Master's students’ perceptions of cultural diversity in junior high social studies textbooks

Intan Nur’ainiza Sitorus; Amika Wardana; Anik Widiastuti; Agustina Tri Wijayanti

doi:10.64014/jik.v22i3.128

Authors

Intan Nur’ainiza Sitorus Universitas Negeri Yogyakarta Author
Amika Wardana Universitas Negeri Yogyakarta Author
Anik Widiastuti Universitas Negeri Yogyakarta Author
Agustina Tri Wijayanti Universitas Negeri Yogyakarta Author

DOI:

https://doi.org/10.64014/jik.v22i3.128

Keywords:

cultural diversity, social studies education, student perception, textbook

Abstract

Indonesia’s cultural diversity demands fair and inclusive representation in educational materials, especially in junior high school Social Studies (IPS) textbooks. This study aims to examine the representation of cultural diversity in IPS textbooks and explore the perceptions of Social Studies Education master’s students, both those with and without teaching experience. Using a descriptive quantitative approach, data were collected through a structured questionnaire developed from relevant literature and validated by experts. The data were analyzed using a Likert scale and presented in percentages to identify students’ perception trends. The results show that IPS textbooks include narratives on cultural diversity, mainly related to religion and respect for differences. However, the students perceive that cultural representation remains uneven, particularly in terms of ethnicity, traditions, local languages, and regional perspectives. The textbooks tend to emphasize dominant cultures while underrepresenting minority ones. Multicultural values are mostly presented in general terms, lacking inclusive and detailed content. This highlights the need to enrich the narratives to better reflect the true diversity of Indonesian society.

Abstrak

Keberagaman budaya yang sangat kaya di Indonesia menuntut adanya representasi yang adil dan inklusif dalam materi pembelajaran, khususnya dalam buku teks Ilmu Pengetahuan Sosial (IPS) tingkat SMP. Penelitian ini bertujuan untuk menggali representasi keberagaman budaya dalam buku teks IPS serta menelaah persepsi mahasiswa magister Pendidikan IPS terhadap materi tersebut, baik yang telah mengajar maupun yang belum. Penelitian menggunakan pendekatan kuantitatif deskriptif dengan pengumpulan data melalui angket terstruktur yang disusun berdasarkan kajian literatur dan divalidasi oleh pakar untuk memastikan relevansi dan keterukuran butir pertanyaan. Teknik analisis data dilakukan menggunakan skala Likert, kemudian hasil diklasifikasikan dan dipersentasekan untuk mengetahui kecenderungan persepsi responden. Hasil penelitian menunjukkan bahwa buku teks IPS SMP telah memuat narasi keberagaman budaya, terutama terkait agama dan ajakan untuk menghargai perbedaan. Namun, menurut mahasiswa magister Pendidikan IPS, representasi keberagaman budaya dalam buku tersebut masih belum merata, khususnya dalam aspek etnis, adat, bahasa daerah, dan perspektif lokal. Buku cenderung menonjolkan budaya dominan dan kurang memberi ruang pada budaya minoritas. Nilai-nilai multikultural lebih banyak disampaikan dalam bentuk pernyataan umum, bukan dalam konten yang benar-benar inklusif, sehingga masih diperlukan perluasan dan pendalaman narasi agar dapat mencerminkan keberagaman sosial masyarakat Indonesia secara utuh.

Kata Kunci: buku teks; keberagaman budaya; pendidikan IPS; persepsi mahasiswa

References

Adam, H., & Harper, L. J. (2023). Gender equity in early childhood picture books: a cross-cultural study of frequently read picture books in early childhood classrooms in Australia and the United States. The Australian Educational Researcher, 50(2), 453-479.

Arfa, A. M., & Lasaiba, M. A. (2023). Paradigma pendidikan di Indonesia berbasis multi etnik (telaah entitas, strategi, model dan evaluasi pembelajaran. Jendela Pengetahuan, 16(1), 1-12.

Aryaningsih, M., Wardana, A., & Sheikh, K. S. (2024). Cooperation, mutual respect, and societal commitment: meanings of gotong-royong in indonesian social studies school-textbooks. International Journal of Social Learning (IJSL), 5(1), 59-72.

