<![CDATA[This study developed a multicultural education-based assessment instrument for fourth-grade Indonesian language learning that integrates reading-comprehension assessment with indicators of tolerance, empathy, cooperation, and cultural appreciation. A research and development design adapted from Gall et al. was implemented in eight stages: needs analysis, information gathering, product design, expert validation, revision, limited trial, product refinement, and field implementation. The study involved three experts, five Grade IV teachers, and 108 students across the development stages; the final implementation and student response testing involved 77 students from three elementary schools in Semarang. The final product consists of an assessment blueprint, reading-comprehension tasks, and a multicultural attitude rubric. Expert validation yielded an overall mean of 92%, indicating high validity. Teacher practicality testing reached 96%, indicating that the instrument was feasible and easy to use. Student responses yielded a mean score of 92.3%, interpreted as high acceptability and perceived usefulness rather than evidence of causal learning gains. The instrument provides teachers with a curriculum-aligned assessment tool for linking Indonesian language learning with multicultural character development, while further comparative and longitudinal testing is recommended.]]>
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