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All Journal Mimbar Sekolah Dasar
Rajaloa, Nani I.
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Education

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Building Tolerance Among Elementary School Students in Multicultural Education from Elementary School to College Rajaloa, Nani I.; Hasmawati, Hasmawati; Djumat, Irwan
Mimbar Sekolah Dasar Vol 12, No 3 (2025)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53400/mimbar-sd.v12i3.89825

Abstract

The level of tolerance and appreciation for cultural diversity among elementary and university students remains relatively low. This research is considered urgent because of the discrepancy between societal expectations and the realities observed in educational settings, where tolerance as a foundation for fostering inclusive and harmonious attitudes is still minimal. The purpose of this study is to examine the effectiveness of multicultural education programs in instilling the values of tolerance and respect for cultural diversity. This study employed a quantitative approach with a purposive sample of 370 students. Data were collected through a validated questionnaire and analysed using descriptive statistics, ANOVA, and regression techniques with the assistance of SPSS Version 29.0. The results demonstrate that multicultural education programs significantly enhance students’ tolerant attitudes (F = 58.67, p .001), with a contribution of 41%. In addition, social interaction within groups was found to be effective in developing empathy and strengthening cultural understanding among students. These findings highlight that systematic and sustainable multicultural education can play a pivotal role in shaping a generation that values diversity and demonstrates inclusive behaviour. In conclusion, the study emphasizes the importance of integrating multicultural education into the curriculum, not only as a theoretical concept but also as a practical framework for classroom and community engagement. The implications suggest that collaboration between schools, families, and communities is essential to building an inclusive learning environment that nurtures tolerance, empathy, and mutual respect across cultural boundaries.
The Impact of Digital Cultural Transformation on Elementary School Students' Identity in the Era of Globalization Hasmawati, Hasmawati; Djumat, Irwan; Rajaloa, Nani I.
Mimbar Sekolah Dasar Vol 12, No 4 (2025)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53400/mimbar-sd.v12i4.91609

Abstract

The limited understanding and use of social media by teachers and parents in shaping elementary school students has negatively affected local cultural values and character development. Studying the use of social media among elementary school students is therefore urgent, as it can influence self-perception, cultural identity, and potential future risks. The purpose of this study is to analyze the direct impact of social media on the formation of student identity and to identify the factors that support the effective management of social media use in elementary education settings. This research employed a quantitative survey approach with a sample of 360 respondents. Data were collected through a Likert-scale questionnaire ranging from 1 (Strongly disagree) to 5 (Strongly agree). The data were analyzed using descriptive statistics and linear regression with SPSS Version 29.0. The findings revealed that social media use significantly influences children’s perceptions of identity and local culture, highlighting the role of intensive supervision by teachers and parents as well as the importance of integrating digital literacy into learning materials. In conclusion, digital literacy and active environmental involvement have a positive impact on the character development of elementary school students. The practical implication is that digital literacy training within the school environment supports students in forming a positive cultural identity.
Analysing the Role of Education in Shaping Students' Critical Thinking Starting from Elementary School Djumat, Irwan; Rajaloa, Nani I.; Hasmawati, Hasmawati
Mimbar Sekolah Dasar Vol 12, No 3 (2025)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53400/mimbar-sd.v12i3.89262

Abstract

The limited literacy and critical thinking skills of elementary school students in understanding media information can give rise to the spread of hoaxes. This research is considered urgent as it seeks to examine the critical thinking process in fostering social awareness from an early age. The purpose of this study is to analyze the design of learning strategies that can enhance students’ media literacy and critical thinking abilities. A quantitative approach was applied, involving a sample of 460 students from grades 4–6, selected through stratified random sampling from several elementary schools in Ternate City. Data were collected using a Likert-scale questionnaire ranging from strongly disagree (1) to strongly agree (5). The data were analyzed using descriptive statistics and regression techniques with the assistance of SPSS Version 29.0. The findings indicate that the implementation of social media-based education significantly improves students’ critical thinking skills in relation to media literacy. In conclusion, integrating social education with media literacy can help students develop the ability to think critically and act responsibly when evaluating information they read or encounter in the media. The study suggests the need for training programs and additional learning resources in elementary schools to strengthen these competencies. The practical implication is that students will increasingly develop the capacity to identify and understand valid information, thereby reducing susceptibility to misinformation.
Co-Authors Djumat, Irwan H Hasmawati