The Influence of Social Studies Learning on the Internalization of Accommodative Multicultural Values among Junior High School Students

Abstract

This study aims to examine how Social Sciences (IPS) learning influences the internalization of accommodative multicultural values among junior high school (SMP) students. The research is grounded in the recognition that multicultural education plays a crucial role in shaping students’ attitudes of tolerance and respect for cultural diversity, particularly in communities with heterogeneous social backgrounds. Using a quantitative approach with the Structural Equation Modelling–Partial Least Squares (SEM-PLS) method, this study surveyed 360 students from several junior high schools in Ternate City, North Maluku Province. The research findings indicate that students' perceptions of multicultural education have a significant relationship with the formation of an inclusive and harmonious school environment; students with positive perceptions of multicultural education tend to be more tolerant and appreciate diversity, thereby creating a more peaceful and supportive environment. These positive perceptions foster the internalization of key multicultural values, including respect for differences, tolerance, and social empathy. Moreover, students’ understanding of multicultural concepts directly shapes the way these values are reflected in their daily behavior. These findings emphasize the relevance of the constructivist approach in education, which highlights the importance of concrete and contextual learning experiences in fostering both cognitive growth and affective development among students. This study recommends strengthening teachers’ capacity through multicultural education training, updating the Social Studies curriculum to be more responsive to issues of diversity, and developing an evaluation system that encourages teachers to embrace inclusive and transformative teaching practices.