Target Education

Was introduced by the culture from the other ethnic group, then the student would: had the diversity of knowledge about the culture and the tradition from the other ethnic group in Indonesia. Caused respect honored (the solidarity) between the ethnic group in the form of everyday social peacefulness. Fostered the feeling of national unity as early as possible. The formation of the climate of peacefulness in the National JUNIOR HIGH SCHOOL KPS the Target :Seluruh civitas academic in the National JUNIOR HIGH SCHOOL environment KPS

Tolstoy believed the peak target of education

Tolstoy believed the peak target of education was apart from education (Achambault, in Freire, 2001:491), that is culture. Tolstoy believing the values of the community “beradab” will continue to remain although being showered by various styles of the conflict or the contradictory site of claims mutually. Needed the existence of an effort to introduce the complexity culture of the ethnic group in Indonesia to the student/i the Nasinonal JUNIOR HIGH SCHOOL KPS.

Social relations

Social relations in the area of the meeting antarsu I was definitely more complicated because of the existence of the difference of the culture. This more or less influenced the process of education in the school. Operationally education sometimes diskrimanatif. This was done without having the deliberate element, but being also intentionally, apart from because of the impact of the majority group because the order thought (values) from the perpetrators of the education.

4. Multikultural education:

Education was the process of making the person cultured and civilised. Education was the key for the solution to social problems and through the community's education could be reconstructed. The reconstruction meant cultural reform, with through reform education could be undertaken, especially character reform, cultural reform (Indonesian), and nationalism reform. The complexity of the ethnic group was one of the characteristics of the Indonesian community that often was spoken of highly. Many that did not yet realise that this complexity also kept the potential for the conflict that could threaten life as a nation and a country. The complexity (pluralism) the ethnic group in Indonesia in now has been different his picture with the complexity of the past ethnic group.

Results of the research

Results of the research in various corners of the earth about this depicted four big stages where the teacher and the pupil studied about TIK. Keempat this stage was (UNESCO, 2002) : 1) knew Alat-alat TIK (Discovering ICT Tools) , 2) studied Bagaimana Menggunakan Alat-alat TIK (Learning How to Use ICT Tools) , 3) understood Bagaimana and When Menggunakan Alat-alat TIK (Understanding How and When to Use ICT Tools), dan 4) the Specialisation in the Use of the TIK. Equipment (Specializing in the Use of ICT Tools)

Results of the research concerning the TIK

Results of the research concerning the TIK development in several developed countries and developing showed the existence of four big approaches where the education system moved from beginning adopted until adapting TIK. Keempat this approach was (UNESCO, 2002) : 1) was present (Emerging) , 2) the Application (Applying) , 3) the Integration (Infusing), dan 4) the Transformation (Transforming).

Komunikasi technology and Informasi

Teknologi Informasi and communication, or TIK, was defined as the combination between technology informatika and other technologies related, especially communication technology. TIK was used, was applied, and was integrated in the work and pembelajaran by referring in the conceptual understanding and methods informatika. Used information technology and communication (TIK) in the class not automatically changed the practice of routine, except the teachers and/or the other side intentionally changed him. Although the practice of TIK efficient use in the school changed, that because indeed was caused by the choice of the attitude of the teachers to change the educational approach/pembelajaran him that is by means of changing the standard and the practice of his routine of two models along with this gave the framework thought for a development of the TIK curriculum but also the professional development of the teacher.