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Labelling within a group greatly influences the formation of individual identity within that group. Labeling also has an influence on the assessment of a particular race and culture. Sometimes the impact of labelling on an individual can have a negative connotation, therefore the role of the counselor is needed as a liaison to provide education related to multicultural education. This research uses qualitative methods with literature study techniques. The purpose of this study is to determine the labelling that affects the cultural identity of individuals. The results of the study, containing (1) Definition of RAS, (2) Definition of Labelling, (3) Definition of Cultural Identity, (4) Effect of RAS on Cultural Identity, (5) Effect of Labelling on Cultural Identity, (6) The Counselor's Role in Overcoming Labelling.

This study aims to examine the effectiveness of traditional games as a strategy for instilling multicultural values and character education in elementary school students. Employing a qualitative approach, this research explores the potential of traditional games in shaping attitudes of tolerance, cooperation, and mutual respect for differences among students. The results indicate that traditional games are not only entertainment but also an effective learning medium for instilling positive values and strengthening students' character in the context of cultural diversity.

The curriculum and learning of Islamic Religious Education (PAI) at the Senior High School (SMA) level face significant challenges in line with the dynamics of modern society, especially in strategic areas such as Batam City, which is multicultural and industry-oriented. Curriculum innovation is an urgent necessity to ensure that PAI learning can meet the demands of the times and strengthen students' character. This study aims to identify and develop a relevant and applicable model of curriculum and PAI learning innovation in SMA Batam City. The research method used is qualitative with a library research approach. Data were obtained through a literature review of academic books, scientific journals, and official documents relevant to the theme of curriculum and PAI learning innovation. The analysis was conducted descriptively and analytically on various existing curriculum models and innovation processes. The results of the study show that several innovation models can be adapted in the development of PAI curriculum and learning in high schools, including the R-D-D model (Research, Development, and Diffusion), the Organizational Development model, and the Configuration model. These three models provide a systematic approach to the educational innovation process, from design and implementation to diffusion and routinization within the school environment. In addition, the proposed innovation process follows the dynamic initiation and implementation stages based on the theories of Rogers and Zaltman. In conclusion, the development of curriculum and PAI learning innovation models in SMA Batam City needs to consider the local socio-cultural conditions, teacher readiness, and institutional support. The appropriate implementation of these models is believed to improve the quality of religious education to be more contextual, adaptive, and impactful on the formation of students’ character.

The integration of Islamic values ​​in the national curriculum is a strategic issue in the development of character education in Indonesia. Amidst the flow of globalization and technological advances, national education is faced with the challenge of maintaining national identity while responding to the needs of the times. This article aims to analyze the challenges of integrating Islamic values ​​in the national curriculum, especially in the context of the Independent Curriculum policy and the reality of multicultural education. Using a qualitative literature study approach, this article examines various national education literature and policies in the last five years. The results of the analysis show that the main challenges lie in the lack of pedagogical understanding of teachers, resistance to the integration of religious values ​​in general lessons, and limited contextual implementation guidelines. This article recommends the need for inclusive curriculum design, transformative teacher training, and strengthening collaboration between the government, educational institutions, and the community.

Multiculturalism presents a significant challenge to contemporary social development, particularly in Indonesia, a nation characterized by its vast ethnic, religious, and cultural diversity. Multicultural Islamic education is viewed as a strategic solution to fostering social harmony and mitigating potential conflicts based on ethnicity, religion, race, and intergroup relations (SARA). This study employs a qualitative approach using the Systematic Literature Review (SLR) method based on the PRISMA framework to analyze various references related to the implementation of multicultural Islamic education values in schools. The findings indicate that Islamic Religious Education (PAI) plays a crucial role in instilling values of tolerance, respect for diversity, and democratic attitudes among students. However, the implementation faces several challenges, including a lack of parental support, limited learning media, and insufficient time allocation for promoting multicultural values. Therefore, effective strategies are needed, such as integrating Islamic concepts into multicultural education, strengthening an inclusivity-based curriculum, and enhancing teachers' capacity to deliver diversity-respecting instruction. The findings highlight the strategic role of Islamic religious education in preventing radicalism and promoting national unity through inclusive multicultural education    

