The effect of integrating multicultural values into social studies materials on elementary students’ patriotic attitudes
DOI:
https://doi.org/10.65779/arshaka.v2i1.86%20Keywords:
multicultural education, social studies, patriotic attitude, elementary school, civic characterAbstract
This study examined the effect of integrating multicultural values into social studies (IPS) materials on elementary students’ patriotic attitudes. A quasi-experimental design with a Nonequivalent Control Group was applied, involving 56 fifth-grade students from a public elementary school in Kupang, Indonesia, divided into an experimental group (n = 28) and a control group (n = 28). The experimental group received IPS learning integrated with multicultural values, while the control group received conventional IPS learning. Data were collected using a validated questionnaire measuring patriotic attitudes, supported by classroom observations. Descriptive results showed greater improvement in the experimental group, with pretest mean 58.2 increasing to 74.8 posttest (N-gain = 0.39), compared to 57.9 → 63.5 (N-gain = 0.10) in the control group. Paired and independent t-tests indicated significant improvement in the experimental group, and Cohen’s d = 1.85 reflected a large effect size. These findings suggest that integrating multicultural values into IPS materials effectively enhances students’ understanding of cultural diversity and strengthens patriotic attitudes.The study provides practical implications for educators and curriculum developers to design inclusive, culturally responsive IPS learning that fosters civic awareness and character development in elementary students..
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