ENHANCING MULTICULTURAL AWARENESS IN HIGH SCHOOL SOCIOLOGY THROUGH DIORAMA-BASED CULTURALLY RESPONSIVE TEACHING

Tresa Febrianita, Elly Malihah Setiadi, Wilodati Wilodati

Abstract


Purpose – This study aims to analyze the effect of diorama-based Culturally Responsive Teaching (CRT) on the enhancement of high school students' multicultural awareness. It also compares the increase in awareness between students who participated in diorama-based learning and those who used cultural-themed posters.

Methodology – A quasi-experimental non-equivalent control group design was employed involving two intact classes of sociology students (n=76) at SMAN 1 Ciparay. The experimental group received diorama-based CRT integrated with Project-Based Learning, while the control group utilized thematic posters. Data were collected using validated pre-test and post-test questionnaires measuring four indicators of multicultural awareness. The analysis utilized gain scores, the Shapiro-Wilk normality test, and the Mann-Whitney U non-parametric test.

Findings – Descriptively, the experimental group's average score increased from 113 to 117 (average gain = 3.16), whereas the control group's average score increased from 109 to 111 (average gain = 1.68). The Wilcoxon test confirmed a significant internal improvement within the experimental group (p < 0.001). Furthermore, the Mann-Whitney U test demonstrated a statistically significant difference in gain scores between the two groups (p = 0.022, r = 0.262). Commitment to social justice and empathy for other groups exhibited the most prominent improvement.

Contribution – This research enriches the study of CRT implementation in sociology education, offering concrete pedagogical alternatives for pluralistic societies like Indonesia. The findings highlight that structured, project-based diorama activities can positively influence students' multicultural awareness and support experiential learning strategies in the curriculum.

Keywords


Culturally Responsive Teaching; Diorama-Based Learning; Multicultural Awareness

Full Text:

PDF

References


Ashrafova, I. (2024). Culturally Responsive Teaching: Strategies for Promoting Inclusivity in the Classroom. Global Spectrum of Research and Humanities, 1(1), 102–112. https://doi.org/10.69760/2wbtm276

Banks, J. A., & Banks, C. A. M. (2016a). Multicultural Education: Issues and Perspective (Ninth Edit). Wiley.

Banks, J. A., & Banks, C. A. M. (2016b). Multicultural Education_ Issues and Perspectives (J. D. Rogger, Ed.; Ninth Edition). Wiley. www.wiley.com/go/eula

Boualam, K., & Ennam, A. (2024). Identity and Belonging in Multicultural Contexts: Navigating Complex Dynamics. International Journal of Cultural and Religious Studies, 4(2), 28–40. https://doi.org/10.32996/ijcrs.2024.4.2.4

Chang, W.-C., & Viesca, K. (2022). Preparing Teachers for Culturally Responsive/Relevant Pedagogy Preparing Teachers for Culturally Responsive/Relevant Pedagogy (CRP): A Critical Review of Research (CRP): A Critical Review of Research. https://digitalcommons.unl.edu/teachlearnfacpub

Cohen, L., Manion, L., & Morrison, K. (2017). Research Methods in Education. Routledge. https://doi.org/10.4324/9781315456539

Elias, A., & Mansouri, F. (2023). Towards a critical transformative approach to inclusive intercultural education. Journal of Multicultural Discourses, 18(1), 4–21. https://doi.org/10.1080/17447143.2023.2211568

Farda, U. J., Fitria Martanti, Ana Quthratun Nada, & Dwi Pitriani. (2025). Improving the Learning Outcomes of Natural and Social Science (IPAS) through Diorama Media: A Meaningful Learning Study at Madrasah Ibtidaiyah. Al-Bidayah : Jurnal Pendidikan Dasar Islam, 17(2), 1–21. https://doi.org/10.14421/al-bidayah.v17i2.11965

Fraenkel, J. R. ., Wallen, N. E. ., & Hyun, H. H. . (2018). How to design and evaluate research in education. McGraw-Hill Education.

