Develop a diversity and inclusion policy

Oct 13, 2025 by orovajewels.com 118 views

Introduction

Social interaction between students in schools is a vital component of building cooperation and mutual understanding between them. In a multicultural school environment such as Sutomo 2 High School, Medan, where there are various ethnic and religious backgrounds, dialogical and communicative interactions are increasingly crucial. This study aims to explore more deeply how the relationship between majority and minority students is intertwined, as well as to understand the influence of social grouping that occurs based on ethnicity and religion.

In a multicultural school environment, students are expected to get to know and exchange cultural information. This social interaction not only enriches learning experiences but also fosters an attitude of mutual tolerance and respect for differences. However, the findings in this study show that the interaction between majority and minority students is not optimal. The lack of social interaction between students from different ethnic and religious backgrounds can lead to feelings of alienation and exclusion, which can negatively impact the learning environment and overall well-being of students.

Research Methodology

This study uses a descriptive study method with a qualitative approach. A total of 14 informants were involved, consisting of five students from the majority ethnicity, five students from ethnic minorities, and four teachers. Data collection techniques include observation, interviews, and photo documentation. The literature study used focuses on the concepts of social interaction and association processes that support cooperation, tolerance, and openness among students.

The qualitative approach used in this study allows for a deeper understanding of the social interactions between students and the factors that influence these interactions. By using a combination of observation, interviews, and photo documentation, the researcher was able to gather rich and detailed data that provides insight into the experiences of students from different ethnic and religious backgrounds.

Research Result

The results showed that the interaction between Chinese majority students and minority students was not good. The majority students tend to be shut down and prefer to group, both inside and outside the classroom. This resulted in minority students feeling alienated and not involved in relationships. Some factors causing this alienation include language differences, where the Hokkien language is more dominantly used by most majority students. Minority students who cannot speak find it difficult to integrate.

This grouping attitude is carried out consciously by students, who feel more comfortable interacting with friends who have similar ethnicities, religions, and cultures. On the other hand, teachers in schools provide freedom in the use of regional languages and social interaction, but are not aware of their impact on the alienation of minority students. Expected interactions in the school environment should provide space for all students to communicate with each other and learn from existing differences.

The findings of this study highlight the importance of creating an inclusive learning environment that values diversity and promotes social interaction between students from different ethnic and religious backgrounds. By understanding the factors that influence social interactions, educators can develop strategies to promote greater understanding and respect among students.

The Importance of the Teacher's Role

The role of the teacher here is very important. As a director and educator, they must be able to create an environment that supports interactions between students by prioritizing the principle of Unity in Diversity. This means encouraging students to respect each other's differences and build open communication. In order to create an inclusive learning atmosphere, teachers must actively facilitate activities that involve all students, regardless of ethnic or religious backgrounds.

Teachers play a crucial role in creating a positive and inclusive learning environment. By promoting social interaction and respect for diversity, teachers can help to break down barriers and foster a sense of community among students. This, in turn, can lead to greater academic achievement and improved social skills.

Conclusion

Social interaction between students in Sutomo 2 High School shows a significant challenge in terms of grouping based on ethnicity and religion. To create a better learning environment, collaborative efforts are needed between students and teachers. With the right approach, it is expected that students from the majority and minority background can understand each other, interact, and grow together in diversity. A harmonious school community will not only create a conducive atmosphere to learn, but also forms a generation that respects mutual differences.

In conclusion, this study highlights the importance of social interaction between students from different ethnic and religious backgrounds. By understanding the factors that influence social interactions, educators can develop strategies to promote greater understanding and respect among students. The role of the teacher is crucial in creating an inclusive learning environment that values diversity and promotes social interaction. By working together, students and teachers can create a positive and inclusive learning environment that fosters a sense of community and respect for diversity.

Recommendations

Based on the findings of this study, the following recommendations are made:

Develop a diversity and inclusion policy: Schools should develop a policy that promotes diversity and inclusion, and provides a framework for promoting social interaction between students from different ethnic and religious backgrounds.
Provide language support: Schools should provide language support for minority students who may not speak the dominant language of the school.
Encourage social interaction: Teachers should encourage social interaction between students from different ethnic and religious backgrounds, and provide opportunities for students to learn from each other's differences.
Provide training for teachers: Teachers should receive training on how to create an inclusive learning environment that values diversity and promotes social interaction.
Involve parents and community: Schools should involve parents and the community in promoting diversity and inclusion, and providing support for minority students.

By implementing these recommendations, schools can create a positive and inclusive learning environment that fosters a sense of community and respect for diversity.

Limitations of the Study

This study has several limitations. Firstly, the study was conducted in a single school, and the findings may not be generalizable to other schools. Secondly, the study relied on a small sample size, which may not be representative of the larger population. Finally, the study was conducted using a qualitative approach, which may not provide a comprehensive understanding of the social interactions between students.

