Main Article Content
Abstract
Penelitian ini bertujuan untuk membuktikan kelayakan adaptasi the Multicultural Competence Scale for Prospective Teachers ke dalam versi Indonesia. Responden adalah 102 mahasiswa program studi keguruan. Responden ditentukan dengan teknik convenience sampling. Pengumpulan data dilakukan secara online melalui google form. Secara keseluruhan terdapat empat analisis yang dilakukan dalam penelitian ini yaitu proses adaptasi, pembersihan data dan validasi data, uji atribut psikometri di tingkat item, dan uji psikometri di tingkat instrumen. Hasilnya, secara keseluruhan skala telah memenuhi unidimensi dalam kriteria istimewa dibuktikan dengan nilai Raw Variance sebesar 76,2%. Demikian juga, skala ini memiliki keandalan susunan item yang istimewa dibuktikan dengan nilai item reliability sebesar 0,99. Dengan demikian, skala ini layak digunakan untuk meninjau kompetensi multikultural mahasiswa pada program studi keguruan sebagai dasar penyusunan kerangka program pendidikan dan pelatihan kompetensi multikultural bagi mahasiswa calon guru.
Keywords
Article Details
References
- Akcaoğlu, M.Ö., & Arsal, Z. (2022). The effect of multicultural education on preservice teachers’ attitude and efficacy: Testing bank’s content integration dimension. Participatory Educational Research, 9(2), 343–357. doi.org/10.17275/per.22.44.9.2
- Akhtar, H., & Sumintono, B. (2023). A rasch analysis of the international personality item pool big five markers questionnaire : Is longer better? Primenjena Psihologija, 16(1),3–28. doi.org/10.19090/pp.v16i1.2401
- Alismail, H.A. (2016). Multicultural education: Teachers’ perceptions and preparation. Journal of Education and Practice, 7(11), 139–146.
- Altinsoy, E., Boyraz, S., & Çıtak, T. (2018). Multiculturalism : Are pre-service ELT teachers ready for it ? 1. Journal of Modern Science, 37(2), 307–318. doi.org/10.13166/jms/92514
- Antón-Solanas, I., Coelho, M., Huércanos-Esparza, I., Vanceulebroeck, V., Kalkan, I., Cordeiro, R., Kömürkü, N., Soares-Coelho, T., Hamam-Alcober, N., Dehaes, S., Casa-Nova, A., & Sagarra-Romero, L. (2020). The teaching and learning cultural competence in a multicultural environment (Ccmen) model. Nursing Reports, 10(2), 154–163. doi.org/10.3390/NURSREP10020019
- Al Arifin, A.H. (2013). Implementasi pendidikan multikulutral dalam praksis pendidikan di Indonesia. Jurnal Pembangunan Pendidikan: Fondasi dan Aplikasi, 1(1),72–82 doi.org/10.21831/jppfa.v1i1.1052
- Banks, J.A., & Banks, C.A.M. (2013). Multicultural education: Issues and perspective. Nucl. Phys., 13(1), 380.
- Barzanò, G., Cortiana, P., Jamison, I., Lissoni, M., Barzanò, G., Cortiana, P., Jamison, I., & Lissoni, M. (2017). New means and new meanings for multicultural education in a global – Italian context. Multicultural Education Review, 0031, 1–14. doi.org/10.1080/2005615X.2017.1346554
- Beaton, D.E., Bombardier, C., Guillemin, F., & Ferraz, M.B. (2000). Guidelines for the process of cross-cultural adaptation of self-report measures. SPINE, 25(24), 3186–3191. doi.org/10.1080/000163599428823
- Benediktsson, A.I. (2023). The place of multicultural education in legal acts concerning teacher education in Norway. Multicultural Education Review, 14(4), 228–242. doi.org/10.1080/2005615X.2023.2164972
- Bond, T.G., & Fox, C.M. (2015). Applying the Rasch Model fundamental measurement in the Human Sciences. (3rd ed.). Routledge.
- Boone, W.J., Staver, J.R., & Yale, M.S. (2014). Rasch Analysis in the Human Sciences. Springer. https://doi.org/10.1007/978-94-007-6857-4
- Chen, S., & Wong, K.Y. (2022). Assessment of preservice music teachers’ multicultural personality: Multicultural music education perspective. Frontiers in Psychology, 13(May), 1–11. https://doi.org/10.3389/fpsyg.2022.726209
- Cho, H. (2017). Navigating the meanings of social justice, teaching for social justice, and multicultural education. 19(2), 1–19.
- Cochran-smith, A.M. (2003). The multiple meanings of multicultural teacher education: A conceptual framework. Teacher Education Quarterly, 30(2), 7–26.
- Cohen, L., Manion, L., & Morrison, K. (2018). Research methods in education. (8th ed.). Routledge.
- Colbert, P.J. (2010). Developing a culturally responsive classroom collaborative of faculty, students, and institution. Contemporary Issues in Education Research, 3(9), 17–26.