This study examines the application of Qawaid al-Fiqhiyyah al-Ammah in the legal framework of interfaith marriage within Indonesia’s multicultural society, characterized by religious and cultural diversity. The research background highlights the challenge of aligning sharia principles with the social dynamics of a multicultural context, particularly concerning the potential harm of interfaith marriages. The objective is to understand how fiqh principles, such as Ad-Dhararu Yuzal and Kullu Syarthin Mukhaalif Li Ushul al-Syari’ah Fa Huwa Baathil, serve as methodological tools to evaluate the law of interfaith marriage. A qualitative approach is employed, utilizing normative-juridical and descriptive-analytical methods. The normative-juridical analysis involves studying the Qur’an (Surah Al-Baqarah: 221 and Al-Maidah: 5) and fiqh principles, while the descriptive-analytical approach explores the perspectives of fiqh schools (Hanafi, Maliki, Shafi’i, Hanbali) and Indonesia’s social realities. Data were collected through a literature review, including classical fiqh texts, academic journals, and contemporary Islamic legal documents, analyzed deductively and inductively. The study provides a comprehensive understanding of the flexibility of fiqh principles in addressing interfaith marriage challenges while upholding sharia and minimizing social harm.

This research was conducted to examine global developments in an increasingly complex and dynamic multicultural society, so that Christian Religious Education (PAK) is important to adapt to the challenges and developments that exist. Things that are currently present in society are plurality, multiculturalism, ethical challenges, technological developments, social change, conflicts between communities, and consumerism. Based on these emerging issues, the importance of integrating PAK values into character development in forming leaders that are relevant to the global context is highlighted. In terms of leadership in biblical teachings, Christian leaders must uphold the rules contained in the teachings of Christianity and be able to keep up with global developments in a multicultural society. This becomes a challenge for a leader who upholds the teachings of the Bible to be able to respect the diversity of views and opinions to be able to produce decisions that are universal for the whole community. The research method in this paper uses descriptive qualitative with a systematic literature review and is supported by the literacy of international journals, theological articles, and theological teaching books. Based on the results of the research study that has been carried out, leadership in the teachings of the Bible in a society that has diversity, there are teaching values contained in the PAK that can generally be applied to all people without discrimination because these values are in accordance with universal values. The conclusion that can be drawn in this study is that leaders have an important role in building unity in a diverse society by appreciating diversity and being able to overcome conflict, namely by practicing the principles of Christian leadership values to form good and effective leaders.

Indonesia as a multicultural country with religious, ethnic, and cultural diversity faces serious challenges in maintaining social harmony amidst increasing intolerance, extremism, and politicization of religion. In response, the government developed a religious moderation policy to instill just, balanced, and tolerant religious values. However, this policy has not been fully grounded in society, given the gap in understanding between state idealism and the developing social reality. This study aims to analyze the concept, implementation, and structural and cultural challenges in the implementation of religious moderation policies in Indonesia. The method used is a qualitative approach with the Systematic Literature Review (SLR) technique on various relevant national and international scientific publications in the period 2018–2024. The results of the study show that the implementation of this policy is still dominated by a formalistic approach and has not involved active participation from grassroots communities. In addition, ideological resistance, weak public communication, and minimal impact-based evaluation are the main challenges. Therefore, a more participatory, contextual, and local culture-based moderation approach is needed so that this policy does not just become a state project, but a shared life value.

Based on various studies and studies, the LGBT phenomenon in Indonesia, especially in the Pekanbaru area, is still often viewed negatively because it is considered contrary to local social and cultural norms. Several factors that influence the emergence of LGBT sexual orientation include childhood experiences, the influence of the social environment, and conditions within the family. Psychological interventions such as group counseling with the Rational Emotive Behavior Therapy (REBT) approach combined with religious values, such as in Islamic counseling, have proven effective in reducing inner conflict, increasing the ability to manage emotions, and encouraging acceptance and self-confidence of LGBT individuals. This approach also helps replace irrational thought patterns and strengthens emotional resilience, although cultural and social challenges are still major obstacles. On the other hand, the importance of multicultural competence for professionals is also highly emphasized in dealing with issues related to LGBT and their emotional health. Education about sexuality and increasing public understanding of diversity are considered important to reduce stigma and discrimination against the LGBT community. Overall, the results of this study indicate the need for an appropriate psychological approach and educational efforts to create social acceptance and improve the welfare of LGBT individuals.    

