Application of multicultural-based learning model syntax of social studies learning

Abstract

This study analyses the differences in knowledge, attitudes and multicultural skills of primary school students divided into two learning models, namely a multicultural-based learning model and a student team achievement division (STAD). This study used a quasi-experiment with two control classes and two experimental classes which were determined through random sampling. Prior to being randomised, an equivalence test was carried out to ensure all classes were equal. The experiment used was a post-test-only control group design with multicultural knowledge test instruments, multicultural attitude inventories and observation guidelines of multicultural skills. The results show that the multicultural knowledge, attitudes and skills of students who took multicultural-based learning model syntax were better than students who took the STAD type of cooperative learning model. The mean score of multicultural knowledge, multicultural attitudes and multicultural skills were 25.60, 147.95 and 121.05, respectively. Meanwhile, students who took the STAD learning model showed the mean score of multicultural knowledge, multicultural attitudes and multicultural skills were 22.88, 128.08 and 114.27, respectively. The syntax of a local genius-based learning model is easier for teachers and students to understand the learning steps. This makes learning more challenging, fun, values-based and meaningful for students’ real lives. Keywords: Model syntax, multicultural, knowledge, attitude, skill.

The expansion of sociocultural theory-oriented mathematical learning model

“…This is in accordance with the results of research conducted by Hermino and Arifin (2020), namely if a teacher wants to build an honest character in their students, then that honest character must be accustomed to appearing in the teacher. Furthermore, this is also in accordance with the research of Halonen et al (2020)and Suastika et al (2021)that each indicator of character education is indicated by strategies and learning methods that reflect the value of each character. The learning method in question can be in the form of assignments, learning practices, and habituation so that character education values can be implemented.…”

Effect of Stad Model of Cooperative Learning on Students’ Learning Outcome on Nomenclature of Hydrocarbon

“…Slavin (1980, as cited in Kim, 2018) at that time defined the model as operational instructional approach in which learners are rewarded for score they obtained as a team. STAD is a highly structured (Ishtiaq, Ali, & Salem, 2017) cooperative instructional model (Kim, 2018) that involves formation of heterogeneous teams (Awada, Burston, & Ghannage, 2020) of four to five members (Suastika et al, 2021) with the ultimate aim of maximizing academic achievement, (Syafril, Rahayu, Wati, & Yuberti, 2018). Zubaidah and Corebima (2021) argued that, STAD is practical model of cooperative instructional approach that accentuates classroom interactions that furnish students with the opportunity to work as a group, motivate, and assist every group member in apprehending a given learning materials for the ultimate purpose of achieving academic excellence hence requires the need of the teacher to monitor group proceedings to ensure active participation of everybody (Nair & Sanai, 2018).…”

Design of Formative-Summative Evaluation Model Based on Tri Pramana-Weighted Product

“…Tri Pramana, meaning three ways to gain knowledge, consists of three parts, including: Pratyaksa-Pramana, Anumana-Pramana and Agama-Pramana [4]. Pratyaksa-Pramana means gaining knowledge by seeing directly, Anumana-Pramana means gaining knowledge by concluding analysis; and Agama-Pramana means gaining knowledge by trusting the notifications of holy people who never lie [5].…”