Article Per Year (5 Year)
p-Index From 2021 - 2026
0.23
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All Journal Morfologi : Jurnal Ilmu Pendidikan, Bahasa, Sastra dan Budaya
Reni Maria Ulfah
Universitas Terbuka
Arts Humanities Education Languange, Linguistic, Communication & Media

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Integrasi Pendidikan Multikultural Melalui Projek Kokurikuler Berbasis Problem-Based Learning di Sekolah Dasar: Sebuah Kajian Literatur Siti Aisyah; Reni Maria Ulfah; Ifti Handayani; Eka Aprilia; Meli Wijayanti; Megaria Megaria; Salman Rusli; Dita Fajarwati; Yulina Eva Riany
Morfologi : Jurnal Ilmu Pendidikan, Bahasa, Sastra dan Budaya Vol. 4 No. 5 (2026): October: Morfologi: Jurnal Ilmu Pendidikan, Bahasa, Sastra dan Budaya
Publisher : Asosiasi Periset Bahasa Sastra Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/morfologi.v4i5.3085

Abstract

This systematic literature review aims to analyze the integration of multicultural education through co-curricular projects based on Problem-Based Learning (PBL) in Elementary Schools, identifying publication trends, benefits, and implementation challenges. A Systematic Literature Review (SLR) methodology following PRISMA protocols was applied, with comprehensive literature searches conducted on OpenAlex. A total of 40 articles published between 2023 and 2026 were identified and analyzed, revealing a significant increase in publications projected for 2025 and 2026. Findings indicate that PBL-based co-curricular projects effectively enhance cognitive abilities, such as critical thinking and problem-solving, and 21st-century skills, including communication and collaboration. Furthermore, this approach is significant in fostering positive character traits and multicultural attitudes among students, promoting tolerance, empathy, and respect for cultural diversity, and boosting learning motivation. Implementation constraints include challenges in developing contextual modules, inadequate teacher competence, and resource limitations. This study extends the understanding of pedagogical mechanisms that cultivate multicultural competencies and identifies research gaps concerning long-term impacts and geographical study representation. The implication is the need for integrated curriculum development and more robust teacher training programs to support effective implementation
Co-Authors Dita Fajarwati Eka Aprilia Ifti Handayani Megaria Megaria Meli Wijayanti Salman Rusli Siti Aisyah Yulina Eva Riany