Developing a Learning Module with Multicultural Content: A Source of Learning in the Millennial Era

SIFA., RASNA, I Wayan., PUTRAYASA, Ida Bagus., ARTAWAN, Gde. Developing a Learning Module with Multicultural Content: A Source of Learning in
the Millennial Era

Developing a Learning Module with Multicultural Content: A Source of
Learning in the Millennial Era
Sifa1, I Wayan Rasna2, Ida Bagus Putrayasa3, Gde Artawan4
1,2,3,4
 Universitas Pendidikan Ganesha, Singaraja, Bali, Indonesia
Email: sifakaelani69@gmail.com

Abstract: Multi culture-based learning is learning that integrates multi culture in the learning materials and the
learning process. Integrating multi culture in learning activities makes students aware of the different culture around
them and increase students' appreciation towards other culture. This study aims to develop a multicultural-based
short training module for Indonesian language teachers. This research is a development research that refers to the
model of developing teaching materials with designs carried out in stages: analysis, design, development,
implementation and evaluation. The subjects of this study were Indonesian language teachers as experienced
practitioners in teaching Indonesian from different teaching places. The instruments used to measure the quality of the
developed modules include the expert questionnaire, and module trial tests. The expert questionnaire was used to
measure the validity of the module while the tryout of the module and multicultural attitude questionnaires were used
to see the effectiveness of the module. The results of the development research that have been carried out showed
that the short training module developed was categorized as an effective module and suitable to be used for the
training. This study implies that an effective and well-developed learning module should be continually designed to
improve the quality of learning process.

Keywords: Developing; Module; Multi Culture; Learning.

INTRODUCTION
 Education aims to make humans continue to grow as intelligent and virtuous humans. National education in
Indonesia functions to develop and shape the character and civilization of a dignified nation in the context of educating
the nation's life. The national education aimed at developing the potential of students, so that they become human
beings who have noble character, being healthy, knowledgeable, capable, creative, independent, and being a democratic
and responsible citizen (Hidayah & Prasetiya, 2019). Thus, the meaning implied in the goals of national education,
namely through education, is expected to manifest intellectual intelligence, spiritual intelligence, emotional intelligence,
social intelligence and kinesthetic intelligence (Islam et al., 2020). Therefore, the need of multi education is considered
to be very urgent to carry out at all education institutions. Furthermore, the concepts of multi culture education was
introduced in education system in Indonesia due to some phenomena of decreasing culture awareness happened
among young generations.
 Education in Indonesia nowadays is conducted based on a competency-based education and training
approach. The competency-based approach is used as a reference in curriculum development, development of
teaching materials, implementation of learning, and development of assessment procedures (Mantra et al., 2019).
Related to the development of teaching materials, currently the development of teaching materials in the form of
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modules is a very urgently needed. This is a consequence of the implementation of a competency-based education in all
education institutions. The competency approach requires the use of modules in the implementation of learning.
Modules can assist schools in realizing quality learning. The application of the module can condition learning activities

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SIFA., RASNA, I Wayan., PUTRAYASA, Ida Bagus., ARTAWAN, Gde. Developing a Learning Module with Multicultural Content: A Source of Learning in
the Millennial Era