Boucher, F., & Maclure, J. (2018). Moving the debate forward: Interculturalism’s contribution to multiculturalism. Comparative migration studies, 6(1), 1-10.

Budirahayu, T., & Saud, M. (2021). Proposing an integrated multiculturalism learning system: A study from Indonesian schools. The Asia-Pacific Education Researcher, 30(2), 141-152.

Fatmawati, E. (2021). Strategies to grow a proud attitude towards Indonesian cultural diversity. Linguistics and Culture Review, 5(1), 810-820.

Giwangsa, S. F., Maftuh, B., Supriatna, M., & Ilfiandra, I. (2023). Implementation of peace-love character development in elementary schools. Inovasi Kurikulum, 20(2), 407-418.

Guberina, T. (2023). Cultivating inclusive learning environments: Incorporating diversity through culturally responsive pedagogy. Social Science Chronicle, 2(1), 1-14.

Gultom, M. M. M. B., Napitupulu, P. V. A., Sirait, P. A. B., Lubis, I. H., & Harahap, S. H. (2024). Peran buku teks dalam pembelajaran di sekolah menengah: Tinjauan literatur sistematis. Journal of Humanities Education Management Accounting and Transportation, 1(2), 507-513.

Hahn, H. P. (2023). On the changeful history of Franz Boas’s concept of cultural relativism. EAZ-Ethnographisch-Archaeologische Zeitschrift, 57(1), 1-12.

Harmi, H., Ramdhani, M. I., Amalia, S., Apriani, E., Syafryadin, S., Supardan, D., & Zarin, I. (2022). How great is the level of youth cultural sensitivity? A multicultural education from one ethnic in Indonesia. Education Research International, 2022(1), 1-9.

Imawan, Z. R. (2024). The shadow of Koentjaraningrat: Anthropology in Indonesia’s post-colonial. Jurnal Mengkaji Indonesia, 3(2), 330-360.

Kartika, R., & Suryadi, K. (2025). Nation and character building: Pergulatan ide nasionalisme, identitas dan kohesivitas masyarakat majemuk. Integralistik, 36(1), 1-14.

Khan, S. (2024). Cultural diversity and social cohesion: Perspectives from social science. Physical Education, Health and Social Sciences, 2(2), 40-48.

Khazni, N. K., Dewi, N. K., & Rosyidah, A. N. K. (2021). Identifikasi hambatan implementasi pembelajaran tematik pada guru kelas rendah di SDN 02 Mujur Lombok Tengah. Jurnal Ilmiah Pendas: Primary Education Journal, 2(1), 51-58.

Kholish, A., & Wafa, M. C. A. (2022). Pendidikan multikultural di pondok pesantren tradisional dan modern sebagai upaya menjaga negara kesatuan republik Indonesia (studi di pondok pesantren Asy Syamsuriyah Brebes). Jurnal Ilmu Pendidikan dan Sains Islam Interdisipliner, 1(1), 1-12.

Kurdi, M. S. (2023). Urgensitas pendidikan Islam bagi identitas budaya (analisis kritis posisi efektif pendidikan sebagai pilar evolusi nilai, norma, dan kesadaran beragama bagi generasi muda Muslim). Indonesian Journal of Religion Center, 1(3), 169-189.

Kurniawati, L. (2020) The implementation of diversity values in social studies through critical dialogue method betweens students and their parents. Social, Humanities, and Educational Studies (SHES): Conference Series, 3(2), 50-59.

Mariyono, D. (2024). Indonesian mosaic: The essential need for multicultural education. Quality Education for All, 1(1), 301-325.

Maulidiah, R. H., Nisa, K., Rahayu, S., Irma, C. N., & Fitrianti, E. (2023). Multicultural education values in the indonesian textbooks: A critical discourse analysis. Theory and Practice in Language Studies, 13(3), 624-635.

Naz, F., Saha, T., & Hyun, K. (2024). Transportation curriculum with culturally responsive teaching: Lessons learned from pre-service teachers and future transportation workforce. Transportation Research Record: Journal of the Transportation Research Board, 2678(4), 352-364.

