Developing a multicultural education-based assessment instrument for Indonesian language learning in fourth-grade elementary schools
DOI:
https://doi.org/10.33578/jpfkip.v15i3.607-622
Keywords:
assessment instrument, elementary school, Indonesian language learning, multicultural educationAbstract
This study developed a multicultural education-based assessment instrument for fourth-grade Indonesian language learning that integrates reading-comprehension assessment with indicators of tolerance, empathy, cooperation, and cultural appreciation. A research and development design adapted from Gall et al. was implemented in eight stages: needs analysis, information gathering, product design, expert validation, revision, limited trial, product refinement, and field implementation. The study involved three experts, five Grade IV teachers, and 108 students across the development stages; the final implementation and student response testing involved 77 students from three elementary schools in Semarang. The final product consists of an assessment blueprint, reading-comprehension tasks, and a multicultural attitude rubric. Expert validation yielded an overall mean of 92%, indicating high validity. Teacher practicality testing reached 96%, indicating that the instrument was feasible and easy to use. Student responses yielded a mean score of 92.3%, interpreted as high acceptability and perceived usefulness rather than evidence of causal learning gains. The instrument provides teachers with a curriculum-aligned assessment tool for linking Indonesian language learning with multicultural character development, while further comparative and longitudinal testing is recommended.
References
Abacioglu, C. S., Volman, M., & Fischer, A. H. (2020). Teachers' multicultural attitudes and perspective-taking abilities as factors in culturally responsive teaching. British Journal of Educational Psychology, 90(3), 736-752. https://doi.org/10.1111/bjep.12328 DOI: https://doi.org/10.1111/bjep.12328
Acquah, E. O., & Szelei, N. (2020). The potential of modeling culturally responsive teaching: Pre-service teachers' learning experiences. Teaching in Higher Education, 25(2), 157-173. https://doi.org/10.1080/13562517.2018.1547275 DOI: https://doi.org/10.1080/13562517.2018.1547275
Agustina, D. (2016). Analisis kepraktisan instrumen penilaian pembelajaran di sekolah dasar. Alfabeta.
Aiken, L. R. (1985). Three coefficients for analyzing the reliability and validity of ratings. Educational and Psychological Measurement, 45(1), 131-142. https://doi.org/10.1177/0013164485451012 DOI: https://doi.org/10.1177/0013164485451012
Al Alaleeli, S. (2022). Empowering female pre-service teachers through culturally responsive teaching: Shared and divergent views of Arab and expatriate teacher educators in the United Arab Emirates. Education 3-13, 50(5), 592-611. https://doi.org/10.1080/03004279.2021.1876133 DOI: https://doi.org/10.1080/03004279.2021.1876133
Alhanachi, S., de Meijer, L. A. L., & Severiens, S. E. (2021). Improving culturally responsive teaching through professional learning communities: A qualitative study in Dutch pre-vocational schools. International Journal of Educational Research, 105, Article 101698. https://doi.org/10.1016/j.ijer.2020.101698 DOI: https://doi.org/10.1016/j.ijer.2020.101698
Andrade, H. L., & Brookhart, S. M. (2020). Classroom assessment as the co-regulation of learning. Assessment in Education: Principles, Policy & Practice, 27(4), 350-372. https://doi.org/10.1080/0969594X.2019.1571992 DOI: https://doi.org/10.1080/0969594X.2019.1571992
Anggraini, T. A., & Ramadan, Z. H. (2023). Implementation of 21st-century learning in cultivating the value of global diversity at Elementary School 109, Pekanbaru. Primary: Jurnal Pendidikan Guru Sekolah Dasar, 12(5), 1395-1406. https://doi.org/10.33578/jpfkip.v12i5.9921 DOI: https://doi.org/10.33578/jpfkip.v12i5.9921
Aronson, B., & Laughter, J. (2016). The theory and practice of culturally relevant education: A synthesis of research across content areas. Review of Educational Research, 86(1), 163-206. https://doi.org/10.3102/0034654315582066 DOI: https://doi.org/10.3102/0034654315582066
Banks, J. A. (2020). Multicultural education: Issues and perspectives (10th ed.). Wiley.