Despite these limitations, this study provides valuable insights into the social interactions between students from different ethnic and religious backgrounds. The findings of this study highlight the importance of creating an inclusive learning environment that values diversity and promotes social interaction.

Future Research Directions

Future research should build on the findings of this study and explore the following research directions:

Conduct a larger-scale study: Future research should conduct a larger-scale study that involves multiple schools and a larger sample size.
Use a mixed-methods approach: Future research should use a mixed-methods approach that combines qualitative and quantitative data to provide a more comprehensive understanding of the social interactions between students.
Explore the impact of social interaction on academic achievement: Future research should explore the impact of social interaction on academic achievement, and examine whether social interaction is a predictor of academic success.
Develop a model of inclusive education: Future research should develop a model of inclusive education that promotes diversity and inclusion, and provides a framework for promoting social interaction between students from different ethnic and religious backgrounds.

By exploring these research directions, future research can provide a more comprehensive understanding of the social interactions between students from different ethnic and religious backgrounds, and develop strategies to promote greater understanding and respect among students.

Q: What is the main focus of this study?

A: The main focus of this study is to explore the social interaction between students from different ethnic and religious backgrounds in Sutomo 2 High School, Medan. The study aims to understand the factors that influence social interaction and the impact of social interaction on the learning environment.

Q: What are the research methods used in this study?

A: This study uses a descriptive study method with a qualitative approach. The data collection techniques used include observation, interviews, and photo documentation. The literature study used focuses on the concepts of social interaction and association processes that support cooperation, tolerance, and openness among students.

Q: What are the findings of this study?

A: The findings of this study show that the interaction between Chinese majority students and minority students is not good. The majority students tend to be shut down and prefer to group, both inside and outside the classroom. This resulted in minority students feeling alienated and not involved in relationships. Some factors causing this alienation include language differences, where the Hokkien language is more dominantly used by most majority students.

Q: What is the role of teachers in promoting social interaction?

A: Teachers play a crucial role in creating a positive and inclusive learning environment that values diversity and promotes social interaction. They must be able to create an environment that supports interactions between students by prioritizing the principle of Unity in Diversity. This means encouraging students to respect each other's differences and build open communication.

Q: What are the recommendations for promoting social interaction in schools?

A: Based on the findings of this study, the following recommendations are made:

Develop a diversity and inclusion policy: Schools should develop a policy that promotes diversity and inclusion, and provides a framework for promoting social interaction between students from different ethnic and religious backgrounds.
Provide language support: Schools should provide language support for minority students who may not speak the dominant language of the school.
Encourage social interaction: Teachers should encourage social interaction between students from different ethnic and religious backgrounds, and provide opportunities for students to learn from each other's differences.
Provide training for teachers: Teachers should receive training on how to create an inclusive learning environment that values diversity and promotes social interaction.
Involve parents and community: Schools should involve parents and the community in promoting diversity and inclusion, and providing support for minority students.

Q: What are the limitations of this study?

A: This study has several limitations. Firstly, the study was conducted in a single school, and the findings may not be generalizable to other schools. Secondly, the study relied on a small sample size, which may not be representative of the larger population. Finally, the study was conducted using a qualitative approach, which may not provide a comprehensive understanding of the social interactions between students.

Q: What are the future research directions?

A: Future research should build on the findings of this study and explore the following research directions:

Conduct a larger-scale study: Future research should conduct a larger-scale study that involves multiple schools and a larger sample size.
Use a mixed-methods approach: Future research should use a mixed-methods approach that combines qualitative and quantitative data to provide a more comprehensive understanding of the social interactions between students.
Explore the impact of social interaction on academic achievement: Future research should explore the impact of social interaction on academic achievement, and examine whether social interaction is a predictor of academic success.
Develop a model of inclusive education: Future research should develop a model of inclusive education that promotes diversity and inclusion, and provides a framework for promoting social interaction between students from different ethnic and religious backgrounds.

Q: What are the implications of this study for education policy and practice?

A: The findings of this study have implications for education policy and practice. Schools should develop policies and programs that promote diversity and inclusion, and provide opportunities for students to learn from each other's differences. Teachers should receive training on how to create an inclusive learning environment that values diversity and promotes social interaction. Parents and the community should be involved in promoting diversity and inclusion, and providing support for minority students.

Q: What are the implications of this study for students?

A: The findings of this study have implications for students. Students from different ethnic and religious backgrounds should be encouraged to interact with each other and learn from each other's differences. Students should be provided with opportunities to develop their social skills and build relationships with students from different backgrounds. Students should be encouraged to respect each other's differences and build open communication.

Q: What are the implications of this study for society?

A: The findings of this study have implications for society. A society that values diversity and promotes social interaction is a more inclusive and equitable society. A society that promotes social interaction between students from different ethnic and religious backgrounds is a society that is better equipped to address the challenges of a diverse and globalized world.