Abstract
Abstract This study analyses the differences in knowledge, attitudes and multicultural skills of primary school students divided into two learning models, namely a multicultural-based learning model and a student team achievement division (STAD). This study used a quasi-experiment with two control classes and two experimental classes which were determined through random sampling. Prior to being randomised, an equivalence test was carried out to ensure all classes were equal. The experiment used was a post-test-only control group design with multicultural knowledge test instruments, multicultural attitude inventories and observation guidelines of multicultural skills. The results show that the multicultural knowledge, attitudes and skills of students who took multicultural-based learning model syntax were better than students who took the STAD type of cooperative learning model. The mean score of multicultural knowledge, multicultural attitudes and multicultural skills were 25.60, 147.95 and 121.05, respectively. Meanwhile, students who took the STAD learning model showed the mean score of multicultural knowledge, multicultural attitudes and multicultural skills were 22.88, 128.08 and 114.27, respectively. The syntax of a local genius-based learning model is easier for teachers and students to understand the learning steps. This makes learning more challenging, fun, values-based and meaningful for students’ real lives. Keywords: Model syntax, multicultural, knowledge, attitude, skill.
Highlights
A learning process designed systematically using syntaxes of a learning model that is born from constructivist philosophy provides a positive impact on student learning progress. Budiarti (2017) found that the Jigsaw learning model increased student learning outcomes by 36.34%. Kristin (2016) found that the student team achievement division (STAD) type of cooperative learning model was more effective than the conventional model for improving social studies learning outcomes for grade 4 of primary school Duyungan 2, Sragen. Ardani, Putra and Kristiantari (2014) found that the analysis of the post-test results showed the mean score of the experimental group was 78.75, while the mean score of the control group was 65.51
The results show that the multicultural knowledge, attitudes and skills of students who took multicultural-based learning model syntax were better than students who took the STAD type of cooperative learning model
This meant that the mean score of the experimental group that was taught with the teams games tournament type of cooperative learning model assisted by question card media was greater than the control group taught using conventional learning
Summary
A learning process designed systematically using syntaxes of a learning model that is born from constructivist philosophy provides a positive impact on student learning progress. Budiarti (2017) found that the Jigsaw learning model increased student learning outcomes by 36.34%. Kristin (2016) found that the student team achievement division (STAD) type of cooperative learning model was more effective than the conventional model for improving social studies learning outcomes for grade 4 of primary school Duyungan 2, Sragen. Ardani, Putra and Kristiantari (2014) found that the analysis of the post-test results showed the mean score of the experimental group was 78.75, while the mean score of the control group was 65.51. Ardani, Putra and Kristiantari (2014) found that the analysis of the post-test results showed the mean score of the experimental group was 78.75, while the mean score of the control group was 65.51 This meant that the mean score of the experimental group that was taught with the teams games tournament type of cooperative learning model assisted by question card media was greater than the control group taught using conventional learning. Hendriana (2018) suggested that the problem-based learning model in class IV social studies learning at Bina Anak Muslim Singkawang Private Primary School showed a significant effect on increasing student learning outcomes with a mean score of 82.44. Kusuma (2017) found that the conflict resolution learning model was able to improve the social attitudes of Class V students at the primary school Colonel Cluster of I Gusti Ngurah Rai, North Denpasar
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