Bonner, P. J., Warren, S. R., & Jiang, Y. H. (2018). Voices from urban classrooms: Teachers' perceptions on instructing diverse students and using culturally responsive teaching. Education and Urban Society, 50(8), 697-726. https://doi.org/10.1177/0013124517713820 DOI: https://doi.org/10.1177/0013124517713820
Brookhart, S. M. (2013). How to create and use rubrics for formative assessment and grading. ASCD. DOI: https://doi.org/10.4135/9781452218649.n15
Byrd, C. M. (2016). Does culturally relevant teaching work? An examination from student perspectives. SAGE Open, 6(3), 1-10. https://doi.org/10.1177/2158244016660744 DOI: https://doi.org/10.1177/2158244016660744
Chuang, H.-H., Shih, C.-L., & Cheng, M.-M. (2020). Teachers' perceptions of culturally responsive teaching in technology-supported learning environments. British Journal of Educational Technology, 51(6), 2442-2460. https://doi.org/10.1111/bjet.12921 DOI: https://doi.org/10.1111/bjet.12921
Civitillo, S., Juang, L., & Schachner, M. K. (2018). Challenging beliefs about cultural diversity in education: A synthesis and critical review of training with pre-service teachers. Educational Research Review, 24, 67-83. https://doi.org/10.1016/j.edurev.2018.01.003 DOI: https://doi.org/10.1016/j.edurev.2018.01.003
Copeland Solas, E., & Kamalodeen, V. (2022). Culturally relevant pedagogies (CRP) and culturally responsive teaching (CRT) in science education: Black success stories in Ontario. Canadian Journal of Science, Mathematics and Technology Education, 22(4), 796-817. https://doi.org/10.1007/s42330-022-00236-z DOI: https://doi.org/10.1007/s42330-022-00236-z
Cronbach, L. J. (1951). Coefficient alpha and the internal structure of tests. Psychometrika, 16(3), 297-334. https://doi.org/10.1007/BF02310555 DOI: https://doi.org/10.1007/BF02310555
Ebel, R. L., & Frisbie, D. A. (1991). Essentials of educational measurement (5th ed.). Prentice Hall.
Gall, M. D., Gall, J. P., & Borg, W. R. (2003). Educational research: An introduction (7th ed.). Allyn & Bacon.
Gay, G. (2018). Culturally responsive teaching: Theory, research, and practice (3rd ed.). Teachers College Press.
Guan, T., Luo, N., & Matsunobu, K. (2023). Nurturing student ethnic identity through culturally responsive music teaching in China. International Journal of Music Education, 41(4), 598-615. https://doi.org/10.1177/02557614221132550 DOI: https://doi.org/10.1177/02557614221132550
Guslinda, Munjiatun, Sari, I. K., & Alifarani, A. (2025). Development of teaching materials based on Melayu culture IPAS learning in elementary schools. Jurnal PAJAR (Pendidikan dan Pengajaran), 9(2), 10116. https://doi.org/10.33578/pjr.v9i2.10116 DOI: https://doi.org/10.33578/pjr.v9i2.10116
Hammond, Z. (2015). Culturally responsive teaching and the brain: Promoting authentic engagement and rigor among culturally and linguistically diverse students. Corwin.
Hu, X., Xu, Z., Neshyba, M., Geng, Z., & Turner, R. (2021). A multi-dimensional model: Implications for preparing pre-service teachers for culturally responsive teaching. Asia-Pacific Journal of Teacher Education, 49(3), 282-299. https://doi.org/10.1080/1359866X.2020.1753169 DOI: https://doi.org/10.1080/1359866X.2020.1753169
Hulkin, M., & Shaleh. (2024). Character-based affective assessment concept in modern elementary school learning. Jurnal PAJAR (Pendidikan dan Pengajaran), 8(6), 9805. https://doi.org/10.33578/pjr.v8i6.9805
Ialuna, F., Civitillo, S., & Jugert, P. (2024). Culturally responsive teaching, teacher-student relationship, and school belongingness: A multi-informant study in ethnically diverse classrooms. Learning, Culture and Social Interaction, 47, Article 100839. https://doi.org/10.1016/j.lcsi.2024.100839 DOI: https://doi.org/10.1016/j.lcsi.2024.100839
Ialuna, F., Civitillo, S., Schachner, M. K., & Jugert, P. (2025). Culturally responsive teaching self-efficacy and cultural diversity climate are positively associated with the academic and psychological adjustment of immigrant and nonimmigrant students. Cultural Diversity and Ethnic Minority Psychology, 31(4), 683-698. https://doi.org/10.1037/cdp0000697 DOI: https://doi.org/10.1037/cdp0000697
Kehl, J., Krachum Ott, P., Schachner, M., & Civitillo, S. (2024). Culturally responsive teaching in question: A multiple case study examining the complexity and interplay of teacher practices, beliefs, and microaggressions in Germany. Teaching and Teacher Education, 152, Article 104772. https://doi.org/10.1016/j.tate.2024.104772 DOI: https://doi.org/10.1016/j.tate.2024.104772
Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi. (2024). Panduan pembelajaran dan asesmen: Pendidikan anak usia dini, pendidikan dasar, dan pendidikan menengah (Edisi revisi tahun 2024). Badan Standar, Kurikulum, dan Asesmen Pendidikan. https://pskp.kemendikdasmen.go.id/file/download/1751862432_file.pdf
Kong, D., Zou, M., & Chen, J. (2022). English as a foreign language teacher engagement with culturally responsive teaching in rural schools: Insights from China. Frontiers in Psychology, 13, Article 990363. https://doi.org/10.3389/fpsyg.2022.990363 DOI: https://doi.org/10.3389/fpsyg.2022.990363
Kurniaman, O., Hadriana, Islami, N., Putra, Z. H., Radini, & Al Fajar, B. (2025). Trends in learning and assessment in Indonesian elementary schools: Opportunities and challenges. Primary: Jurnal Pendidikan Guru Sekolah Dasar, 14(3), 374-388. https://doi.org/10.33578/jpfkip.v14i3.p374-388 DOI: https://doi.org/10.33578/jpfkip.v14i3.p374-388
Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American Educational Research Journal, 32(3), 465-491. https://doi.org/10.3102/00028312032003465 DOI: https://doi.org/10.3102/00028312032003465
Lawson, T. K., Knox, J., Romero, E., Molina Palacios, A., & Fallon, L. M. (2024). Check yourself! Exploring current culturally responsive teaching assessment measures. Psychology in the Schools, 61(6), 2649-2667. https://doi.org/10.1002/pits.23189 DOI: https://doi.org/10.1002/pits.23189
Lipnevich, A. A., & Panadero, E. (2021). A review of feedback models and theories: Descriptions, definitions, and conclusions. Frontiers in Education, 6, Article 720195. https://doi.org/10.3389/feduc.2021.720195 DOI: https://doi.org/10.3389/feduc.2021.720195
Meihami, H. (2023). Culturally responsive teaching in TEFL programs: Exploring EFL teachers' experiences. English Teaching & Learning, 47(1), 119-144. https://doi.org/10.1007/s42321-022-00108-7 DOI: https://doi.org/10.1007/s42321-022-00108-7
Min, M., Lee, H., Hodge, C., & Croxton, N. (2022). What empowers teachers to become social justice-oriented change agents? Influential factors on teacher agency toward culturally responsive teaching. Education and Urban Society, 54(5), 560-584. https://doi.org/10.1177/00131245211027511 DOI: https://doi.org/10.1177/00131245211027511
Muhajang, T., Sukmanasa, E., Budiana, S., & Gani, R. A. (2025). Developing a differentiated assessment model for teaching at the Right Level: Improving the quality of inclusive teaching in elementary school. Jurnal PAJAR (Pendidikan dan Pengajaran), 9(3), 115. https://doi.org/10.33578/pjr.v9i3.115
Nainggolan, M. (2025). Integrating Toba Batak culture in elementary school learning: An effort to strengthen the local identity of the nation's children. Primary: Jurnal Pendidikan Guru Sekolah Dasar, 14(5), 812-825. https://doi.org/10.33578/jpfkip.v14i5.p812-825 DOI: https://doi.org/10.33578/jpfkip.v14i5.p812-825
Nguyen, C. D., & Huynh, T.-N. (2023). Teacher agency in culturally responsive teaching: Learning to teach ethnic minority students in the Central Highlands of Vietnam. Educational Review, 75(4), 719-743. https://doi.org/10.1080/00131911.2021.1974346 DOI: https://doi.org/10.1080/00131911.2021.1974346
Nora, Y., Jamaris, & Marsidin, S. (2023). The validity of character value social science learning media for fifth-grade elementary students. Primary: Jurnal Pendidikan Guru Sekolah Dasar, 12(3), 818-828. https://doi.org/10.33578/jpfkip.v12i3.9904 DOI: https://doi.org/10.33578/jpfkip.v12i3.9904
Nuraida, Setiawan, D., & Yusnadi. (2025). Development of interactive learning media based on Smart App Creator on the material of building self-identity in diversity to improve the learning outcomes of fourth-grade elementary school students. Jurnal PAJAR (Pendidikan dan Pengajaran), 9(6), 354. https://doi.org/10.33578/pjr.v9i6.354
Nurhaliza, F., Putra, Z. H., Hermita, N., & Deprizon. (2026). 21st-century character learning: The role of media and technology in primary schools during the transition period. Jurnal PAJAR (Pendidikan dan Pengajaran), 10(1), 388. https://doi.org/10.33578/pjr.v10i1.388 DOI: https://doi.org/10.33578/pjr.v10i1.388
Panadero, E., Andrade, H., & Brookhart, S. M. (2018). Fusing self-regulated learning and formative assessment: A roadmap of where we are, how we got here, and where we are going. The Australian Educational Researcher, 45(1), 13-31. https://doi.org/10.1007/s13384-018-0258-y DOI: https://doi.org/10.1007/s13384-018-0258-y
Paris, D., & Alim, H. S. (Eds.). (2017). Culturally sustaining pedagogies: Teaching and learning for justice in a changing world. Teachers College Press.
