MULTICULTURAL PEDAGOGICAL COMPETENCE IN ELEMENTARY ARTS EDUCATION: DIFFERENCES BY GENDER, CERTIFICATION STATUS, AND ACADEMIC QUALIFICATION

Zufriady Zufriady, Otang Kurniaman, Radini Radini, Beny Al Fajar, Intan Kartika Sari, Mifta Rizka, Fadhila Rahman

Abstract


This study examined the influence of gender, teacher certification, and academic qualification on multicultural pedagogical competence among elementary school teachers in arts education contexts. The research employed a quantitative comparative design using an ex post facto approach. The participants consisted of 150 elementary school teachers teaching Arts, Culture, and Crafts (SBdP), selected through proportionate stratified random sampling. Data were collected using a Likert-scale questionnaire measuring seven dimensions of multicultural pedagogy: Cultural Knowledge, Cultural Awareness, Attitudes and Reflection, Curriculum and Pedagogy, Values and Social Justice, Equitable Classroom Environment, and Culturally Responsive Pedagogy. Instrument validity was tested using Aiken’s V and Pearson Product Moment correlation, while reliability was assessed using Cronbach’s Alpha. Data were analyzed using descriptive statistics, independent sample t-tests, Mann–Whitney U tests, and One-Way ANOVA. The findings revealed that female teachers, certified teachers, and teachers with postgraduate qualifications (S2) demonstrated significantly higher multicultural pedagogical competence across most indicators. However, no significant differences were found in the Equitable Classroom Environment dimension based on gender and certification status. The study highlights the importance of professional development, certification programs, and higher educational attainment in strengthening culturally responsive teaching practices in elementary arts education.


Keywords


Multicultural Pedagogy; Elementary Education; Arts Education.

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DOI: http://dx.doi.org/10.32934/jmie.v10i2.956

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