Indonesia is a multicultural country facing serious challenges related to intolerance, social conflict, and identity polarization. This study aims to examine the strategic role of Civic Education as a means of strengthening national insight in building a tolerant society. Using a qualitative approach through literature review methods, this research analyzes various relevant sources on education, tolerance, and nationalism. The results show that Civic Education contributes to shaping students’ democratic character, inclusiveness, and appreciation of diversity. It not only transfers civic knowledge but also instills social skills and human values. However, challenges in implementation remain, such as cognitively-centered curricula and the negative influence of digital technology. Therefore, a contextual learning approach that emphasizes real-life experiences and active student participation is needed. The findings indicate the importance of synergy between schools, families, and communities in creating a conducive environment for nurturing tolerant attitudes. The implications of this research highlight the need to revitalize Civic Education as a key medium for building a peaceful, inclusive, and civilized nation amid complex social dynamics.

In the era of globalization and digital transformation, organizations face new challenges in managing cultural diversity and technological complexity. Leaders are required to quickly adapt to the ever-changing global dynamics while fostering synergy within multicultural teams. This article aims to analyze how Cultural Intelligence (CQ) and digital technology can be integrated into a multiplication leadership model to enhance the effectiveness of global organizations. Using a qualitative approach based on literature studies, this research explores the three main dimensions of CQ—cognitive, motivational, and behavioral—as well as the application of digital technologies such as Artificial Intelligence (AI), Big Data, and virtual communication in leadership development. The findings indicate that leaders with high levels of CQ are more effective in leading multicultural teams and building harmonious cross-cultural connections. Meanwhile, the use of digital technology accelerates decision-making processes, mentoring, and collaboration within flexible and dynamic organizational structures. The integration of cultural intelligence and digital technology results in an adaptive, collaborative, and innovative leadership model. Examples of the implementation of this model in global companies such as Microsoft, Tesla, and Airbnb further reinforce the findings. This article provides practical contributions for organizations in designing training strategies and leadership models based on CQ and digital leadership to face global challenges more effectively and sustainably.  

This study aims to examine the influence of cross-cultural leadership style and reward provision on employee job satisfaction, with workload serving as an intervening variable. The research was conducted at PT X, a multinational company managed by foreign leaders who come from diverse cultural backgrounds. As organizations become increasingly global, understanding how leadership and reward systems function in multicultural environments is essential to improving workforce performance and satisfaction. This research applies a quantitative approach using survey methods, with data collected through questionnaires distributed to 105 employees across various departments. The analysis was carried out using structural equation modeling (SEM) to explore both direct and indirect relationships among the variables. The findings show that cross-cultural leadership style has a significant positive impact on workload, suggesting that cultural differences in leadership influence how employees perceive and handle their tasks. Furthermore, reward provision shows a strong and direct influence on job satisfaction, highlighting the importance of fair compensation and recognition in motivating employees.Importantly, the study also finds that workload partially mediates the relationship between leadership style and job satisfaction. This indicates that leadership practices affect job satisfaction not only directly but also through the perceived amount and nature of the work assigned. These results underscore the necessity for companies, particularly those with a multicultural workforce, to adopt inclusive leadership models and implement transparent, performance-based reward systems. By doing so, organizations can create a more supportive work environment, improve employee morale, and ultimately enhance overall productivity and satisfaction.

Indonesia has a diversity of ethnicities, religions, races and cultures that must be maintained for the sake of unity. Multicultural education is important to instill the value of tolerance and respect for differences. This research focuses on the effectiveness of multicultural education in the Exemplary Teenager program in the Christian Evangelical Church in Minahasa, especially in the Southwest Manado Region. The method used is qualitative with observation and interviews. The results show that there are social interactions that reflect tolerance, but the understanding of multicultural education is still minimal. The program focuses more on faith and moral development without integrated multicultural materials. To improve effectiveness, a curriculum that teaches tolerance, conflict resolution and respect for diversity is needed. Coaches also need training so that they can teach the concept of multiculturalism in more depth. The integration of multicultural education is expected to form Christian teenagers who are strong in faith and have social awareness to coexist in diversity according to God's holistic mission.

