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Tamrin Fathoni
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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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Transforming Diversity into Inclusion: A Multicultural Education Framework for United States Higher Education Osman Öztaşkan
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.v3i02.1419

Abstract

Higher education institutions in the United States are experiencing increasing cultural, ethnic, linguistic, and socioeconomic diversity as a result of globalization, migration, and expanding educational access. While diversity has become a defining characteristic of American higher education, transforming diversity into meaningful inclusion remains a significant challenge. This study examines the role of multicultural education in fostering inclusive learning environments and promoting equitable participation within United States higher education institutions. Using a systematic literature review approach, the study synthesizes contemporary research on multicultural education, diversity, inclusion, intercultural competence, and higher education equity. The findings indicate that multicultural education contributes to inclusive campus cultures by promoting cultural awareness, reducing discrimination, strengthening intercultural competence, and supporting student engagement across diverse populations. Furthermore, the study proposes a conceptual framework that explains how multicultural educational practices facilitate the transition from demographic diversity to institutional inclusion through the mediating processes of intercultural engagement and inclusive participation. The findings provide theoretical and practical insights for policymakers, educational leaders, and faculty members seeking to develop inclusive and socially responsive higher education environments.
Pembelajaran Sains Berbasis Proyek Melalui Eksperimen Bubble Sabun Bertema Belalai Gajah dalam Menstimulasi Rasa Ingin Tahu Anak Usia Dini (studi kasus di TK Al Qodar) Atik wahidatul Hasanah
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

Abstract

Curiosity is one of the fundamental dispositions that supports children's cognitive development and scientific thinking during early childhood. However, science learning in many early childhood education settings remains dominated by teacher-centered activities, limiting opportunities for children to explore, investigate, and construct knowledge through direct experience. This study aims to describe the implementation of project-based science learning through the Elephant Trunk Soap Bubble Experiment in stimulating young children's curiosity at TK Al Qodar. The study employed a qualitative approach using a case study design. Research participants consisted of the principal, classroom teachers, and children who participated in the learning project. Data were collected through participant observation, semi-structured interviews, and documentation, then analyzed using the interactive model of Miles, Huberman, and Saldaña, including data condensation, data display, and conclusion drawing. Data credibility was ensured through source triangulation, technique triangulation, member checking, and prolonged engagement. The findings indicate that project-based science learning creates meaningful learning experiences that encourage children to actively ask questions, observe scientific phenomena, test various ideas, collaborate with peers, and communicate their findings during the learning process. The integration of storytelling, imaginative play, and contextual experimentation through the elephant trunk theme increased children's engagement, sustained attention, and willingness to repeat investigations, reflecting the emergence of scientific curiosity. The findings also demonstrate that teachers' roles as facilitators and the provision of authentic exploration opportunities significantly support children's cognitive engagement and inquiry behaviors. This study concludes that project-based science learning through the Elephant Trunk Soap Bubble Experiment effectively stimulates curiosity by integrating play, scientific exploration, and collaborative learning into a meaningful educational experience. The study contributes to the development of constructivist-based science learning practices in early childhood education and provides practical insights for designing innovative, child-centered science activities.

Page 4 of 4 | Total Record : 32

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