Effectiveness of Harmony in Differences: increasing in universal difference orientation, sensitivity intercultural, thinking flexibility and prejudice.

Abstract

Abstract-This research has been started by testing the values of important batak culture and supporting variables of cultural learning process such as opennes, and cognitive flexibility towards increasing intercultural sensitivity among Batak students (Batak Toba, Batak Mandailing, Batak Karo, and Batak Simalungun ) in the city of Medan. The results of the study found that simultaneously all the variables play a positive and significant role in increasing the sensitivity between cultures to increase cultural sensitivity in Batak students. The results have also found that good Batak values are taught through family study in daily life, the need for courage to behave, express opinions, and adaptability also become an important value in aspects of intercultural sensitivity. This second year research is a follow-up study consisting of several stages. The study involved four research groups, the first group of 28 students consisting of 50% of students involved in FGD in the first study and 50% of general students. The second group of 28 students of the Faculty of Psychology, University of Nommensen. The third group of 35 students of the Faculty of Psychology UMA and the fourth group of 38 students of the Faculty of Psychology USU. Through the experimental field, the four groups were randomized for the experimental and control groups using the four ultech measurements to test the effectiveness of the 'harmony module training in difference': universal diverse orientation, intercultural sensitivity, thinking flexibility and prejudice. The first stage is an experimental design to test the training module and its effectiveness. The results showed an increase in universal diverse orientation after the training was conducted. Feedback obtained in module improvement by exploring the cultural values of each group in the discussion stage. Based on the improvement, the Phase two experimental design field in 3 different experimental groups for the three groups. The results show the resulting training module is able to increase intercultural sensitivity, also shows an increasing result on universal variables of diverse orientation, flexibility of thinking and prejudice. The implications of the results of this study are also discussed for direct socialization to the dekanat party to be utilized for the acceptance of new students. Discussed also to analyze the measuring tool based on Item Response Theory for the validity of the results.

A validation study of the Miville-Guzman Universality-Diversity Scale in South Africa

“…It was suggested that the M-GUDS would be useful in creating and assessing interventions that focus on well-being within various settings, and that the development of the individual sub-constructs of UDO may be used to achieve overall well-being within these settings (Miville et al 2004). Nauly, Purba and Fauzia (2018) found positive results by using the M-GUDS to assess the effectiveness of their diversity training modules, having found that positive diversity attitudes are best formed over time and with continual interactions and engagement with diversity, which is also in alignment with various other studies that followed a similar route (Fu et al 2018;Kilgo 2015;Kohli et al 2016).…”

The dynamics of ethnic and national identities in the process of becoming an Indonesian: The Bataknese case

“…Dengan kata lain, penelitian ini ingin menggali bagaimana identitas etnis orang Batak terbentuk, serta bagaimana proses psikologis yang kemudian terjadi hingga akhirnya membentuk identitas nasional. Penelitian ini juga meneliti secara spesifik dengan pendekatan kualitatif oleh karena kajian-kajian sebelumnya yang ditemukan menggunakan pendekatan kuantitatif (Crocetti dkk., 2013;Huddy & Khatib, 2007;Nauly, 2017;Spinner-Halev & Theiss-Morse, 2003;Stets & Burke, 2000).…”