- Constantine, M.G., & Sue, D.W. (2005). Strategies for building multicultural competence in mental health and educational settings (M.G. Constantine & D.W. Sue (eds.)). John Wiley & Sons. doi.org/10.1176/appi.ps.58.2.275
- D’Andrea, M., Daniels, J., & Noonan, M. J. (2003). New developments in the assessment of multicultural competence: The multicultural awareness-knowledge-skills survey--Teachers form. In Handbook of multicultural competencies: In counseling & psychology. (pp. 154–167). Sage Publications, Inc. doi.org/10.4135/9781452231693.n10
- Debbağ, M., & Fidan, M. (2020). Relationships between prospective teachers’ multicultural education attitudes and classroom management styles. International Journal of Progressive Education, 16(2), 111–122. doi.org/10.29329/ijpe.2020.241.8
- Doğru, M. S., & Demirbaş, İ. (2021). The relationship between perceptions of multicultural competence and democratic values: Examining science teachers working with international students. Journal of International Students, 11(1), 24–40. doi.org/10.32674/jis.v11i1.1356
- Dunn, A.H. (2017). Refusing to be co-opted : Revolutionary multicultural education amidst global neoliberalisation refusing to be co-opted : Revolutionary multicultural. Intercultural Education, 5986, 1–17. doi.org/10.1080/14675986.2017.1345275
- Dunn, A.H. (2017) Refusing to be co-opted: Revolutionary multicultural education amidst global neoliberalisation, Intercultural Education, 28(4), 356-372, doi.org/10.1080/14675986.2017.1345275
- Džalalova, A., & Raud, N. (2012). Multicultural competence and its development in students of teacher education curricula. Problems of Education in the 21st Century, 40(1), 65–74. doi.org/10.33225/pec/12.40.65
- Erdem, D. (2020). Multicultural competence scale for prospective teachers: Development, validation and measurement invariance. Eurasian Journal of Educational Research, 20(87), 1-28. doi.org/10.14689/ejer.2020.87.1
- Hamilton, M.J. (2016). Examining teacher multicultural competence in the classroom: Further validation of the multicultural teaching competency scale. LSU Master's Theses. 4433.
- He, Y., & Cooper, J.E. (2009). The ABCs for pre-service teacher cultural competency development. Teaching Education, 20(3), 305–322. doi.org/10.1080/10476210902943256
- Jayadi, K., Abduh, A., & Basri, M. (2022). Heliyon a meta-analysis of multicultural education paradigm in Indonesia. Heliyon, 8(1),1-5. doi.org/10.1016/j.heliyon.2022.e08828
- Karabatsos, G. (2003). Comparing the Aberrant Response Detection Performance of Thirty-Six Person-Fit Statistics. Applied Measurement in Education, 16(4), 277–298. doi.org/10.1207/S15324818AME1604_2
- Karkina, S., Singh, B., Batyrshina, G., & Nurgayanova, N. (2022). Creating multicultural opportunities in music teacher education: Sharing diversity through online competitions. Frontiers in Education, 7(April), 1–13. doi.org/10.3389/feduc.2022.816121
- Labiris, G., Fanariotis, M., Kastanioti, C., Alexias, G., Protopapas, A., Karampitsakos, T., & Niakas, D. (2015). Greek physicians ’ perceptions on generic drugs in the era of austerity. Scientifica, 2015, 1-9. doi.org/https://doi.org/10.1155/2015/251792
- Latif, Y. (2020). Pendidikan yang berkebudayaan: Histori, konsepsi, dan aktualisasi pendidikan transformatif. PT Gramedia Pustaka Utama.
- Lee S, Cha Y.K., Ham S.H. 2023. The global institutionalization of multicultural education as an academic discourse. Societies, 13(8),191. doi.org/10.3390/soc13080191
- Liu, F., Zhang, Z., Lin, B., Ping, Z., & Mei, Y. (2022). Assessing the psychometric properties of the Chinese return ‑ to ‑ work self ‑ efficacy questionnaire using Rasch model analysis. Health Qual Life Outcomes, 27(20). doi.org/10.1186/s12955-022-01929-7
- Liu, X. (2022). Comparing multicultural education in China and Finland : From policy to practice. Asian Ethnicity, 23(1), 165–185. doi.org/10.1080/14631369.2020.1760078
- Mappaenre, A., Ruswandi, U., Erihadiana, M., & Nuraini, Y. (2023). Multicultural education In Indonesia : Characteristics and urgency. Jurnal Ilmu Sosial Dan Pendidikan, 7(2), 874–886.
- doi.org/10.58258/jisip.v7i2.4574
- McAllister, G., & Irvine, J.J. (2000). Cross cultural competency and multicultural teacher education. Review of Educational Research, 70(1), 3–24. doi.org/10.2307/1170592
- Ningsih, I.W., Mayasari, A., & Ruswandi, U. (2022). Konsep pendidikan multikultural di Indonesia. EDUMASPUL Jurnal Pendidikan, 6(1), 1083–1091. doi.org/10.33487/edumaspul.v6i1.3391
- Nugraha, D., Ruswandi, U., & Erihadiana, M. (2020). Urgensi pendidikan multikultural di Indonesia. Jurnal Pendidikan PKN, Pancasila dan Kewarganegaraan, 1(2), 140–149.
