Manado State University

Multicultural tensions and identity fragmentation in plural societies highlight the need for educational models that foster tolerance and social cohesion. This study examines how multicultural values are internalized in an Islamic secondary school through an integrated framework combining multicultural education, diversity-equity-inclusion (DEI), peace education, and Islamic pedagogy. A qualitative case study was conducted in a culturally diverse urban Islamic school in Indonesia. Data were collected through semi-structured interviews with teachers and school leaders, focus group discussions with students, classroom observations, and document analysis. Thematic analysis revealed three key mechanisms of value internalization: dialogic and value-oriented teaching practices, inclusive institutional policies that promote equity and participation, and relational student interactions characterized by empathy and cooperation. These mechanisms were underpinned by Islamic moral principles of moderation (wasathiyyah), justice (‘adl), and compassion (rahmah), which reinforced rather than conflicted with multicultural and peace-based values. The findings suggest that multicultural, inclusive, and peace-oriented education can be effectively integrated within Islamic schooling contexts when supported by coherent pedagogical, structural, and moral foundations. This study contributes an empirically grounded model of multicultural value internalization and offers practical implications for faith-based schools seeking to cultivate inclusive and peaceful learning environments.

Despite the growing global emphasis on differentiated instruction, empirical evidence regarding its implementation in primary school physical education within developing-country contexts remains limited. In Indonesia, differentiated instruction has been promoted through the Merdeka Curriculum; however, its practical implementation across diverse socio-cultural and geographical settings has not been comprehensively examined. This study investigates teachers’ understanding, instructional planning, implementation practices, and evaluation of differentiated instruction in Indonesian primary school physical education, while identifying the structural and contextual factors shaping its enactment. A sequential explanatory mixed-methods design was employed. Quantitative data were collected from 496 physical education teachers across seven Indonesian regions using a Likert-scale questionnaire analysed with SPSS version 25. The qualitative phase involved semi-structured interviews with 14 teachers selected through maximum variation sampling. Qualitative data were analysed thematically to enrich the interpretation of quantitative findings. The findings indicate that differentiated instruction remains unevenly implemented across regions. Approximately 41% of teachers demonstrated only moderate conceptual understanding, while 43% exhibited limited competence in differentiated lesson planning. Furthermore, 38% identified inadequate facilities and instructional resources as major barriers, and 78% reported that assessment practices remained only moderately adaptive. Qualitative findings further revealed pronounced regional disparities, limited professional development opportunities, uneven policy enactment, and restricted access to assessment tools. This study offers a novel contribution by extending Tomlinson’s differentiated instruction framework into the underexplored context of primary school physical education in a developing country characterised by significant socio-cultural and geographical diversity. The findings demonstrate that the effectiveness of differentiated instruction is strongly shaped by contextual realities, institutional support, and regional inequalities. The study highlights the need for context-responsive teacher education, differentiated assessment guidelines, and collaborative professional support systems to strengthen inclusive and adaptive pedagogical practices.

This research is motivated by the importance of teaching English literature that is not only oriented towards Western texts, but also able to integrate local wisdom as a learning resource relevant to students’ cultural identity. The Magiyan folktale from Minahasa is seen as having pedagogical potential because it contains narrative structures, cultural symbols, moral conflicts, and local values ​​such as obedience, forgiveness, divine justice, and cultural identity. The purpose of this study is to describe lecturers’ and students’ interpretations of the Magiyan folktale as a teaching material for English literature, identify the values ​​of local wisdom that emerge in the learning process, and formulate pedagogical strategies to recontextualize these values ​​to suit the needs of contemporary students. This study uses a qualitative approach with a descriptive-interpretive case study design. Data were obtained through semi-structured interviews with three lecturers and fifteen students, and supported by learning documents. Data were analyzed using reflective thematic analysis with reference to Alan Dundes’ folklore theory, Vladimir Propp’s folktale morphology, and culturally responsive pedagogy. The results show that Magiyan can increase student engagement, strengthen cultural identity awareness, and foster critical interpretation skills in English. However, learning requires support in the form of cultural context, a bilingual glossary, visual media, thematic discussions, and narrative structure mapping. In conclusion, Magiyan can be used as a local wisdom-based English literature teaching material that not only supports language competence but also develops students’ cultural literacy, ethical reflection, and critical thinking skills.

