Unveiling the Impact of Education and Multicultural Personality on the Well-being of Generation Z in Schools

Fitri Feliana; Paidi Gusmuliana; Syafryadin Syafryadin

doi:10.35445/alishlah.v16i2.4881

Unveiling the Impact of Education and Multicultural Personality on the Well-being of Generation Z in Schools

Fitri Feliana, Paidi Gusmuliana, Syafryadin Syafryadin

Abstract

In terms of aspects of students' school well-being, this paper will address multicultural education, dimensions of multicultural education, aspects of multicultural personality, school well-being, and the psychological dynamics of education and multicultural personality. This research utilized the Systematic Literature Review (SLR) method to identify, review, and interpret relevant articles on multicultural education and personality in Gen Z school well-being, focusing on a broad scope. From the given description, it can be inferred that multicultural education and personality in school well-being for Generation Z can be examined through two dimensions: social relations (loving aspect) and self-fulfillment (being aspect). Additionally, the research highlights the importance of inclusivity and diversity in educational practices, as they contribute significantly to students' sense of belonging and psychological comfort. Meanwhile, in multicultural education, it is imperative to consider both the school environment and the health state of children to fully meet their well-being in implementing multicultural education and fostering their individuality inside schools. This study also underscores the necessity of culturally responsive teaching methods and the role of educators in creating a supportive learning environment that recognizes and values individual differences. By doing so, schools can better support the holistic development of students, ensuring they thrive both academically and personally.

Keywords

Education; Generation Z; Multicultural Personality; School Well-being Aspects

Full Text:

PDF

References

Aydin, H., & Tonbuloğlu, B. (2014). Graduate students perceptions" on multicultural education: a qualitative case study. Eurasian Journal of Educational Research, (57), 29-50. https://doi.org/10.14689/ejer.2014.57.3

Azmi, R., & Kumala, A. (2019). Multicultural personality pada toleransi mahasiswa. Tazkiya Journal of Psychology, 7(1), 1-10. DOI: http://dx.doi.org/10.15408/tazkiya.v7i1.13493.

Asy'arie, M. (2004). Multicultural Education and National Conflict, http://www.kompas.com/kompas-cetak/0409/03/opini/1246546.

Baker, G. C. (1994). Planning dan organizing for multicultural instruction.(2nd). California: Addison-Elsey Publishing Company.

Banks, J. A. (2008). An introduction to multicultural education. Boston: Allyn & Bacon.

Banks, J. A. (1997). Educating Citizens in a Multicultural Society. Multicultural Education Series. Teachers College Press, 1234 Amsterdam Avenue, New York, NY 10027 (paperback: ISBN-0-8077-3631-7; clothbound: ISBN-0-8077-3632-5)..

Barnadib, I. (2000). "Brief thoughts on some perspectives of educational anthropology". National Symposium Papers.

Ibrahim, R. (2015). Pendidikan multikultural: pengertian, prinsip, dan relevansinya dengan tujuan pendidikan Islam. Addin, 7(1).

Khairuddin, A. (2018). Epistemologi pendidikan multikultural di Indonesia. IJTIMAIYAH Jurnal Ilmu Sosial Dan Budaya, 2(1).

Khatimah, H. (2015). The description of school well-being in students of the accelerated class program at SMA Negeri 8 Yogyakarta. Journal of Psychopedagogia, 4(1), 20-30. https://doi.org/10.12928/psikopedagogia.v4i1.4485

Konu, A., & Rimpelä, M. (2002). Well-being in schools: a conceptual model. Health promotion international, 17(1), 79-87. https://doi.org/10.1093/heapro/17.1.79. PMid:11847141

Korol, L., Gonçalves, G., & Cabral, M. (2016). The impact of multicultural personality on tolerance of diversity in a sample of Portuguese university students. Psicologia: teoria e prática, 18(2), 57-74. https://doi.org/10.15348/1980-6906/psicologia.v18n2p57-74

Lestari, G. (2015). Bhinnekha Tunggal Ika: Indonesian Multicultural Khasanah In The Midst Of Sara's Life. Scientific Journal Of Pancasila And Civic Education, 28(1), 31-36.

Nutbeam, D. (2000). Health literacy as a public health goal: a challenge for contemporary health education and communication strategies into the 21st century. Health promotion international, 15(3), 259-267. https://doi.org/10.1093/heapro/15.3.259

Pay, Y. (1990). Cultural foundation of education. Columbus: Mrerril Publishing Company.

Ponterotto, J. G. (2010). Multicultural personality: An evolving theory of optimal functioning in culturally heterogeneous societies. The Counseling Psychologist, 38(5), 714-758. https://doi.org/10.1177/0011000009359203

Ponterotto, J. G., & Fietzer, A. W. (2014). Multiculturalism and Adjustment 14. The Oxford handbook of multicultural identity, 300. https://doi.org/10.1093/oxfordhb/9780199796694.013.007

Ponterotto, J. G., Fietzer, A. W., Fingerhut, E. C., Woerner, S., Stack, L., Magaldi-Dopman, D., ... & Liao, P. W. (2014). Development and initial validation of the Multicultural Personality Inventory (MPI). Journal of Personality Assessment, 96(5), 544-558. https://doi.org/10.1080/00223891.2013.843181. PMid:24206108

Raharja, S. (2010). Creating multicultural education in schools by implementing total school quality management. Journal of Education Management. 2 (6).

Ramirez, M. I. (1991). Psychotherapy and counseling with minorities: A cognitive approach to individual and cultural differences . New York: Pergamon.

Ramirez, M. I. (1999). Multicultural psychotherapy: An approach to individual and cultural differences (2nd ed.). Boston: Allyn and Bacon.

Soutter, A. K., Gilmore, A., & O'Steen, B. (2012). The student well-being model: a conceptual framework for the development of student well-being indicators. International Journal of Adolescence and Youth, 19(4), 496-520. https://doi.org/10.1080/02673843.2012.754362.

Sukmadinata, N. S. (2004). Foundations of the psychology of the educational process. Bandung: PT. Juvenile Rosda Works.

Tilaar. (2004). Multiculturalism: Future Global Challenges in National Education Transformation, Jakarta: Grasindo.

WHO. (1998). Health-promoting schools. Geneva, Switzerland: World Health Organization Division of Health Promotion, Education and Communication Health Education and Health Promotion Unit.

DOI: https://doi.org/10.35445/alishlah.v16i2.4881