R. Rodiyana, M.B.E. Siswanto, A. Yanto, R.S. Anam
The problem and the aim of the study. Multicultural education plays a crucial role in fostering tolerance and appreciation for diversity among prospective elementary school teachers. This study aims to develop a multicultural education model based on the Value Inquiry approach to enhance the multicultural attitudes of pre-service elementary school teachers. The proposed model is designed to help students identify, reflect upon, and evaluate multicultural values encountered in daily life and integrate these values into classroom teaching practices. Research methods. This study employed a Research and Development (R&D) design over a five-year period to develop a multicultural education model based on the Value Inquiry approach. A total of 80 prospective elementary school teachers from State University of Surabaya and Majalengka University participated in the trial. Quantitative data were collected through questionnaires measuring empathy, tolerance, and cultural sensitivity, and were analyzed using paired t-tests to assess differences before and after the intervention. In addition, qualitative data were obtained from observations, interviews, and Focus Group Discussions (FGDs), and were thematically coded to capture participants' experiences and feedback. Results. Findings indicate that the implementation of the Value Inquiry model significantly improved the multicultural attitudes of pre-service elementary school teachers. The highest score was obtained in tolerance (M = 4.18), followed by empathy (M = 4.12) and cultural sensitivity (M = 4.05), with all domains showing significant improvements compared to the pre-treatment phase (p < 0.01). Participants reported that the model helped them become more open to differences and better able to reflect multicultural values in their lesson planning. However, challenges remained regarding limited course time and difficulties in connecting multicultural values to contextual case studies. Qualitative data from observations, interviews, and FGDs confirmed that students became more critical and collaborative in discussing diversity issues, developed inclusive mindsets, and enhanced ethical awareness in social interactions. Revisions to the model, based on feedback from lecturers and students, resulted in improvements such as a more systematic reflection guide, more proportional time allocation, and the integration of local case studies to strengthen the relevance and application of multicultural values in practice. Conclusion. This study successfully developed and evaluated a multicultural education model based on Value Inquiry that effectively enhances cultural sensitivity, tolerance, and empathy among prospective teachers. The integration of inquiry-based learning, reflection, and collaborative problem-solving enabled pre-service teachers to engage deeply with diversity issues and develop inclusive thinking. The model is recommended for broader adoption in teacher education programs, supported by instructor training, implementation guidelines, and further evaluation to assess its long-term impact. © Roni Rodiyana, M. Bambang Edi Siswanto, Ari Yanto, Rif'at Shafwatul Anam, 2026 The author's declared no conflicts of interest
Primary School Teacher Education Study Program Faculty of Education, State University of Surabaya, Indonesia; Elementary School Teacher Education Study Program Faculty of Education, State University of Surabaya, Indonesia; Professional Teacher Education (PPG), Program Majalengka University, Indonesia; Department of Primary Teacher Education Faculty of Education, Open University, United Kingdom
