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All Journal Langgam International Journal of Social Science Education, Art and Culture
Anggun Anggrani
Universitas Islam Negeri Jurai Siwo Lampung
Arts Economics, Econometrics & Finance Education Social Sciences Other

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The Implementation of James A. Banks’ Multicultural Approaches in Social Science Education at SMP Negeri 2 Kotagajah Anggun Anggrani; Atik Purwasih
LANGGAM: International Journal of Social Science Education, Art and Culture Vol 5 No 2 (2026): LANGGAM: International Journal of Social Science Education, Art and Culture (June
Publisher : Master Program of Social Science Education of Universitas Negeri Padang, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/langgam.v5i2.362

Abstract

Social Science Education plays a strategic role in fostering multicultural values among students within Indonesia’s plural society. Values such as tolerance, respect for differences, social justice, and the ability to understand issues from multiple perspectives need to be cultivated from an early stage so that students are able to live harmoniously in diversity. This study aims to describe and analyze the implementation of the four multicultural approaches proposed by James A. Banks—Contribution Approach, Additive Approach, Transformation Approach, and Social Action Approach—in Social Science Education at SMP Negeri 2 Kotagajah, as well as to identify the supporting factors and challenges in their implementation. This study employed a descriptive qualitative method, with data collected through interviews, observations, and documentation. The research participants included Social Science teachers, the principal or vice principal, and students from diverse cultural and religious backgrounds. The findings show that Social Science teachers have implemented multicultural approaches gradually and integratively in the learning process through the inclusion of local figures and cultural symbols, the use of additional media and learning resources, multiperspective discussions, and social activities that reflect cultural diversity. Supporting factors include adequate facilities and infrastructure, school programs oriented toward diversity, and collaboration between the school, parents, and the community, while the main challenge lies in the limited capacity of some senior teachers in utilizing learning technology.
Co-Authors Atik Purwasih