This study was conducted with the primary objective of examining in depth the influence of lesson venue on parents’ satisfaction in Laman Baru Village. The research focused on comparing two alternative locations that have been options for the community: conducting lessons in residents’ homes on a rotating basis and conducting lessons in the church. Each of these alternatives carries different characteristics in terms of comfort, symbolic meaning, as well as social and religious acceptance within the local community. The research method employed was a descriptive quantitative approach using questionnaires and field observations. Through this method, the researcher was able to obtain empirical data that reflected parents’ perceptions and real experiences regarding lesson venues. The collected data were then analyzed to determine the extent to which location affected satisfaction, comfort, sense of security, and parents’ involvement in supporting their children’s nonformal education activities. The findings revealed that the choice of venue significantly influenced parents’ attitudes and responses. Lessons conducted in residents’ homes were perceived as more inclusive, since they embodied a sense of togetherness and collective participation within the community. Furthermore, this venue was considered symbolically neutral, thus avoiding any impression of favoritism toward a particular religious group. It also opened wider opportunities for parents to be directly involved in supporting their children. On the other hand, lessons held in the church created resistance, particularly among non-Christian parents, who viewed the church as a less neutral venue laden with specific religious meaning. This condition potentially reduced the participation of certain community members and generated discomfort in a multicultural context. Therefore, these findings highlight the importance of considering social, economic, and religious sensitivities in determining the venue of nonformal education, so that the activities carried out can be broadly accepted and bring optimal benefits to the entire community.

This study investigates the role of Christian public theology in advancing social transformation, with particular emphasis on social justice, intercommunal solidarity, and sustainable development. Employing a qualitative methodology grounded in critical literature review, the research explores the engagement of public theology with the prevailing contexts of multiculturalism, globalisation, and popular culture. The findings reveal that public theology functions as a vital bridge between Christian faith—which proclaims Jesus Christ as the sole Saviour and restorer of creation—and tangible societal change within both private and public spheres. The study underscores the distinctive character of Christian public theology as an authentic and contextual agent of transformation, upholding the integrity of the Gospel message.

Multicultural education is an important approach in a diverse society like Indonesia, with the aim of developing human potential as a whole while respecting diversity. This education emphasizes the recognition and appreciation of cultural, ethnic, religious, and linguistic differences, and also develops an attitude of tolerance and empathy for individuals from diverse backgrounds. This study aims to determine the implementation of multicultural education in the Pancasila Education subject at SMP NEGERI 7 Medan. This study uses a qualitative method with a descriptive approach. Data collection techniques are carried out through observation, interviews, and documentation. The subjects of this study consisted of Pancasila education teachers and students at SMP NEGERI 7 Medan. The location of the study was chosen at SMP NEGERI 7 Medan because this school has implemented multicultural education that combines diversity in school life. SMP Negeri 7 Medan illustrates the abundant diversity of students, especially in the field of religion, with students from various beliefs studying together, as well as various social and cultural backgrounds. The school holds a weekly structured literacy program, which is linked to the Pancasila Student Profile Strengthening Project (P5) to develop literacy skills and reinforce Pancasila values. Religious activities are held every Friday to strengthen students' religious and ethical values, while "Thursday Expression" acts as a place to celebrate Indonesia's cultural diversity. Healthy exercise for Indonesian children also reflects the Pancasila student profile and culturally diverse education. The realization of the Pancasila project has brought significant positive impacts, such as increasing tolerance, strengthening students' character, developing social skills, and creating an inclusive learning environment.

Indonesia, as a multicultural country, has more than 1,300 ethnic groups with local wisdom that plays a role in maintaining social solidarity. This study examines the implementation of local wisdom in strengthening social solidarity in Penglipuran Village, Bali, using a qualitative approach with case studies. Data were collected through interviews, participant observation, and documentation studies. The results of the study indicate that mutual cooperation, the social sanction system, and the role of women in traditional activities contribute to social cohesion. The principle of Tri Hita Karana is the main foundation in maintaining the balance of social relations. This finding emphasizes the importance of local wisdom in facing the challenges of globalization, so that its preservation needs to be continuously pursued.  