Gay, G. (2021). Culturally Responsive Teaching. In Handbook of Urban Education (pp. 212–233). Routledge. https://doi.org/10.4324/9780429331435-16

Gray, P., Rule, A. C., & Gordon, M. (2019). Black Fifth Graders Make Dioramas of Traditional African Cultures to Explore Racial Identity, Cultural Universals, and Spatial Thinking. Urban Education, 54(2), 274–308. https://doi.org/10.1177/0042085915613552

Handayani, I. O., Saputra, H. J., & Reffiane, F. (2024). The Influence of Water Cycle Diorama as a Learning Medium on Enhancing Learning Motivation of Grade V Students at SDN 1 Keling, Jepara Regency. Interdisciplinary Journal of Social Science and Education (IJSSE), 177–184. https://doi.org/10.53639/ijsse.v2i3.47

Hasil Long Form Sensus Penduduk 2020. (2020). https://www.bps.go.id/id/publication/2023/01/27/ffb5939b4393e5b1146a9b91/hasil-long-form-sensus-penduduk-2020.html

Humphreys, G., & Hirschel, R. (2025). Helping Students to Reflect on Their Own Intercultural Learning. International Journal of Multicultural Education, 27(2), 88–110. https://doi.org/10.18251/ijme.v27i2.5537

Ladson-Billings, G. (2023). “ Yes, But How Do We Do It?”: Practicing Culturally Relevant Pedagogy. White Teachers/Diverse Classrooms. https://doi.org/10.4324/9781003448709-6

Liu, J., Liu, Z., Wang, C., Xu, Y., Chen, J., & Cheng, Y. (2024). K-12 students’ higher-order thinking skills: Conceptualization, components, and evaluation indicators. Thinking Skills and Creativity, 52, 101551. https://doi.org/10.1016/j.tsc.2024.101551

Maidansky, A. D., & Kravtsov, O. G. (2023). Lev Vygotsky’s Theory of Cognition. Vygotsky, Lev S., Psychology and Theory of Cognition, Maidansky, Andrei D., ed. Voprosy Filosofii, (2), 42–59. https://doi.org/10.21146/0042-8744-2023-2-42-59

McNaughtan, J., Litsey, R., & Morelock, N. (2021). Fabricating concepts: using custom 3D models to teach abstract concepts. Journal of Applied Research in Higher Education, 13(4), 1085–1096. https://doi.org/10.1108/JARHE-06-2020-0172

Nur Wijayanti, D., & Muthali’in, A. (2023). Penguatan Dimensi Berkebinekaan Global Profil Pelajar Pancasila melalui Pembelajaran Pendidikan Pancasila dan Kewarganegaraan. Educatio, 18(1), 172–184. https://doi.org/10.29408/edc.v18i1.12518

OECD. (2018). Preparing our youth for an inclusive and sustainable world: The OECD PISA global competence framework. https://oecd.org

Ortiz-Marcos, I., Breuker, V., Rodríguez-Rivero, R., Kjellgren, B., Dorel, F., Toffolon, M., Uribe, D., & Eccli, V. (2020). A Framework of Global Competence for Engineers: The Need for a Sustainable World. Sustainability, 12(22), 1–25. https://doi.org/10.3390/su12229568

PISA 2018 Results (Volume VI). (2020). OECD. https://doi.org/10.1787/d5f68679-en

Sue, D., Carter, R., Casas, J., Fouad, N., Ivey, A., Jensen, M., LaFromboise, T., Manese, J., Ponterotto, J., & Vazquez-Nutall, E. (1998). Multicultural Counseling Competencies: Individual and Organizational Development. SAGE Publications, Inc. https://doi.org/10.4135/9781452232027




DOI: https://doi.org/10.36987/jes.v13i3.9283

Refbacks

  • There are currently no refbacks.


Copyright (c) 2026 Tresa Febrianita, Elly Malihah Setiadi, Wilodati Wilodati

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Lisensi Creative Commons
Jurnal Eduscience (JES) by LPPM Universitas Labuhanbatu is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License (CC BY - NC - SA 4.0)