to be more well-planned, independent, complete and with clear outputs. Given the importance learning modules to
improve the quality of the learning process and the development of multicultural education in Indonesia, therefore, the
development of learning modules that contain cultural elements is very necessary.
 Multicultural education is the idea of an educational reform movement and educational process whose main
goal is to change the structure of educational institutions so that both male and female students, students with special
needs, and students who are members of various racial, ethnic and cultural groups have equal opportunities (Abduh et
al., 2020) to achieve academic achievement in school. The implementation of multicultural education in educational
institutions must be further improved to provide sufficient knowledge about multi culture values for our life (Yuan,
2019). This happens because changes in social life are always changing according to the times marked by the era of
globalization. Efforts to overcome this problem lie in the paradigm of society that needs enlightenment. The role of
educational institutions is very vital because their function is to be the center of community control that should be
proactive as agents to develop the potential of students with high insight by prioritizing the essence of multiculturalism
and religious education (Khairutdinova & Lebedeva, 2016).
 The previous studies which have been conducted by other researchers were mainly concerning the concepts
of multicultural education and the implementation of multi culture education at schools (Choi & Lee, 2020; Perdana et
al., 2018; Acar-Ciftci, 2019; Putri & Nasiwan, 2020). In this study, therefore, the study was focused on developing the
training module for the Indonesian teachers who were taking short training conducted by education authority. The
teaching materials in the module were designed to enrich and broaden teachers’ knowledge on multi culture values
with expectation they can be more professional teachers in conducting multi culture education at their designated
schools. The teaching materials developed were modules to support the successful implementation of the training.
 As role models in front of their students, it is certainly very reasonable if the teachers can internalize
multicultural values in themselves before transferring these values to their students (Islam et al., 2020). To realize
this, it can be conditioned through the preparation of teaching materials for participants of a short training of
Indonesian language teachers with multicultural content. Consequently, modules which were designed in depth can be
used as guidelines in implementing higher quality learning. Teaching materials are all forms of materials used to assist
teachers in carrying out teaching and learning activities in the classroom. Teaching materials systematically arranged,
which are used in the learning process. Teaching materials have a systematic structure and sequence explaining the
instructional objectives to be achieved. Teaching materials are made by taking into account the curriculum, target
characteristics and the demands of solving learning problems (Handayani et al., 2019).
 Based on the results of the needs analysis of the multicultural education and training module for Indonesian
language teachers, it shows that 93.3% of the short training participants stated that they needed a short training
module designed according to their needs, namely text-based and multicultural content. This needs analysis is based
on various studies which prove that cultural, ethnic, and linguistic diversity, if they are not managed properly, they can
lead to potential conflicts. Through the process of understanding the concept of multiculturalism, it can minimize the
occurrence of conflict (Nakaya, 2018). Teachers who apply multicultural education to their students are proven to be
able to synergize with their multicultural students. This indicated that teachers need further training on multi culture
knowledge and its implementation in the classroom.
 Short training modules with multicultural content can make short training participants in this case Indonesian
teachers understand and uphold values, beliefs, heterogeneity, plurality, and diversity, regardless of the aspect in
society. By understanding and possessing these values, the short training participants will not consider all humans as
humans with the same model, the same personality, the same intellectuality, or even the same beliefs. Learning with
multicultural dimensions is a resistance to the fanaticism that leads to various types of violence and disrespectfulness.
These considerations need to be studied and rethought for educators, especially tutors. One of them is by developing
teaching materials with multicultural content, namely teaching materials that can support short training learning that
accommodates thousands of differences in a harmonious, tolerant and respectful forum.
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 Based on the above phenomenon, this study was conducted to develop short training teaching materials in
the form of modules to support multi-cultural values, for this reason, this study mainly focused on redeveloping a
training module for Indonesian teachers with multicultural content to enrich teachers’ knowledge and their multi
culture awareness.

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SIFA., RASNA, I Wayan., PUTRAYASA, Ida Bagus., ARTAWAN, Gde. Developing a Learning Module with Multicultural Content: A Source of Learning in
the Millennial Era

LITERATURE REVIEW
 The principles that underpin the present study are the concepts of multi culture education and the
development of training modules by integrating the concepts of multi culture education into all sections of the module.

