The Influence of Social Studies Learning on the Internalization of Accommodative Multicultural Values among Junior High School Students
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| Title: | The Influence of Social Studies Learning on the Internalization of Accommodative Multicultural Values among Junior High School Students |
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| Language: | English |
| Authors: | Syahril Muhammad, Irwan Djumat, Misrina Sergi |
| Source: | Journal of Social Studies Education Research. 2025 16(4):326-352. |
| Availability: | Journal of Social Studies Education Research. Serhat Mah. 1238/2 Sok. 7B Blok 12 Ostim, Yenimahalle, Ankara, Turkey; Web site: http://jsser.org |
| Peer Reviewed: | Y |
| Page Count: | 27 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Junior High Schools Middle Schools Secondary Education |
| Descriptors: | Foreign Countries, Junior High School Students, Junior High School Teachers, Multicultural Education, Social Studies, Prosocial Behavior, Empathy, Student Attitudes, Teacher Attitudes, Educational Strategies |
| Geographic Terms: | Indonesia |
| ISSN: | 1309-9108 |
| Abstract: | This study aims to examine how Social Sciences (IPS) learning influences the internalization of accommodative multicultural values among junior high school (SMP) students. The research is grounded in the recognition that multicultural education plays a crucial role in shaping students' attitudes of tolerance and respect for cultural diversity, particularly in communities with heterogeneous social backgrounds. Using a quantitative approach with the Structural Equation Modelling--Partial Least Squares (SEM-PLS) method, this study surveyed 360 students from several junior high schools in Ternate City, North Maluku Province. The research findings indicate that students' perceptions of multicultural education have a significant relationship with the formation of an inclusive and harmonious school environment; students with positive perceptions of multicultural education tend to be more tolerant and appreciate diversity, thereby creating a more peaceful and supportive environment. These positive perceptions foster the internalization of key multicultural values, including respect for differences, tolerance, and social empathy. Moreover, students' understanding of multicultural concepts directly shapes the way these values are reflected in their daily behavior. These findings emphasize the relevance of the constructivist approach in education, which highlights the importance of concrete and contextual learning experiences in fostering both cognitive growth and affective development among students. This study recommends strengthening teachers' capacity through multicultural education training, updating the Social Studies curriculum to be more responsive to issues of diversity, and developing an evaluation system that encourages teachers to embrace inclusive and transformative teaching practices. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1492913 |
| Database: | ERIC |
| Abstract: | This study aims to examine how Social Sciences (IPS) learning influences the internalization of accommodative multicultural values among junior high school (SMP) students. The research is grounded in the recognition that multicultural education plays a crucial role in shaping students' attitudes of tolerance and respect for cultural diversity, particularly in communities with heterogeneous social backgrounds. Using a quantitative approach with the Structural Equation Modelling--Partial Least Squares (SEM-PLS) method, this study surveyed 360 students from several junior high schools in Ternate City, North Maluku Province. The research findings indicate that students' perceptions of multicultural education have a significant relationship with the formation of an inclusive and harmonious school environment; students with positive perceptions of multicultural education tend to be more tolerant and appreciate diversity, thereby creating a more peaceful and supportive environment. These positive perceptions foster the internalization of key multicultural values, including respect for differences, tolerance, and social empathy. Moreover, students' understanding of multicultural concepts directly shapes the way these values are reflected in their daily behavior. These findings emphasize the relevance of the constructivist approach in education, which highlights the importance of concrete and contextual learning experiences in fostering both cognitive growth and affective development among students. This study recommends strengthening teachers' capacity through multicultural education training, updating the Social Studies curriculum to be more responsive to issues of diversity, and developing an evaluation system that encourages teachers to embrace inclusive and transformative teaching practices. |
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| ISSN: | 1309-9108 |
