. The purpose of this study is by the learning Minangkabau culture based on multicultural in universities can be understood by students who study this course. The method of this research is qualitative research with ethnography approach. This research was conducted at STKIP PGRI College of West Sumatera. The results of this study indicate that the learning of Minangkabau culture based on Multiculturalism is a preventive effort to build awareness and understanding of the students as the future generation who accepting at multicultural. It is necessary to internalize cultural values through an educational process. The application of multicultural learning model of Minangkabau based culture, especially done with various model of learning like group investigation and role playing that accommodate the diversity. Multicultural learning model based Minangkabau education, certainly not only intends to transfer of knowledge, but alsotransfer of value. By learning it, students can understand and apply the values of pluralism, democracy, humanism and justice related to cultural differences in the campus
- Open Access
- This is an open access article distributed under the CC BY-NC license.
Cite this article
TY - CONF AU - Zulfa Zulfa AU - Azwar Ananda AU - Agusti Efi PY - 2019/01 DA - 2019/01 TI - The Learning of Minangkabau Culture in Higher Education BT - 1st International Conference on Innovation in Education (ICoIE 2018) PB - Atlantis Press SN - 2352-5398 UR - https://doi.org/10.2991/icoie-18.2019.14 DO - https://doi.org/10.2991/icoie-18.2019.14 ID - Zulfa2019/01 ER -