Multi Culture Education
 The formulation of the concept of multicultural education must pay attention to the pattern of the context of
education conducted in all education institution (Perdana et al., 2018). In addition, the dimensions of multiculturalism
seen in each educational institution can be used as a consideration in implementing multicultural education. Education
has a significant role in building a multicultural society, on the other hand, multicultural society with all its characters
has significant potential for the success of the function and role of education (Ikhsan & Giwangsa, 2019). It means that
strengthening on the one hand, directly or indirectly, will provide reinforcement on the other side. Multicultural
education has the following dimensions such as right to culture and local cultural identity, and the concept of
normative multicultural education. Multicultural education is a social reconstruction and multicultural education in
Indonesia requires new pedagogical implementation (Islam et al., 2020).
 Multicultural education is a new phenomenon in the association of human beings who long for equal rights,
including the right to get the same education for everyone. In the application of strategies and concepts of
multicultural education, the most important thing is developing the students’ awareness towards culture differences
(Sahal et al., 2018). Consequently, to be able to carry out multi culture education in the classroom, teachers should
have high knowledge about multi culture education. Teachers who have insufficient multi culture knowledge might find
it difficult to carry out multi culture education properly in the classroom (Islam et al., 2020).
 Multicultural education is a cross-border education. It is related to social justice, democracy and human
rights, sincere and tolerant to the cultural diversity that live in a plural society (Nulhakim et al., 2020). Therefore,
multicultural education curriculum covers subjects such as: tolerance, themes of ethno-cultural differences, and
religion; the danger of discrimination, conflict resolution and mediation, human rights, democracy and plurality,
humanity universal and other subjects that relevant (Mantra & Kumara, 2018).

Learning Module Development
 Conceptually, a module is a book used in a particular field of study, which is a standard book designed by
experts in the field for instructional purposes, which is equipped with suitable teaching materials and easily
understood by its users so that it can support a learning program. A module is a mandatory reference book to be used
in education units in order to increase faith, piety, noble character, and personality, mastery of science and
technology, increase sensitivity and aesthetic abilities, improve kinesthetic abilities and health compiled by educators
based on the National Education Standards (Maba & Mantra, 2018). Therefore, it can be said that the module plays an
important role in the world of education. Learning modules are the most popular learning tools and are widely used in
the midst of the use of other learning tools.
 The module developed in this study was one form of teaching material that was packaged in a complete and
systematic way, in which it contains a set of learning experiences that are planned and designed to help students
master specific learning objectives (Desyandri et al., 2019). The minimum module contains learning objectives, learning
materials/substances, and evaluation. Making the module aims to (1) clarify and facilitate the presentation of
messages so that they are not too verbal; (2) overcome the limitations of time, space, and senses, both students or
participants in short training and teachers/instructors; (3) used appropriately and varied so as to increase motivation
and enthusiasm for learning for students or short training participants; (4) develop the ability of students to interact
directly with the environment and other learning resources.

METHOD
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 In accordance with the characteristics of the problems encountered in this study, this research employed a
research model for the development of teaching materials. Research and development methods are research methods
used to produce certain products and test the effectiveness of these products (Suparsa et al., 2017). To be able to
produce certain products, an analysis is needed and to test the effectiveness of these products to ensure that the

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SIFA., RASNA, I Wayan., PUTRAYASA, Ida Bagus., ARTAWAN, Gde. Developing a Learning Module with Multicultural Content: A Source of Learning in
the Millennial Era

products can be used in the wider community, a research should be conducted to test the effectiveness of the
products. The development model that is suitable for developing the module is the 4D model (Four-D Model). The 4D
model consists of 4 stages, namely (1) defining, (2) designing, (3) developing, and (4) disseminating.
 This research was conducted at the Denpasar Religious Short Training Center using the following research
steps: (1) Preliminary research was intended to determine the needs of short training participants for the short
training module; (2) Model Development Planning, carried out according to the stages of the model that was used as a
reference, namely the 4D model. The stages of developing this 4D model were adjusted the characteristics of the
learning devices that are arranged. Therefore, modifications to the 4D model were made to suit the characteristics of
the research problem. The procedure for developing a short training module for Indonesian language teachers with a
4D model was as follows; (3) Defining Phase. The goal at this stage was to define and define learning needs by analyzing
the objectives and limitations of the material. Activities in this stage were as follows; Front-End Analysis, Training
participants (Learner Analysis), Concept Analysis. Task Analysis, formulating learning objectives (Specifying
instructional objectives); (4) the design phase such as; 1) format selection 2) initial design, 5) development phase by
conducting module validation, namely; expert judgment, limited trial; (6) disseminating phase. In this study, the
dissemination phase was carried out by conducting field trials and socialization.
 In the development phase, the result of this activity was the design of a short training module that was ready
to be validated by experts with the aim of asking for suggestions, improvements, and input from the experts. Expert
criteria for expert judgment are (1) having a doctoral education qualification, (2) preferably having knowledge and skills
in the field of short training and Indonesian language learning, (3) having experience in compiling short training
modules. If the results of expert validation were used as revision consideration. The results of the revision stage were
then further tried out in the field to ensure their validity and effectiveness
 The implementation phase in the 4D development model was carried out with limited trials and field tests. The
limited trial was carried out by implementing the module in a small class, namely thirty short training participants with
high, low, and medium abilities. Implementation in this limited group resulted in the second revised draft. Products that
have been revised at the development stage were then implemented on the real target. The effectiveness of the module
was determined based on the achievement of the objectives of developing a short training module. The test developed
to measure this achievement was a multicultural attitude questionnaire. The previous questionnaire was tested by
experts before being applied. Instruments were then given before and after the implementation of the module (pretest-
posttest). The implementation design of this research is a one-group pretest-posttest design.

