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INDONESIA
Journal of Cultural Relativism (JCR)
Published by Edujavare Publishing
ISSN : *     EISSN : 30631483     DOI : -
Core Subject : Education,
Education
Journal of Cultural Relativism (JCR) E-ISSN 3063-1483 is a blind peer-reviewed journal published by Edujavare Publishing, Indonesia. This journal publishes research articles, conceptual articles, field study reports and book reviews on all scopes Education, Multiculturalism, Inclusive and equal education, Multicultural curriculum, Intercultural interaction in education, Multicultural pedagogy, The influence of globalization on education, Issues of cultural identity and belonging, The role of family and community in multicultural education, Action research in multicultural education (See Focus and Scope). This journal article is published four times a year; 2 issues per year (June and December). E-ISSN 3063-1483 The focus of research in the Journal of Cultural Relativism (JCR) is Education, Multiculturalism, Inclusive and equal education, Multicultural curriculum, Intercultural interaction in education, Multicultural pedagogy, The influence of globalization on education, Issues of cultural identity and belonging, The role of family and community in multicultural education, Action research in multicultural education
Arjuna Subject : Umum - Umum
Articles 32 Documents
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Model Pengembangan Instrumen Penilaian HOTS dalam Keterampilan Menulis Teks Deskripsi Fase D (SMP Kelas VIII) Tri Puji Setyawati; Kuntoro
Journal of Cultural Relativism (JCR) Vol. 3 No. 02 (2026): Journal of Cultural Relativism (JCR)
Publisher : CV Edujavare Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70610/jcr.v3i01.1069

Abstract

This research aimed to design and produce a Higher Order Thinking Skills (HOTS)-based assessment instrument for descriptive text writing skills for Phase D students (grade VIII of junior high school). This research was motivated by the need for authentic assessments that not only assess the final written product but also consider students' thinking processes, attitudes, and creativity during the writing process. The research and development method used included needs analysis, assessment instrument design, and conceptual validation. The instrument developed encompassed aspects of attitudes, knowledge, and skills, with a focus on higher-order cognitive abilities at levels C4 to C6. The results showed that the HOTS-based assessment instrument facilitated students' critical, reflective, and creative thinking in producing descriptive texts. Therefore, this instrument is expected to serve as an alternative assessment tool for teachers in conducting more meaningful learning evaluations that align with the learning outcomes of the Independent Curriculum.
Kelas Bilingual dan Reproduksi Identitas Kelas Menengah: Studi Pada SMP Berkurikulum Nasional Naura Rifa Salsabila; Muh. Hanif
Journal of Cultural Relativism (JCR) Vol. 3 No. 01 (2026): Journal of Cultural Relativism (JCR)
Publisher : CV Edujavare Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70610/jcr.v3i01.1375

Abstract

This article examines the implementation of bilingual classes in junior high schools (SMP) adopting the national curriculum (Kurikulum Merdeka) as a strategy for reproducing middle-class identity within local communities. Using a qualitative approach with an interpretive case study design at SMP SAMBAS in the Purbalingga region, this study investigates how educational institutions convert economic capital into cultural capital through bilingual education. The findings reveal three main mechanisms of social reproduction. First, the bilingual program functions as a means of accumulating cultural capital through different levels of bilingual learning intensity among student groups. Second, English operates as a form of symbolic capital that contributes to the construction of social hierarchies within the classroom. Third, alumni networks and institutional support provide an infrastructure that reinforces the reproduction of middle-class identity. The study concludes that bilingual programs within the framework of the national curriculum can reproduce class advantages and strengthen middle-class aspirations while maintaining the relevance of national education in the context of globalization. These findings contribute to the sociology of education by demonstrating how schools reproduce social differentiation through language-based educational programs.
Exploring the Role of Multicultural Education in Promoting Social Harmony in Malaysia Rusli Wan
Journal of Cultural Relativism (JCR) Vol. 2 No. 02 (2025): Journal of Cultural Relativism (JCR)
Publisher : CV Edujavare Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70610/jcr.v2i02.1420

Abstract

Malaysia is widely recognized as a multicultural nation characterized by ethnic, religious, linguistic, and cultural diversity. While this diversity contributes significantly to national identity and social development, it also presents challenges related to social cohesion, intercultural understanding, and national unity. Multicultural education has emerged as an important educational approach for promoting social harmony by fostering respect, tolerance, and positive interactions among diverse communities. This study explores the role of multicultural education in promoting social harmony in Malaysia through a systematic literature review of contemporary research and policy documents. The findings indicate that multicultural education contributes to social harmony by enhancing intercultural competence, reducing prejudice, strengthening social cohesion, and encouraging inclusive participation in educational settings. Furthermore, multicultural educational practices facilitate mutual understanding and collaborative relationships among students from different cultural backgrounds. The study proposes a conceptual framework illustrating how multicultural education promotes social harmony through intercultural engagement and inclusive citizenship development. The findings provide valuable insights for educators, policymakers, and educational institutions seeking to strengthen national unity and social cohesion in increasingly diverse societies.
The Impact of Multicultural Education on Intercultural Communication Skills among University Students Gunbay
Journal of Cultural Relativism (JCR) Vol. 2 No. 1 (2025): Journal of Cultural Relativism (JCR)
Publisher : CV Edujavare Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70610/jcr.v2i1.1421