Penelitian ini bertujuan untuk menggambarkan dan menganalisis bagaimana implementasi nilai-nilai pendidikan multikultural dilakukan di SMK Negeri 1 Binjai. Metode penelitian yang digunakan adalah pendekatan naturalistik inquiry studi kasus.Data dikumpulkan melalui pengamatandan wawancara.Keabsahan data diperkuat dengan mengonfirmasi hasil observasi dan wawancara. Untuk menguji kredibilitas data, dilakukan pengamatan yang lebih lama, peningkatan ketelitian, triangulasi data, member check, dan referensi. Analisis data dilakukan menggunakan model interaktif. Hasil penelitian menunjukkan bahwa implementasi nilai-nilai multikultural di SMK Negeri 1 Binjai memiliki beberapa aspek sebagai berikut:1) pembelajaran dilaksanakan secara terpadu melalui kegiatan intrakurikuler dan ekstrakurikuler. 2) Peran kepala sekolah, guru, dan siswa memiliki peranan penting dan pemahaman yang sama dalam pengembangan nilai-nilai multikultural, yang berpengaruh positif dalam membangun karakter peserta didik.. 3) Program kurikulum internasional (Cambridge) dirancang untuk memberikan kesempatan kepada siswa untuk terlibat secara langsung dan interaktif dengan dunia, serta mendorong pendekatan pembelajaran aktif yang memandu siswa menjadi fasih dan memiliki pengetahuan luas dalam berbagai mata pelajaran. 4) Program ini juga berusaha merangkul keragaman yang ada dalam hati siswa, seperti latar belakang etnis, keyakinan agama, dan cita-cita, dengan tujuan menciptakan individu yang mampu bersosialisasi dengan budaya yang berbeda. 5)SMK Negeri 1 Binjai merupakan tempat pertemuan antara peserta didik dan guru yang berasal dari latar belakang yang berbeda, yang memiliki ide, keyakinan, dan nilai yang beragam. Festival dan acara budaya diadakan untuk mengekspresikan keragaman multikultural tersebut. 6)Seluruh orang di lingkungan sekolah sangat waspaddan berkomitmen dalam menerapkan kebijakan no bullying (bebas penindasan). Dengan demikian,penelitian ini menyajikan gambaran tentang penerapan nilai-nilai multikultural dalam membangun karakter peserta didik yang beragam budaya.

This study explores the implementation of respect and tolerance through akhlak mahmudah (noble morals) in the multicultural environment of SD Fransiskus Bukittinggi, Indonesia. Using a qualitative descriptive approach, data were collected via classroom observations, interviews with teachers and stakeholders, and document analysis. Findings indicate that integrating akhlak mahmudah values—such as honesty, justice, and compassion—into the curriculum significantly enhances positive interactions among students from diverse cultural and religious backgrounds. Key success factors include active teacher roles as moral exemplars, participatory learning methods (e.g., group discussions and collaborative projects), and parental engagement. Challenges identified include resource limitations and varying teacher perceptions. The study underscores the effectiveness of holistic, value-based education in fostering inclusive attitudes and reducing social conflicts. Recommendations emphasize teacher training, innovative pedagogical strategies, and community collaboration to strengthen character education in multicultural settings.

This study examines code-switching practices in Asian professional workplaces, with a specific focus on its linguistic and cultural dimensions. Through a multidisciplinary theoretical framework incorporating Communication Accommodation Theory and Hofstede's Cultural Dimensions, the research investigates how professionals strategically employ code-switching to foster workplace inclusivity, manage hierarchical relationships, and adapt to industry-specific communication demands. The study employs a mixed-methods approach, collecting data through semi-structured interviews with 50 professionals, online surveys (n=200), and 100 hours of workplace observations across various Asian business settings. Results indicate that code-switching serves multiple functions: enhancing communication clarity (87% of respondents), reflecting and reinforcing cultural norms (73%), and mitigating power imbalances in hierarchical structures (65%). The findings underscore code-switching's strategic role in navigating multicultural professional environments, offering practical insights into effective cross-cultural communication strategies and fostering of cohesive professional interactions in Asian workplaces. This research contributes to the growing body of literature on linguistic adaptation in professional contexts and provides practical implications for managing multilingual workplaces in Asia.