Nurjanah, L., Handayani, S., & Gunawan, R. (2021). Konsep dasar ilmu pengetahuan sosial dalam dunia pendidikan. Chronologia, 3(2), 38-48.

Obielodan, O. O., Onojah, A. O., Onojah, A. A., Ibironke, E. S., & Alabi, E. O. (2022). Interactive effect of score levels on students’ performance in social studies. Inovasi Kurikulum, 19(1), 109-118.

Oliveirra, S. L. (2024). The role of cultural festivals in fostering social cohesion in multicultural societies in Brazil. Enigma in Cultural, 2(1), 90-102.

Pesonen, R. (2024). Representation of the Global South countries in the educational history books in Finland. Indicators, 5(2), 104-124.

Rasyidi, A. (2024). Pendidikan agama islam dan peningkatan keterampilan berpikir kritis sebagai pengembang pemahaman serta pengamalan ajaran Islam kehidupan sehari-hari. Islamic Education Review, 1(1), 1-21.

Ridwanulloh, M. U., Huda, R. P. R., Maslahah, H. M. A., & Surur, A. M. (2024). Implementasi strategi pendidikan multikultural berbasis kearifan lokal di sekolah dasar. JPK (Jurnal Pancasila dan Kewarganegaraan), 9(2), 93-102.

Rodriguez, A. J., Ciftci, A., Howell, K., Kokini, K., Wright, B., & Nikalje, A. (2022). Promoting equity, diversity and social justice through faculty-led transformative projects. Innovative Higher Education, 47(2), 201-222.

Rowan, L., Bourke, T., L’Estrange, L., Lunn Brownlee, J., Ryan, M., Walker, S., & Churchward, P. (2021). How does initial teacher education research frame the challenge of preparing future teachers for student diversity in schools? A systematic review of literature. Review of Educational Research, 91(1), 112-158.

Setyono, B., & Widodo, H. P. (2019). The representation of multicultural values in the Indonesian Ministry of Education and Culture-Endorsed EFL textbook: A critical discourse analysis. Intercultural Education, 30(4), 383-397.

Shiddiqi, M. H. A., Arthamena, V. D., Ayyubi, M., Manarisip, A. J., & Aznam, N. (2024). Systematic literature review: Analysis of misconception problems and diagnostic instruments for learning chemistry. Jurnal Penelitian Pendidikan IPA, 10(4), 168-179.

Soraya, S. Z., Harisatunisa, H., & Musyahid, M. (2023). Analisis implementasi microteaching dalam pengembangan keterampilan dasar mengajar calon guru IPS. Edukasi: Jurnal Pendidikan, 21(2), 331-344.

Strydom, W., Puren, K., & Drewes, E. (2024). Defining sustainable placemaking in spatial planning: lessons from a South African case study. Sustainability, 16(13), 1-24.

Sugiharyanto, T. W., Wulandari, T., & Wibowo, S. (2014). Persepsi mahasiswa pendidikan IPS terhadap mitigasi bencana gempa bumi. Jipsindo, 2(1), 161-182.

Suhardiyanto, A., Wijayanti, T., & Irawan, H. (2025). Exploring the concept of cultural divinity in supporting religious moderation in Indonesia. Jurnal Civics: Media Kajian Kewarganegaraan, 22(1), 58-74.

Widiastuti, A., Fahmi, M. M. I., & Widodo, S. F. A. (2025). Tanoker community: actors of social change in rural areas through a cultural approach for differentiated and equitable education in Ledokombo, Jember, East Java. The 8th International Conference on Education Innovation (ICEI), 1(1), 1382-1392.

Widiastuti, A., MR, M. I. F., Widodo, S. F. A., Ahmed, T., & Shahzeb, S. (2024). Integration of Pancasila and Islamic values in Indonesia’s futuristic education transformation: Multicultural analysis. Journal of Social Studies, 20(2), 133-144.

Zalli, E. (2024). Globalization and education: Exploring the exchange of ideas, values, and traditions in promoting cultural understanding and global citizenship. Interdisciplinary Journal of Research and Development, 11(1), 55-65.