Abstract

In an increasingly globalized world, intercultural communication skills have become essential competencies for university students who interact within culturally diverse academic, professional, and social environments. Higher education institutions are increasingly expected to prepare students for effective communication across cultural boundaries while fostering mutual understanding and cooperation. Multicultural education has emerged as an important educational approach for achieving these goals by promoting cultural awareness, empathy, respect, and intercultural competence. This study examines the impact of multicultural education on the development of intercultural communication skills among university students through a systematic literature review of contemporary scholarly research. The findings indicate that multicultural education significantly enhances students’ abilities to communicate effectively with individuals from diverse cultural backgrounds by strengthening cultural awareness, reducing stereotypes, improving empathy, and fostering openness toward diversity. Furthermore, multicultural educational experiences contribute to the development of inclusive attitudes and collaborative communication practices. The study proposes a conceptual framework illustrating how multicultural education influences intercultural communication through the mediating effects of cultural awareness and intercultural competence. The findings provide valuable implications for educators, policymakers, and higher education institutions seeking to strengthen students’ global communication capabilities.
Digital Citizenship and Multicultural Education in Contemporary Higher Education M. Neeharika
Journal of Cultural Relativism (JCR) Vol. 1 No. 01 (2024): Journal of Cultural Relativism (JCR)
Publisher : CV Edujavare Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70610/jcr.v1i01.1422

Abstract

The rapid expansion of digital technologies has transformed higher education by creating new opportunities for learning, communication, and global engagement. Simultaneously, increasing cultural diversity within universities has highlighted the importance of multicultural education and digital citizenship in preparing students for participation in interconnected societies. This study explores the relationship between digital citizenship and multicultural education in contemporary higher education through a systematic literature review. The findings indicate that multicultural education and digital citizenship are mutually reinforcing concepts that contribute to the development of responsible, ethical, inclusive, and culturally aware learners. Multicultural educational practices enhance students’ appreciation of diversity, while digital citizenship promotes responsible online behavior, critical digital literacy, and respectful engagement in virtual environments. The study further reveals that integrating digital citizenship with multicultural education strengthens intercultural communication, global awareness, social inclusion, and civic participation. A conceptual framework is proposed to explain how digital competence and multicultural awareness collectively contribute to inclusive digital engagement. The findings provide valuable implications for educators, policymakers, and higher education institutions seeking to prepare students for active participation in diverse and digitally connected societies.
Cultivating Respect for Diversity through Multicultural Education Shuwen Zhou
Journal of Cultural Relativism (JCR) Vol. 1 No. 01 (2024): Journal of Cultural Relativism (JCR)
Publisher : CV Edujavare Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70610/jcr.v1i01.1423

Abstract

In an era characterized by globalization, cultural mobility, and increasing social diversity, educational institutions play a crucial role in promoting respect for diversity and fostering inclusive societies. Multicultural education has emerged as an effective educational approach that encourages students to appreciate cultural differences, develop intercultural understanding, and engage in respectful interactions with individuals from diverse backgrounds. This study aims to explore the role of multicultural education in cultivating respect for diversity within educational settings. Using a qualitative systematic literature review approach, the study synthesizes contemporary theories and empirical findings related to multicultural education, cultural diversity, intercultural competence, and inclusive learning environments. Data were collected from peer-reviewed articles, books, and policy documents indexed in major academic databases published between 2015 and 2025. The findings indicate that multicultural education contributes significantly to enhancing cultural awareness, reducing prejudice, promoting empathy, and strengthening intercultural communication skills among students. Furthermore, inclusive curricula and culturally responsive pedagogical practices facilitate the development of positive attitudes toward diversity and social inclusion. The study also identifies several challenges, including cultural stereotypes, unequal representation of minority perspectives, and institutional barriers that may hinder the effectiveness of multicultural education. The research proposes that educational institutions adopt comprehensive multicultural strategies that integrate inclusive curricula, intercultural learning experiences, and diversity-oriented policies to cultivate respect for diversity. The findings provide valuable insights for educators, policymakers, and researchers seeking to strengthen inclusive education and social harmony in increasingly multicultural societies.
Enhancing Social Cohesion through Multicultural Education in Chinese Higher Education Qi Lou
Journal of Cultural Relativism (JCR) Vol. 1 No. 02 (2024): Journal of Cultural Relativism (JCR)
Publisher : CV Edujavare Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70610/jcr.v1i02.1424

