The Development of Multicultural Education Model through the Application of Local Content Curriculum in South Sulawesi

Abstract
This paper deals with the development of multicultural education model on school’s local content curriculum in order to help preserve the culture of the region including crafts, skills that generate economic value in the region, and provided supplies skills to live in society. Multicultural learning model development through a local content curriculum in schools is done through analysis of objectives, analysis of learners, material analysis, task analysis of learners, and evaluation. Local content appointed by each area defined from the results of focus group discussion (FGD) with the stakeholders in each district, which was attended by the following elements: teachers, principals, Department of Education Youth and Sports District, and the other related offices. Through the stand-alone subject, the purpose of local content curriculum developed in this research is to introduce to the students about their own environment in which study adapted to the natural environment, social, cultural and economic and regional development needs. This research is located in “Sekolah Menengah Pertama Negeri” of which representative of 3 (three) types of school in South Sulawesi. As the representative sample, it is taken by drawing a proportional stratified random sampling technique (Krathwohl, 1996). The data is collected by using questionnaires, interview, and observation in which validated by expert judgment. A qualitative approach is used in a triangulation of the validity of source and method of data collection (Smith & Glass, 1987; Lincoln & Guba, 1985). The problems that the research addresses are: 1) the low level of students’ understanding of their multicultural condition in the regions, 2) the implementation of local content curriculum at schools doesn’t highlight much of the region’s potentials. The research aims to 1) depict the multicultural condition in South Sulawesi, 2) develop multicultural instruction model through the local content curriculum at schools, 3) implement the multicultural instruction model, and by applying the local content curriculum at schools. The research applies research and development approach with three stages: First is the research stage: preliminary research, the study of research findings, curriculum analysis, the compiling of instruction model prototype, and expert validation. Second is the development stage: expert validation, illegibility test, teacher practice, limited test, and extended test. The third is the diffusion stage: dissemination, training, and patent. The findings/outputs of the research are: multicultural instruction model with the instrument of instruction: syllabus, lesson plans, instruction material, LKS, audio-visual media, and evaluation instrument. All of the research findings integrate the multicultural aspects in South Sulawesi which consist of four ethnic groups: Makassar, Bugis, Toraja, and Mandar.