The Role of Multicultural-Based Deep Learning in Character Building of Elementary School Students: A Literature Review

Nurul Fauziah (Universitas Alma Ata)
Aulia Az Zahra (Universitas Alma Ata)
Cindy Aisyah Lubis (Universitas Alma Ata)
Naufal Jabir (Universitas Alma Ata)
Rigo Rettob (Universitas Alma Ata)
Yusinta Dwi Ariyani (Universitas Alma Ata)
An-Nisa Apriani (Universitas Alma Ata)

Jurnal Pendidikan Karakter
Vol. 17 No. 2 (2026)

The implementation of a national curriculum directed toward the eight dimensions of the Graduate Profile requires elementary education to redesign its instructional practices. One possible response is the adoption of a Deep Learning approach. This review examines how multicultural-oriented deep learning contributes to character development among elementary students through three foundations: mindful learning, meaningful learning, and joyful learning. A library-based review was conducted by examining 20 relevant scholarly articles published from 2021 to 2026. The synthesis indicates that combining multicultural perspectives with deep learning can cultivate civic dispositions and cooperative abilities. Mindful learning encourages learners to become more sensitive to cultural distinctions. Meaningful learning enables diversity-related concepts to be associated with everyday social circumstances, while joyful learning introduces tolerance through engaging instructional experiences. Accordingly, multicultural-oriented deep learning may convert students’ understanding of diversity into observable conduct in elementary school settings.