Cross-Cultural Education Model Through Multicultural Classrooms : An Ethnographic Study in Secondary Schools

Hikmah Maulani, Mohamad Erihadiana, Uus Ruswandi

Abstract


This study aims to analyze the implementation of cross-cultural reflection within the context of multicultural education, focusing on understanding the dynamics of cultural diversity in the classroom. This research uses an ethnographic method with a qualitative approach. The research data were obtained through participant observation, in-depth interviews, and document analysis in several multicultural schools in Indonesia. Data analysis Involves identifying recurring themes, patterns, and ideas within the data, process of comparing data segments to identify similarities and differences, focuses on the stories and experiences shared by participants. The findings indicate that cross-cultural education plays an important role in improving intercultural understanding, motivating students, and creating a more inclusive learning environment. The integration of local culture into learning through the use of folklore and traditional practices has proven effective in increasing student engagement. In addition, the results of the study reveal the need for further training for teachers in adopting an ethnopedagogical approach to overcome learning barriers due to cultural differences.

Keywords


Multicultural Classrooms; Cross-Cultural Education; Ethnography.

Full Text:

PDF

References


Al Farisi, M. Z., Maulani, H., Hardoyo, A. B., Khalid, S. M., & Saleh, N. (2024). Investigating Arabic language teaching materials based on Indonesian folklore: an ethnographic study on the folktale of “Bandung.” Asian Education and Development Studies, 13(2), 134–149. https://doi.org/10.1108/AEDS-07-2023-0082

Banks, J. A., & A, C. M. B. (2019). Multicultural education: Issues and perspectives. John Wiley & Soon.

Çağlayan, İ., & Başal, H. A. (2023). Investigating preschool teachers’ perspectives and practices on cultural diversity: an ethnographic case study. International Journal of Inclusive Education. https://doi.org/10.1080/13603116.2023.2291099

Chen, L. (2024). Implementation paths and development directions of multicultural education. Applied & Educational Psychology, 5(4), 41–47. https://doi.org/10.23977/appep.2024.050407

Cho, H. (2018). Navigating social justice literacies: the dynamics of teacher beliefs in teaching for social justice. Asia Pacific Education Review, 19(4), 479–491. https://doi.org/10.1007/s12564-018-9551-8

Dimitrov, N., & Haque, A. (2016). Intercultural teaching competence: a multi-disciplinary model for instructor reflection. Intercultural Education, 27(5), 437–456. https://doi.org/10.1080/14675986.2016.1240502

Erawati, D. (2017). Interpretasi Multikulturalisme Agama Dan Pendidikan. Jurnal Studi Agama Dan Masyarakat, 13(1), 100–119.

Genç, M. Fatih, Ina Ter Avest, and S. M. (2011). Religious Education in Two Secular Multicultural Societies: The Turkish and Dutch Case Compared. Procedia - Social and Behavioral Sciences, 15. https://doi.org/https://doi.org/10.1016/j.sbspro.2011.03.188

Gosh, R., & Galczynski, M. (2014). Redefining multicultural education: Inclusion and the right to be different. Canadian Scholars’ Press.

Green, J., & Bloome, D. (2004). Handbook of Research on Teaching Literacy Through the Communicative and Visual Arts. Routledge.

Grządziel, D. (2024). Character Education : Developing Moral Identity through Narrativity and Reflection. Dialogues in Education, 2024(1), 1–12. https://doi.org/10.31262/2989-3577/2024/1/1

Guberina, T. (2023). Cultivating Inclusive Learning Environments: Incorporating Diversity Through Culturally Responsive Pedagogy. Social Science Chronicle, 1–14. https://doi.org/10.56106/ssc.2023.003

Hunter, J. E. (2012). Towards a Cultural Analysis: The Need for Ethnography in Interpretation Research. Journal of Interpretation Research, 17(2), 47–58. https://doi.org/10.1177/109258721201700204

Jayadi, K., Abduh, A., & Basri, M. (2022). A meta-analysis of multicultural education paradigm in Indonesia. Heliyon, 8(1), e08828. https://doi.org/10.1016/j.heliyon.2022.e08828

Jennings, P. A., & Greenberg, M. T. (2009). The prosocial classroom: Teacher social and emotional competence in relation to student and classroom outcomes. Review of Educational Research, 79(1), 491–525. https://doi.org/10.3102/0034654308325693

Kang, J. (2021). Discursive Struggles for Multicultural Curriculum in South Korea. Journal of Social Studies Research, 45(1), 25–34. https://doi.org/https://doi.org/10.1016/j.jssr.2020.05.005

