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All Journal Education: Jurnal Sosial Humaniora dan Pendidikan
Arintoko, Lasarus
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Humanities Languange, Linguistic, Communication & Media Other

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The Dynamics of Teacher-Student Interaction in Multicultural Classrooms: A Local Cultural Perspective in Border Schools of Kalimantan, NTT, and Papua Christiana, Titi; Arintoko, Lasarus; Elviva, Starla; Rosella, Janet
Education : Jurnal Sosial Humaniora dan Pendidikan Vol. 5 No. 2 (2025): Juli : Jurnal Sosial Humaniora dan Pendidikan
Publisher : Sekolah Tinggi Ilmu Ekonomi - Studi Ekonomi Modern

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51903/wgtve126

Abstract

The cultural, linguistic, and ethnic diversity that characterizes Indonesia’s border regions presents both challenges and opportunities in the context of multicultural education. Schools in frontier, outermost, and underdeveloped (3T) areas serve as complex social interaction spaces where teachers and students from diverse cultural backgrounds engage in the teaching and learning process. This study aims to explore in depth the dynamics of interaction between teachers and students in multicultural classrooms in border areas and how local contexts shape the pedagogical strategies employed by teachers. Using a qualitative approach with an intrinsic case study design, data were collected through participatory observation, in-depth interviews, and documentation in primary and secondary schools in North Kalimantan, East Nusa Tenggara, and Papua. The results of the study show that teachers’ cultural sensitivity strongly influences successful classroom interaction, their ability to adapt to linguistic diversity, and contextual communication strategies that incorporate local wisdom. Teachers who can build inclusive pedagogical relationships create learning spaces that not only support student participation but also strengthen their cultural identity. This study contributes to the development of locally grounded multicultural pedagogical approaches and provides practical implications for teacher training and educational policy in 3T areas. The conclusion of this study emphasizes the importance of contextual sensitivity and a humanistic approach in fostering equitable and inclusive educational interactions amid diversity.
Euroscience-Informed Instructional Design Exploring The Impact Of Cognitive Load Management On Stem Learning Outcomes Supratpi; Arintoko, Lasarus; Oenjoyo, Paulus
Education : Jurnal Sosial Humaniora dan Pendidikan Vol. 5 No. 3 (2025): November: Jurnal Sosial Humaniora dan Pendidikan
Publisher : Sekolah Tinggi Ilmu Ekonomi - Studi Ekonomi Modern

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51903/ejtdfm81

Abstract

This study explores the integration of neuroscience-informed instructional design in STEM education, emphasizing the role of cognitive load management in enhancing learning outcomes. Using a quasi-experimental pretest–posttest control group design, the research involved 60 high school students divided into experimental and control groups. The instructional design for the experimental group was developed based on Cognitive Load Theory and neuroscience principles such as chunking, dual coding, and attention-focused scaffolding. Data were collected through standardized tests, EEG headbands, and attention trackers to measure both cognitive performance and neurobiological responses. Results showed that students in the experimental group achieved significantly higher posttest scores, with an average improvement of 25 points compared to the control group (p < 0.05; large effect size). EEG data further indicated that the experimental group demonstrated higher and more consistent levels of cognitive focus throughout the learning sessions. These findings highlight the importance of aligning instructional strategies with brain-based principles to optimize STEM learning, particularly in cognitively demanding contexts. The study contributes a practical framework for neuroscience-informed pedagogy and provides empirical evidence of its effectiveness in reducing cognitive overload while improving student engagement.
Co-Authors Christiana, Titi Elviva, Starla Oenjoyo, Paulus Rosella, Janet Supratpi