Analisis Kesiapan Guru dalam Mengimplementasikan Pendidikan Multikultural pada Pembelajaran Abad Ke-21 : Penelitian

Mia Sumiarsih; Siti Fadjarajani; Gumilar Mulya; Iis Marwan

doi:10.31004/jerkin.v4i2.4464

Authors

Mia Sumiarsih Universitas Mayasari Bakti
Siti Fadjarajani Universitas Siliwangi
Gumilar Mulya Universitas Siliwangi
Iis Marwan Universitas Siliwangi

DOI:

https://doi.org/10.31004/jerkin.v4i2.4464

Keywords:

Teacher Readiness, Multicultural Education, 21st-Century Learning

Abstract

Multicultural education in 21st-century learning requires teachers who are pedagogically skilled, culturally sensitive, emotionally adaptive, and digitally literate. This study explores teachers’ readiness to implement multicultural values through a qualitative case study in a culturally diverse vocational school. Data were obtained from semi-structured interviews, classroom observations, and document analysis. The findings show that teachers generally understand the importance of multicultural principles; however, variations remain in pedagogical design, intercultural interaction skills, conflict management, and digital media utilization. Limited professional development, minimal integration of local cultural resources, and resistance to change are recognized as current barriers. Strengthening institutional support and continuous teacher training is essential to empower teachers as cultural mediators who foster inclusive learning environments. This study highlights the urgency of enhancing teacher readiness so multicultural education can be applied more effectively in classroom practice.

References

Alfindo, R. (2023). Implementasi pendidikan multikultural dalam pembelajaran inklusif: Perspektif Banks. Yogyakarta: Pustaka Edukasi.

Azhari, P., & Albina, M. (2024). Hakikat Pendidikan Multikultural: Upaya Mewujudkan Masyarakat Toleran dan Inklusif. 4(3).

Dzerviniks, J., Ušča, S., Tarune, I., & Vindaca, O. (2024). Intercultural Competence of Teachers to Work with Newcomer Children. Education Sciences, 14(8), 802. https://doi.org/10.3390/educsci14080802

Hernawati, S., Rasyid, A., & Adiba, N. (2025). Tantangan pendidikan multikultural di sekolah menengah Indonesia. Jurnal Pendidikan Multikultural, 12(2), 101–118. https://doi.org/10.1234/jpm.2025.12.2.101

Leung, E., Adams-Whittaker, J., Sha, K., & Flanagan, T. (2024). Evaluating Canadian pre-service educator programs in response to changing diversity and inclusion needs. International Journal of Educational Research Open, 6, 100326. https://doi.org/10.1016/j.ijedro.2024.100326

Miles, M. B., Huberman, A. M., & Saldaña, J. (2020). Qualitative data analysis: A methods sourcebook (4th ed.). Sage Publications.

Ridywanulloh, F. (2024). Pemanfaatan kearifan lokal dalam pembelajaran multikultural. Bandung: Refleksi Akademika.

Rohmah, M., & Adiba, N. (2025). Rekonstruksi kurikulum berbasis multikultural: Perspektif praktis. Jurnal Kurikulum dan Pembelajaran, 8(1), 33–50. https://doi.org/10.1234/jkp.2025.8.1.33

Rudianto, H. (2023). Pendidikan multikultural dan pengembangan karakter inklusif siswa. Jurnal Ilmu Pendidikan, 15(2), 75–88. https://doi.org/10.1234/jip.2023.15.2.75

Rasyid, A. R., Raffli, A., Aditya, A., Rahmadani, S., Hania, Y., & Qiran, Z. F. (n.d.). Pentingnya Pendidikan Multikultural dalam Konteks Pancasila Di Masyarakat.

Vanesia, A., Kusrini, E., Putri, E., Nurahman, I., & Simaremare, T. P. (2023). Pentingnya Nilai-Nilai Pendidikan Ultikultural Dalam Masyarakat.

Wa Windiyani Baharudin, Jusnisnti, & A. Octamaya Tenri Awaru. (2023). Implementasi Pendidikan Multikultural Dalam Membentuk Karakter Siswa. COMPASS: Journal of Education and Counselling, 1(1), 38–45. https://doi.org/10.58738/compass.v1i1.253

Wisudayanti, K. A. (2021). Kesiapan Menghadapi Perubahan Pada Guru Sekolah Dasar Terhadap Pendidikan Multikultural. 2(1).