Maulani, H., Abdurrahman, M., Saleh, N., Faqih, A., & Hamdan, F. D. F. (2022). Implementation of Aptitude Treatment Interaction (ATI) in Nahwu Learning: Identification of Student Ability Characteristics. Arabiyat : Jurnal Pendidikan Bahasa Arab Dan Kebahasaaraban, 9(1), 30–43. https://doi.org/10.15408/a.v9i1.23012

Maulani, H., & Faqih, A. (2021). Learning Arabic for Beginners: Role-Based Small Group Discussion Cooperative Learning. Tanwir Arabiyyah: Arabic As Foreign Language Journal, 1(2), 83–92. https://doi.org/10.31869/aflj.v1i2.2900

Milligan, L. (2016). Insider-outsider-inbetweener? Researcher positioning, participative methods and cross-cultural educational research. Compare, 46(2), 235–250. https://doi.org/10.1080/03057925.2014.928510

Mpuangnan, K. N., & Ntombela, S. (2024). Community voices in curriculum development. Curriculum Perspectives, 44(1), 49–60. https://doi.org/10.1007/s41297-023-00223-w

Muna, C., Lestari, P., Agama, P., Wawasan, D., Sebagai, B., Dalam, U., Spirit, M., Beragama, M., Sunan, U., & Yogyakarta, K. (2023). Penguatan Agama Dan Wawasan Budaya Sebagai Upaya Dalam Menumbuhkan Spirit Moderasi Beragama. Choirul Muna and Puji Lestari, 6(1), 236–251. https://doi.org/10.31943/afkarjournal.v6i1.483.

Nursyamsiah, N., Maulani, H., Sauri, S., ’Ali, M., & Supriadi, R. (2023). Education of Student Character Value on Religious and Cultural Diversity Students’ Multicultural Class Program Darma Bakti Karya Pangandaran Foundation. Jupiis: Jurnal Pendidikan Ilmu-Ilmu Sosial, 15(1), 11. https://doi.org/10.24114/jupiis.v15i1.35946

Portera, A. (2010). Intercultural and Multicultural Education: Epistemological and Semantic Aspects (1st Editio). Routledge.

Raihani, R. (2018). Education for multicultural citizens in Indonesia: policies and practices. Compare, 48(6), 992–1009. https://doi.org/10.1080/03057925.2017.1399250

Sarangi, S. (2022). Intercultural or not? beyond celebration of cultural differences in miscommunication analysis. Pragmatics. Quarterly Publication of the International Pragmatics Association (IPrA), 409–427. https://doi.org/10.1075/prag.4.3.05sar

Saravia-Shore, M., & Arvizu, S. F. (2017). Cross-cultural literacy: Ethnographies of communication in multiethnic classrooms. Routledge.

Sari, A. D. P., & Indartono, S. (2019). Teaching Religious Tolerance Through Social Studies Education Based On Multicultural Approach. 323(ICoSSCE 2018), 214–219. https://doi.org/10.2991/icossce-icsmc-18.2019.40

Sokal, L., & Katz, J. (2017). Social Emotional Learning and Inclusion in Schools. Oxford Research Encyclopedia of Education.

Students, I. (2012). Cross-Cultural Teaching and Learning for Home and International Students. In Cross-Cultural Teaching and Learning for Home and International Students. https://doi.org/10.4324/9780203098035

Triandafyllidou, A. (2011). European multiculturalisms: Cultural, religious and ethnic challenges. Edinburgh University Press.

Wahyudin, D., & Suwirta, A. (2017). The Curriculum Implementation for Cross-Cultural and Global Citizenship Education in Indonesia Schools. International Journal for Educational Studies, 10(1), 11–23. www.mindamas-journals.com/index.php/educare

Wet, A. De. (2015). Inclusivity : Applications of dignity , equality and freedom. 2007, 144–155.

Whitehead, T. L. (2005). Basic classical ethnographic research methods. Ethnographically Informed Community and Cultural Assessment Research Systems (Eiccars) Working Paper Series, 1–28. http://www.cusag.umd.edu/documents/workingpapers/classicalethnomethods.pdf

Wiggan, G., & Watson-Vandiver, M. J. (2019). Pedagogy of empowerment: student perspectives on critical multicultural education at a high-performing African American school. Race Ethnicity and Education, 22(6), 767–787. https://doi.org/10.1080/13613324.2017.1395328




DOI: https://doi.org/10.33394/jp.v12i1.14050

Refbacks

  • There are currently no refbacks.


Copyright (c) 2025 The Author(s)

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Jurnal Paedagogy

ISSN: 2722-4627 (Online)

Published by Fakultas Ilmu Pendidikan dan Psikologi (FIPP)

Universitas Pendidikan Mandalika (UNDIKMA)

Email: [email protected]

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.