ANALYSIS OF THE INCLUSION MODEL IN FOSTERING MULTICULTURAL VALUES AND ITS IMPLICATIONS FOR STRENGTHENING STUDENTS' DIVERSITY CHARACTER IN RELIGION-BASED ELEMENTARY SCHOOLS IN MEDAN

Melva Adelia Manurung; Surya Dharma; Wildansyah Lubis; Saragi Saragi; Sri Yunita; Winara Winara

doi:10.36526/sosioedukasi.v15i3.9216

Authors

Melva Adelia Manurung Universitas Negeri Medan
Surya Dharma State University of Medan, North Sumatra, Indonesia
Wildansyah Lubis State University of Medan, North Sumatra, Indonesia
Saragi Saragi State University of Medan, North Sumatra, Indonesia
Sri Yunita State University of Medan, North Sumatra, Indonesia
Winara Winara State University of Medan, North Sumatra, Indonesia

DOI:

https://doi.org/10.36526/sosioedukasi.v15i3.9216

Keywords:

Inclusion Model, Multicultural Values, Diversity Character

Abstract

Faith-based elementary schools in religiously diverse cities face the dual challenge of instilling religious values while cultivating openness to difference, yet studies specifically examining how an inclusion model is applied to build multicultural values across different religious school settings within a single city remain limited. This study analyzes the implementation of an inclusion model for fostering multicultural values and strengthening students' diversity character in faith-based elementary schools in Medan City. A qualitative multisite case study design was used at SD Muhammadiyah 36 Medan, SD Methodist 9 Medan, SD Antonius V Medan, and Bodhicitta School Medan, with principals, teachers, and students as the main participants and parents as supporting informants. Data were collected through in-depth interviews, participatory observation, documentation, and questionnaires, then analyzed using the interactive model of Miles, Huberman, and Saldaña, with trustworthiness established through source, technique, and time triangulation. Findings show that the inclusion model is applied through diversity-respecting school policies, integration of multicultural values into the curriculum, an inclusive school culture, teacher role modeling, and intracurricular, cocurricular, and extracurricular activities, and that this implementation is associated with stronger tolerance, empathy, cooperation, and peaceful conflict resolution among students. The study contributes a conceptual model of inclusion-based multicultural values development that positions principal leadership as the policy driver, teachers as facilitators of inclusive learning, school culture as the medium of value internalization, and stakeholder collaboration as the key factor in strengthening students' diversity character

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