Pengaruh Pembelajaran IPS Berbasis Budaya Lokal dan Pendekatan Berdiferensiasi terhadap Peningkatan Karakter dan Kesadaran Multikultural Siswa: Studi pada SMAN 21 Medan
), Yusrina Arfah Lubis(2), Rosianna Dorepa Gultom(3), Deslia Ningsih Sagala(4), Andi Taufiq Umar(5),
(1) Universitas Negeri Medan
(2) Universitas Negeri Medan
(3) Universitas Negeri Medan
(4) Universitas Negeri Medan
(5) Universitas Negeri Medan
Corresponding Author
Abstract
Penelitian ini menganalisis pengaruh pembelajaran IPS berbasis budaya lokal dan pendekatan berdiferensiasi terhadap peningkatan karakter dan kesadaran multikultural siswa di SMAN 21 Medan. Metode kuantitatif eksplanatori diterapkan dengan analisis regresi ganda pada sampel 84 siswa kelas IPS. Hasil menunjukkan bahwa pembelajaran berbasis budaya lokal berpengaruh signifikan terhadap karakter siswa (β = 0,441; p < 0,001) dan kesadaran multikultural (β = 0,531; p < 0,001), sementara pendekatan berdiferensiasi berpengaruh signifikan terhadap karakter (β = 0,300; p = 0,005), tetapi tidak signifikan terhadap kesadaran multikultural (β = 0,176; p = 0,100). Temuan mengonfirmasi pentingnya integrasi kearifan lokal sebagai cultural scaffold dalam kurikulum IPS, sementara pendekatan berdiferensiasi perlu dioptimalkan melalui pelatihan guru dalam desain asesmen multikultural. Implikasi penelitian mencakup rekomendasi pengembangan modul kolaboratif berbasis proyek dan peningkatan kapasitas guru dalam pembelajaran kontekstual.
Keywords
References
Afriyadi, M. M., Widiati, U., Arifin, I., Ramli, M., & Maba, A. P. (2024). Piil Pesenggiri local wisdom as the base of character education in social studies learning at metro city elementary school, Lampung. Al-Tadzkiyyah: Jurnal Pendidikan Islam. https://doi.org/10.24042/002024152241700
Aramudin, A., Lin, S.-H., & Susanti, R. H. (2024). Cross-cultural analysis of local wisdom in primary school social science latest curricula: Taiwan vs. Indonesia. Elementary: Islamic Teacher Journal, 12(1). https://doi.org/10.21043/elementary.v12i1.23668
Bates, A. (2019). Character education and the ‘priority of recognition’. Cambridge Journal of Education. https://doi.org/10.1080/0305764X.2019.1590529
D’Intino, J., & Wang, L. (2021). Differentiated instruction: A review of teacher education practices for Canadian pre-service elementary school teachers. Journal of Education for Teaching. https://doi.org/10.1080/02607476.2021.1951603
Demirci-Ünal, Z., & Öztürk, G. (2024). Is need-based action possible for each child?: Preschool teachers’ differentiated instruction within multicultural classrooms. Early Childhood Education Journal. https://doi.org/10.1007/s10643-024-01753-2
Feng, X., Zhang, N., Yang, D., Lin, W., & Maulana, R. (2024). From awareness to action: Multicultural attitudes and differentiated instruction of teachers in Chinese teacher education programmes. Learning Environments Research. https://doi.org/10.1007/s10984-024-09518-9
Hermino, A., & Arifin, I. (2020). Contextual character education for students in the senior high school. European Journal of Educational Research, 9(3). https://doi.org/10.12973/eu-jer.9.3.1009
Jeynes, W. (2019). A meta-analysis on the relationship between character education and student achievement and behavioral outcomes. Education and Urban Society. https://doi.org/10.1177/0013124517747681
L, Z. A., Harahap, A. L., Azizah, N., Hasibuan, F. I., Amelia, A., & Yusnaldi, E. (2024). Utilization of local wisdom as a source of social studies learning to instill cultural values and tolerance in SD/MI. Holistic Science, 4(3). https://doi.org/10.56495/hs.v4i3.770
Murfiah, U., Maman, M., & Ayuningtyas, T. (2024). Implementation of social studies using local wisdom to inform learning as an attempt to strengthen resilient character in elementary students. Mimbar Sekolah Dasar, 11(4). https://doi.org/10.53400/mimbar-sd.v11i4.78859
Puzio, K., Colby, G. T., & Algeo-Nichols, D. (2020). Differentiated literacy instruction: Boondoggle or best practice? Review of Educational Research. https://doi.org/10.3102/0034654320933536
Rahmalina, R., Syam, H., Iqbal, M., Harahap, N. I. Y., & Devi, I. (2023). Management of character education in schools. GIC Proceeding, 1(1). https://doi.org/10.30983/gic.v1i1.165
Siska, F., Sapriya, S., & Febriani, T. (2021). Local wisdom-based character building through social science learning in elementary schools. Mamangan, 10(1). https://doi.org/10.22202/mamangan.v10i1.4887
Suprayogi, M., Valcke, M., & Godwin, R. (2017). Teachers and their implementation of differentiated instruction in the classroom. Teaching and Teacher Education. https://doi.org/10.1016/J.TATE.2017.06.020
Uge, S., Neolaka, A., & Yasin, M. (2019). Development of social studies learning model based on local wisdom in improving students’ knowledge and social attitude. International Journal of Instruction, 12(3). https://doi.org/10.29333/IJI.2019.12323A
Valiandes, S., Neophytou, L., & Hajisoteriou, C. (2018). Establishing a framework for blending intercultural education with differentiated instruction. Intercultural Education. https://doi.org/10.1080/14675986.2018.1441706
Yuliani, A., Maftuh, B., Sapriya, Sujana, A., & Hayati, R. F. (2024). The implementation challenges of character education in primary schools. Jurnal Cakrawala Pendas, 10(2). https://doi.org/10.31949/jcp.v10i2.8032
Zurqoni, Retnawati, H., Arlinwibowo, J., & Apino, E. (2018). Strategy and implementation of character education in senior high schools and vocational high schools. Journal of Social Studies Education Research, 9(2). https://doi.org/10.17499/JSSER.01008
Article Metrics
Abstract View
: 56 times
Download : 19 times
DOI: 10.57235/jahe.v2i1.6137
Refbacks
- There are currently no refbacks.
Copyright (c) 2025 Indi Paska Simamora, Yusrina Arfah Lubis, Rosianna Dorepa Gultom, Deslia Ningsih Sagala, Andi Taufiq Umar
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