Abstract

Social cohesion has become a critical concern in contemporary societies characterized by increasing cultural diversity, globalization, and international mobility. In China, higher education institutions have experienced significant demographic transformations due to the growing presence of ethnic minority students, international students, and cross-cultural academic exchanges. These developments necessitate the implementation of multicultural education to foster mutual understanding, intercultural competence, and social harmony among students. This study aims to examine the role of multicultural education in enhancing social cohesion within Chinese higher education institutions. Employing a qualitative literature-based approach, the study synthesizes contemporary theories of multicultural education, social cohesion, intercultural communication, and inclusive educational practices. The findings indicate that multicultural education contributes significantly to reducing prejudice, promoting cultural awareness, strengthening intercultural interactions, and fostering a sense of belonging among diverse student populations. Furthermore, multicultural educational practices encourage students to develop empathy, respect for diversity, and collaborative problem-solving skills, which are essential for maintaining social cohesion in multicultural societies. The study also identifies several challenges, including curriculum limitations, unequal cultural representation, and institutional barriers that may hinder the effective implementation of multicultural education. The research proposes a conceptual framework integrating multicultural pedagogy, intercultural competence, and inclusive campus policies to strengthen social cohesion in Chinese higher education. The findings provide theoretical and practical implications for policymakers, educators, and university administrators seeking to cultivate inclusive and harmonious learning environments in an increasingly diverse educational landscape.
The Multicultural Education and National Unity in Malaysia’s Diverse Society Masruatus Saadah
Journal of Cultural Relativism (JCR) Vol. 1 No. 02 (2024): Journal of Cultural Relativism (JCR)
Publisher : CV Edujavare Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70610/jcr.v1i02.1425

Abstract

The multicultural character of Malaysian society has long been recognized as one of the nation's greatest strengths as well as one of its most significant challenges. Comprising diverse ethnic groups, including Malays, Chinese, Indians, and various indigenous communities, Malaysia requires educational strategies that promote social cohesion, mutual respect, and national integration. Multicultural education has emerged as a crucial approach for fostering understanding among different cultural groups while strengthening a shared sense of national identity. This study examines the role of multicultural education in promoting national unity within Malaysia’s diverse society through a comprehensive review of relevant literature and educational policies. The findings indicate that multicultural education contributes significantly to intercultural understanding, tolerance, social inclusion, and civic responsibility among students. Furthermore, educational initiatives that emphasize cultural diversity, shared national values, and intercultural dialogue help reduce prejudice and strengthen social harmony. The study concludes that multicultural education serves as a strategic instrument for sustaining national unity and preparing future generations to participate constructively in an increasingly diverse and globalized society.
Developing an Inclusive Learning Framework through Artificial Intelligence and Multicultural Education in Brazil L.M. Carvalho
Journal of Cultural Relativism (JCR) Vol. 2 No. 1 (2025): Journal of Cultural Relativism (JCR)
Publisher : CV Edujavare Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70610/jcr.v2i1.1415

Abstract

The rapid advancement of artificial intelligence (AI) has transformed educational systems worldwide, creating new opportunities for personalized learning, accessibility, and educational inclusion. Simultaneously, increasing cultural diversity requires educational institutions to adopt multicultural approaches that promote equity, intercultural understanding, and social inclusion. This study explores the integration of artificial intelligence and multicultural education in developing an inclusive learning framework for Brazil, a country characterized by significant cultural, ethnic, and linguistic diversity. Using a qualitative systematic literature review approach, the study synthesizes contemporary research on AI in education, multicultural education, inclusive learning, and cultural diversity. The findings indicate that AI technologies can enhance inclusive learning through personalized instruction, adaptive assessment, language support, and equitable access to educational resources. When combined with multicultural educational principles, AI can facilitate culturally responsive learning experiences that recognize and respect diverse student backgrounds. However, challenges related to algorithmic bias, digital inequality, and ethical concerns must be addressed to ensure equitable implementation. The study proposes an inclusive learning framework that integrates technological innovation with multicultural educational values to support educational equity and social inclusion in Brazil.
Multicultural Education and Social Resilience in Finland's Diverse Society Gunvor Hallström
Journal of Cultural Relativism (JCR) Vol. 3 No. 02 (2026): Journal of Cultural Relativism (JCR)
Publisher : CV Edujavare Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70610/jcr.v3i02.1418

Abstract

Multicultural education has become increasingly important in contemporary societies characterized by growing cultural diversity, migration, and globalization. Finland, traditionally perceived as a relatively homogeneous society, has experienced significant demographic changes that have transformed its educational and social landscape. This study examines the role of multicultural education in strengthening social resilience within Finland’s diverse society. Using a systematic literature review approach, the study synthesizes contemporary research on multicultural education, social resilience, intercultural competence, and inclusive education. The findings indicate that multicultural education contributes significantly to social resilience by promoting cultural understanding, social cohesion, inclusivity, and adaptive capacities among individuals and communities. Furthermore, multicultural educational practices encourage empathy, democratic participation, and intercultural dialogue, which are essential for addressing social challenges arising from increasing diversity. The study proposes a conceptual framework illustrating how multicultural education enhances social resilience through the development of intercultural competence and inclusive participation. The findings provide theoretical and practical insights for policymakers, educators, and institutions seeking to foster resilient and inclusive societies capable of adapting to social change while maintaining cohesion and collective well-being.

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