RESULT AND DISCUSSION
 The results section of the study describes (a) the results of the needs analysis, and (b) the effectiveness of
the short training module.

Results of Needs
 Analysis the needs analysis carried out in this study includes five activities, namely (a) preliminary-late
analysis, (b) analysis of the abbreviated training curriculum, (c) concept analysis, (d) task analysis, and (e) goal
formulation.
 The preliminary analysis aims to identify and identify the basic problems encountered in the short training of
Indonesian language teachers so that a short training module was designed according to the participants’ needs. The
following is data regarding the results of the needs analysis of the development of this short training module regarding
(1) the demands of the 2013 curriculum for text-based Indonesian language subjects, (2) multicultural education is one
alternative for future education. The results of the module need analysis questionnaire filled out by the participants of
the short training of Indonesian teachers showed that the participants of the short training needed the Indonesian
short training module according to the 2013 curriculum and was multicultural based learning module. (3) Interviews
with three Indonesian tutors stated that it is necessary to develop a short Indonesian language training module that
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was in accordance with the 2013 curriculum, namely text-based Indonesian language learning and the insertion of
multicultural education materials, and (4) development of a short Indonesian text-based training module with
multicultural content was highly necessary to carry out.

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SIFA., RASNA, I Wayan., PUTRAYASA, Ida Bagus., ARTAWAN, Gde. Developing a Learning Module with Multicultural Content: A Source of Learning in
the Millennial Era

 Based on the need analysis of the short training module as a preliminary study, it was found that 93.33% of
the data were in dire need. The need for short training modules on aspects of narrative literary texts with multicultural
content consisting of folklore, drama, short stories, and inspirational stories. The analysis of the need for short
training modules in the form of non-narrative literary texts in the form of poetry and folk poetry showed varying
percentage results. The data shows that what the participants of the short training for Indonesian language teachers
really need were the content of the modules that were multicultural in nature, especially in narrative literary texts with
an average of 83, 82% and factual texts, report texts and procedural texts with an average of 83, 90%. Furthermore,
the analysis was based on the analysis of core competencies and basic competencies is the teacher's initial activity
before carrying out the learning process, and core competencies and basic competencies. These were needed to map
the scope of learning material so that they were relevant with the demands of graduate competency standards at
every level of education.
 From these data, it could be explained that the sub material of the Indonesian language concepts was in the
form text-based learning materials. Narrative literary texts in the form of folk tales, drama texts, short stories,
inspirational stories, non-narrative literary texts in the form of poetry, folk poetry, report texts with multicultural
content, procedural texts with multicultural content, transactional response texts for negotiating expository texts,
discussion texts, and speech texts were material that developed in short training modules.