- Nurcahyono, O.H. (2018). Pendidikan multikultural di Indonesia: Analisis sinkronis dan diakronis. Habitus: Jurnal Pendidikan, Sosiologi dan Antropologi, 2(1), 105–115. doi.org/10.20961/habitus.v2i1.20404
- Pieterse, A.L., Evans, S.A., Risner-Butner, A., Collins, N.M., & Mason, L.B. (2008). Multicultural competence and social justice training in counseling psychology and counselor education: A review and analysis of a sample of multicultural course syllabi. The Counseling Psychologist, 37(1), 93–115. doi.org/10.1177/0011000008319986
- Raihani, R. (2018). Education for multicultural citizens in Indonesia: Policies and practices. Compare, 48(6), 992–1009. doi.org/10.1080/03057925.2017.1399250
- Romijn, B.R., Slot, P.L., & Leseman, P.P.M. (2021). Increasing teachers ’ intercultural competences in teacher preparation programs and through professional development : A review. Teaching and Teacher Education, 98(21), 103236. doi.org/10.1016/j.tate.2020.103236
- Solehuddin, M., & Budiman, N. (2019). Multicultural competence of prospective preschool teachers in predominantly Muslim country. Cakrawala Pendidikan, 38(3), 438–451. doi.org/10.21831/cp.v38i3.25033
- Solehuddin, M., & Adriany, V. (2017). Kindergarten teachers’ understanding on social justice: Stories from Indonesia. SAGE Open, 7(4). doi.org/10.1177/2158244017739340
- Sousa, C., Gonçalves, G., Santos, J., & Orgambídez-Ramos, A. (2019). The relationship between multicultural competencies and intercultural contact: Multicultural personality and cultural intelligence. Psicologia e Sociedade, 31, 1–17. doi.org/10.1590/1807-0310/2019V31166867
- Spanierman, L.B., Oh, E., Heppner, P.P., Neville, H.A., Mobley, M., Wright, C.V., Dillon, F.R., & Navarro, R. (2010). The multicultural teaching competency scale: Development and initial validation. Urban Education, 46(3), 440–464. doi.org/10.1177/0042085910377442
- Sumintono, B., & Widhiarso, W. (2015). Aplikasi model Rasch untuk penelitian ilmu-ilmu sosial (revisi). Trim Komunikata.
- Suri, D., & Chandra, D. (2021). Teacher’s strategy for implementing multiculturalism education based on local cultural values and character building for early childhood education. Journal of Ethnic and Cultural Studies, 8(4), 271–285. doi.org/10.29333/ejecs/937
- Tilaar, H.A.R. (2005). Manifesto pendidikan nasional: Tinjauan dari perspektif postmodernisme dan studi kultural. Kompas.
- Vincent, S.K., & Torres, R.M. (2015). Multicultural competence: A case study of teachers and their student perceptions. Journal of Agricultural Education, 56(2), 64–75. doi.org/10.5032/jae.2015.02064
- Wang, W. (2022). Fostering teachers’ multicultural competence for chinese ethnic minority education: An analysis of teacher education programmes, syllabuses and teacher educator perceptions. Frontiers in Psychology, 13(February), 1–10. doi.org/10.3389/fpsyg.2022.810240
- Wing Sue, D., & Sue, D. (2008). Counseling the culturally diverse: Theory and practice. In Counseling the culturally diverse: Theory and practice (5th ed). John Wiley & Sons, Inc.
- Yanuarti, E., Purnama, D., & Hs, S. (2020). Analisis perbandingan pendidikan multikultural (Indonesia, Amerika, Kanada, Inggris). At-Ta’lim Media Informasi Pendidikan Islam, 19(1), 46–65.
- Yılmaz, F. (2016). Multiculturalism and multicultural education : A case study of teacher candidates ’ perceptions. Cogent Education, 9(1). doi.org/10.1080/2331186X.2016.1172394
- Yu, C.H. (2020). Objective measurement: How Rasch modeling can simplify and enhance your assessment. In Khine, M. (eds) Rasch Measurement. Springer, Singapore. doi.org/10.1007/978-981-15-1800-3_4
- Zamroni, Dwiningrum, S.I.A, Hope, J., Kartowagiran, B., Sudartinah, T., Siteine, A., & Yao, Z. (2021). Cross-cultural competence in multicultural education in Indonesian and New Zealand high schools. International Journal of Instruction, 14(3), 597–612. doi.org/10.29333/iji.2021.14335a
- Zilliacus, H., Holm, G., & Sahlström, F. (2017). Taking steps towards institutionalising multicultural education – The national curriculum of Finland. Multicultural Education Review, 0031, 1–18. doi.org/10.1080/2005615X.2017.1383810
- Zilliacus, H., Holm, G. & Sahlström, F. (2017) Taking steps towards institutionalising multicultural education – The national curriculum of Finland, Multicultural Education Review, 9(4), 231-248, DOI: 10.1080/2005615X.2017.1383810