Fenomena pergaulan bebas menjadi salah satu persoalan sosial yang kerap dijumpai di kalangan peserta didik dan berpotensi menimbulkan berbagai dampak negatif terhadap perkembangan personal, sosial, maupun akademik mereka. Penelitian ini bertujuan untuk mengkaji strategi yang diterapkan oleh guru Bimbingan dan Konseling (BK) dalam menangani pergaulan bebas pada peserta didik di SMK Negeri 1 Kotamobagu serta mengidentifikasi faktor-faktor yang mendukung dan menghambat implementasinya. Penelitian ini menerapkan pendekatan kualitatif dengan metode deskriptif. Subjek penelitian mencakup guru BK, wali kelas, kepala sekolah, serta siswa. Data dikumpulkan melalui observasi, wawancara, dan dokumentasi, kemudian dianalisis menggunakan teknik reduksi data, penyajian data, serta penarikan simpulan. Hasil penelitian mengindikasikan bahwa strategi guru BK dalam mengatasi pergaulan bebas dilaksanakan melalui tiga pendekatan, yaitu preventif, kuratif, dan kolaboratif. Pendekatan preventif diwujudkan melalui layanan bimbingan klasikal, kegiatan sosialisasi, serta program sekolah; pendekatan kuratif dilakukan melalui identifikasi permasalahan, konseling individual, dan pemantauan secara berkelanjutan; sementara pendekatan kolaboratif dilaksanakan melalui kerja sama dengan wali kelas, orang tua, dan pihak sekolah. Faktor pendukung mencakup terjalinnya kerja sama yang baik antarkomponen sekolah, sedangkan faktor penghambat meliputi pengaruh lingkungan pergaulan, media sosial, serta rendahnya tingkat kesadaran peserta didik. Temuan penelitian ini menegaskan pentingnya sinergi antara sekolah, keluarga, dan peserta didik dalam upaya mencegah serta mengatasi pergaulan bebas.

ABSTRACT The increasing use of gadgets among students and the varying conditions of the school environment are important factors that may influence students' academic achievement. Inappropriate use of gadgets and an unconducive school environment can hinder students' learning outcomes; therefore, these factors need to be examined empirically. This study aimed to analyze the effects of gadget use and the school environment on the learning outcomes of students at SMP Swadharna Mopugad. The study employed a quantitative approach using an ex post facto method. The sample consisted of 48 students. Data were collected through questionnaires and documentation and then analyzed using linear regression with the assistance of IBM SPSS Statistics version 27. The findings revealed that gadget use and the school environment had positive and significant effects on students' learning outcomes, both partially and simultaneously. These two variables contributed substantially to explaining the variation in students' learning outcomes, although other factors outside the scope of this study also played a role. These findings indicate that appropriate gadget use, supported by a conducive school environment, can help improve students' academic achievement. Practically, the results of this study may serve as a reference for schools, teachers, and parents in guiding students' use of gadgets wisely and in creating a supportive learning environment that enhances academic performance. ABSTRAK Perkembangan penggunaan gadget di kalangan siswa serta kondisi lingkungan sekolah yang beragam menjadi faktor penting yang dapat memengaruhi keberhasilan belajar peserta didik. Pemanfaatan gadget yang tidak terarah dan lingkungan sekolah yang kurang kondusif berpotensi menghambat pencapaian hasil belajar, sehingga kedua faktor tersebut perlu dikaji secara empiris. Penelitian ini bertujuan untuk menganalisis pengaruh penggunaan gadget dan lingkungan sekolah terhadap hasil belajar siswa di SMP Swadharna Mopugad. Penelitian menggunakan pendekatan kuantitatif dengan metode ex post facto. Sampel penelitian berjumlah 48 siswa. Data dikumpulkan melalui angket dan dokumentasi, kemudian dianalisis menggunakan regresi linear dengan bantuan IBM SPSS Statistics versi 27. Hasil penelitian menunjukkan bahwa penggunaan gadget dan lingkungan sekolah secara parsial maupun simultan berpengaruh positif dan signifikan terhadap hasil belajar siswa. Kedua variabel tersebut memberikan kontribusi yang cukup besar dalam menjelaskan variasi hasil belajar siswa, meskipun masih terdapat faktor lain di luar penelitian yang turut memengaruhinya. Temuan ini menunjukkan bahwa penggunaan gadget yang tepat dan didukung oleh lingkungan sekolah yang kondusif dapat membantu meningkatkan hasil belajar siswa. Secara praktis, hasil penelitian ini dapat menjadi bahan pertimbangan bagi sekolah, guru, dan orang tua dalam mengarahkan penggunaan gadget secara bijak serta menciptakan lingkungan belajar yang mendukung pencapaian akademik peserta didik.