Maulida, Huda (2025) Exploring The Actions of Pre-Service Teachers Towards Students’ Attitudes in Multi-Cultural Education. Skripsi, Tarbiyah dan Keguruan.
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ABSTRAK
The ease of education access today has led to the emergence of diversity that cannot be avoided. These differences exist in terms of diversity of backgrounds, gender, knowledge and abilities, social, cultural, economic contained within students in the classroom, which is then packaged under the name of Multi-Cultural Education. Teachers are expected to be able to guide and educate students properly in order to instill a positive culture and trigger exemplary behavior in students. As pointed out by Parekh, multicultural education aims to cultivating such capacities as mutual respect, intellectual curiosity, dialogue, self-criticism, and critical self knowledge in the students. Linked to the theory of universal pedagogical skills, teachers from various academic backgrounds still have the same essence in dealing with the phenomenon of multicultural education. This essence can then be applied to the process and strategy of teaching English (ELT). Thus, this study aims to explore how pre-service teachers respond to various student behaviors in multicultural education. This research uses a phenomenological research design. This research was done at four schools during PPL 2 with total 10 pre-service teachers as participants. In-depth interviews, qualitative questionnaires, and field observations were conducted to obtain data on the understanding, considerations, actions, and instructional methods used by pre-service teachers. The results showed that pre-service teachers’ knowledge of multicultural education is quite clear, pre service teachers fulfilling three of the five principles in the implementation of multicultural education proposed by James A. Banks. This evident from the use of approaches, such as: adapting teaching materials to the characteristics of each class in terms of learning styles and abilities, reflecting on previous learning, and designing learning activities that are unbiased towards any culture, background, or language. Furthermore, the best responses given by pre-service teachers to students’ deviant behavior were reprimanding, asking the students concerned to do something, motivating students, and creating interesting learning methods. Therefore, it is recommended that future research explore various actions of pre service teachers in multicultural education through lenses other than learning design, instruction, and handling deviant behavior
| Item Type: | Skripsi |
|---|---|
| Subjects: | L Education > L Education (General) |
| Divisions: | Fakultas Tarbiyah dan Keguruan > Tadris Bahasa Inggris |
| Depositing User: | Yoe Oden |
| Date Deposited: | 15 Dec 2025 01:36 |
| Last Modified: | 15 Dec 2025 01:36 |
| URI: | http://idr.uin-antasari.ac.id/id/eprint/30270 |
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