Forming Multicultural Attitudes of Prospective Elementary School Teachers Through a Value Inquiry-Based Multicultural Education Model

Abstract

This study aims to describe the form of multicultural attitude of PGSD students of the State University of Surabaya through the application of the Multicultural Education Model based on Value Inquiry. This research uses the Classroom Action Research (PTK) approach which is carried out in two cycles. The research data was obtained from a multicultural attitude with data sources (subjects) of 40 PGSD UNESA students  in the Even Semester (IV) of the 2024/2025 Academic Year in the Elementary Social Studies Dimension Development course. The main instrument used was a multicultural attitude observation sheet. The data analysis used is descriptive, quantitative and qualitative, namely presenting numbers and then describing them. The results showed an increase in the average score from 14,575 (72,875%) in cycle I to 16,075 (80,375%) in cycle II. In addition, classical completeness also increased from 72.5% to 92.5%. All indicators experienced an increase in scores, with the highest indicators on the aspects of empathy and social justice. The conclusion of this study shows that the Multicultural Education Model based on Value Inquiry is  effective in shaping the multicultural attitude of PGSD Unesa  students as a whole, through a dialogical, reflective, and value-based learning process.