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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 35 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.
Nilai-Nilai Pendidikan dalam Al-Qur'an, Surah Ash-Shaffat, Ayat 102-107 Muhammad Zuhri Al Furqon; Mukh Nursikin
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.v3i02.1017

Abstract

The rapidly growing modern era has had an impact on character education values, which are undergoing complex changes and challenges. Therefore, studies on character education continue to attract attention, especially those based on Surah Ash-Shaffat verses 102–107, which examine character education from the story of Prophet Ibrahim AS. The objectives of this study are 1) to examine the values of character education in Surah Ash-Shaffat verses 102-107, 2) to determine the relevance of character education according to the Qur'an, Surah Ash-Shaffat verses 102-107. This study is a library research with a qualitative research approach. The methods used in this study are documentation and content analysis. The process includes the reduction of relevant data, followed by data description (systematic collection and review) to obtain the information needed to solve the research problem. This study found that 1) The values of character education in Surah Ash Shaffat verses 102-107 are: forming individuals with noble character, obeying His commands and avoiding His prohibitions, and a child's religious nature towards Allah and his father makes the trials given by Allah easier. 2) The relevance of Surah Ash Shaffat verses 102-107 is that it teaches us to always be mindful of Allah SWT, to always be patient when trials or calamities come, and to not feel burdened when practicing religious law.
Integrating Social Inclusion and Global Citizenship through Multicultural Education in New Zealand Olivia R. Mitchell
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.v3i01.1416

Abstract

Multicultural education has become increasingly important in contemporary societies characterized by cultural diversity, globalization, and social transformation. New Zealand, recognized for its multicultural population and commitment to inclusive education, provides a valuable context for examining the relationship between multicultural education, social inclusion, and global citizenship. This study explores how multicultural education contributes to fostering social inclusion and developing global citizenship among learners in New Zealand. Using a systematic literature review approach, the study synthesizes scholarly literature on multicultural education, inclusive education, intercultural competence, and global citizenship education. The findings indicate that multicultural education promotes social inclusion by encouraging respect for diversity, reducing prejudice, strengthening intercultural understanding, and creating equitable learning environments. Furthermore, multicultural education supports the development of global citizenship by enhancing cultural awareness, critical thinking, empathy, and civic responsibility. The study proposes a conceptual framework that integrates multicultural educational practices with social inclusion and global citizenship outcomes. The findings highlight the importance of inclusive educational policies and culturally responsive pedagogies in preparing students to participate effectively in increasingly interconnected and diverse societies.
Advancing Global Readiness through Intercultural Competence, Digital Literacy, and Multicultural Education in Japan Ayaka Nakamura
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.v3i01.1417

Abstract

In the era of globalization and digital transformation, educational systems are increasingly expected to prepare students with competencies that enable them to thrive in culturally diverse and technologically interconnected environments. Japan, as a nation actively promoting internationalization and digital innovation in education, faces growing demands to develop globally competent graduates capable of engaging effectively in multicultural contexts. This study explores the integration of intercultural competence, digital literacy, and multicultural education as key dimensions of global readiness among learners in Japan. Using a systematic literature review approach, the study synthesizes contemporary research on multicultural education, digital literacy, intercultural communication, and global competence. The findings indicate that multicultural education fosters cultural awareness and respect for diversity, while digital literacy enhances learners’ ability to access, evaluate, and utilize information in global digital environments. Intercultural competence serves as a mediating factor that transforms educational experiences into meaningful global engagement. The study proposes a conceptual framework that integrates these three dimensions to advance global readiness. The findings contribute to educational policy and practice by highlighting pathways for developing globally competent and culturally responsive learners.

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