Purnamasari, I., Prasetyo, S. A., Rofian, & Cholifah, N. (2025). Collaborative project model based on a culturally responsive teaching approach to strengthening social awareness. Primary: Jurnal Pendidikan Guru Sekolah Dasar, 14(4), 539-553. https://doi.org/10.33578/jpfkip.v14i4.p539-553 DOI: https://doi.org/10.33578/jpfkip.v14i4.p539-553
Putra, E. D., Maftuh, B., & Supriatna, M. (2024). Cultivating elok budi character value in elementary school. Primary: Jurnal Pendidikan Guru Sekolah Dasar, 13(6), 234-241. https://doi.org/10.33578/jpfkip-v13i6.p234-241 DOI: https://doi.org/10.33578/jpfkip-v13i6.p234-241
Ramadhan, S., Sumiharsono, R., Mardapi, D., & Prasetyo, Z. K. (2020). The quality of test instruments constructed by teachers in Bima Regency, Indonesia: Document analysis. International Journal of Instruction, 13(2), 507-518. https://doi.org/10.29333/iji.2020.13235a DOI: https://doi.org/10.29333/iji.2020.13235a
Rofiqi, A., Suciptaningsih, O. A., & Mardhatillah. (2025). Global trends in culturally responsive teaching: A systematic literature review. Jurnal PAJAR (Pendidikan dan Pengajaran), 9(6), 342. https://doi.org/10.33578/pjr.v9i6.342
Sari, A. P., & Kumalasani, M. P. (2025). Integrating local culture into IPAS learning: A culturally responsive teaching approach in elementary school. Primary: Jurnal Pendidikan Guru Sekolah Dasar, 14(6), 941-956. https://doi.org/10.33578/jpfkip.v14i6.941-956 DOI: https://doi.org/10.33578/jpfkip.v14i6.941-956
Schachner, M. K., Noack, P., Van de Vijver, F. J. R., & Eckstein, K. (2016). Cultural diversity climate and psychological adjustment at school: Equality and inclusion versus cultural pluralism. Child Development, 87(4), 1175-1191. https://doi.org/10.1111/cdev.12536 DOI: https://doi.org/10.1111/cdev.12536
Shepard, L. A. (2000). The role of assessment in a learning culture. Educational Researcher, 29(7), 4-14. https://doi.org/10.3102/0013189X029007004 DOI: https://doi.org/10.3102/0013189X029007004
Smith, T., Avraamidou, L., & Adams, J. D. (2022). Culturally relevant/responsive and sustaining pedagogies in science education: Theoretical perspectives and curriculum implications. Cultural Studies of Science Education, 17, 637-660. https://doi.org/10.1007/s11422-021-10082-4 DOI: https://doi.org/10.1007/s11422-021-10082-4
Wibowo, S. A., Murtono, & Utaminingsih, S. (2021). The effectiveness of multicultural-based Indonesian teaching materials in improving critical thinking skills. Jurnal PAJAR (Pendidikan dan Pengajaran), 5(2), 8287. https://doi.org/10.33578/pjr.v5i2.8287 DOI: https://doi.org/10.33578/pjr.v5i2.8287
Zufriady, Al Fajar, B., Sari, I. K., Rizka, M., Rahman, F., Radini, Desmita, I., & Balqis, A. (2025). Development of multicultural instruments for elementary school teachers in arts, culture, and crafts learning: Instrument validation analysis. Jurnal PAJAR (Pendidikan dan Pengajaran), 9(5), 605-616. https://doi.org/10.33578/pjr.v9i5.318
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Ani Satul Inajati, Ngatmini, Asrofah (Author)
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Licence
Copyright @2017. This is an open-access article distributed under the terms of the Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License (http://creativecommons.org/licenses/by-nc-sa/4.0/) which permits unrestricted non-commercial used, distribution and reproduction in any medium
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
How to Cite