Short Training Module Design with Multicultural Content
 From the exposure of the data obtained in the study, it was explained that the short training module used by
the short training participants to support the learning process was used by the tutor as learning support. An analysis
of the competencies expected from the short training of Indonesian language teachers shows that the objectives of the
short training of Indonesian language teachers are (1) to equip teachers with the concept of text-based Indonesian
learning and (2) to be skilled in applying the concept of text-based Indonesian learning with multiculturalism in the
process of equipping teachers in carrying out Indonesian language learning in schools as an embodiment of pride and
love for the homeland (nationalism).
 Multicultural aspects are integrated into the material of the short training module that was developed. The
data shows that the purpose of the short training for Indonesian language teachers is to improve the professional
competence of Indonesian language teachers, particularly in appreciating and creating literary works, whether poetry,
prose, or drama. In addition to cognitive goals, affective goals are also attached according to the goals of national
education. The purpose of national education is to develop the potential of students to become human beings who
believe and fear God Almighty, have a noble character, are healthy, knowledgeable, capable, creative, independent, and
become democratic and responsible citizens (Putri & Nasiwan, 2020).

The Description of the Short Training Module with Multicultural Content
 The module consisted of two main parts, namely the outside outer and inside parts. Each chapter and sub-
chapters were adapted to the curriculum and short training syllabus. The following described the exterior and interior
of the short multicultural training module. 1) The exterior of the short training module consists of (a) front cover, (b)
inside cover, and (c) back cover. The inside covers of the modules are intended to make them easy to find when they
are in another row or stack of books. The inside cover contains the author's title and last name. 2) Parts in the short
training module include: (a) the front part which consists of front page, main title, foreword, table of contents, and
introduction page, (b) content of chapters which contains the introduction, material content, summary, practice
questions, and the back parts containing the bibliography, and answer keys for each chapter.

Validity of the short training module with multicultural content
 Before the module is developed, a learning program guide and lesson plan are developed. The learning and
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lesson plans were then validated by two validators. The validation data shows that most of the aspects assessed are
stated to be relevant by the two validators. These results when processed with calculations as described in the
research methods section, resulted in a score of 85. This score was included in the valid criteria and can be used with
minor revisions. The next researcher conducted an individual test of the learning design and the tutor's learning plan

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SIFA., RASNA, I Wayan., PUTRAYASA, Ida Bagus., ARTAWAN, Gde. Developing a Learning Module with Multicultural Content: A Source of Learning in
the Millennial Era

from the Denpasar Religious Short Training Center. The results of the assessment of the learning and lesson plans of 3
Indonesian tutors were consulted in the following conversion table.
 Table 1 Conversion Guidelines Qualitative Score
 Interval Criteria

 ̅score>4.2 Very good

 3.4

SIFA., RASNA, I Wayan., PUTRAYASA, Ida Bagus., ARTAWAN, Gde. Developing a Learning Module with Multicultural Content: A Source of Learning in
the Millennial Era

 Table 4.11 shows that the null hypothesis is rejected with a value of t = 15.27, df = 29, and a significance of
0.000 (p

SIFA., RASNA, I Wayan., PUTRAYASA, Ida Bagus., ARTAWAN, Gde. Developing a Learning Module with Multicultural Content: A Source of Learning in
the Millennial Era

training module is urgently needed for Indonesian teachers to developed their professionalism related to Multi culture
education.

CONCLUSION
 Multicultural education is a policy in educational practice in acknowledging, accepting, appreciating, and
respecting the diverse cultural background of the Indonesian nation. This strategy is very useful for schools to instill
the concept of culture, cultural differences, and democracy in a broad sense. Based on the results of the study, it can
be concluded that the module for short training of Indonesian language teachers was categorized as valid and practical
for teachers training and the learning materials were heavily loaded with multi culture content therefore the module
may help learners to enrich their multi culture knowledge and develop their multi culture awareness.
 This study implies that a good quality intensive training for teachers in multi culture education is vividly
important to carry out. The training could be in the form of a short intensive training but teachers should be
supplemented with sufficient training modules concerning multi culture education. Therefore, this study suggest that
effective learning module should be developed by integrating multi culture in all aspect of learning materials and
learning activities because multi culture awareness is very important for nowadays social life. Furthermore, other
researchers should continually develop their studies concerning learning module designing and multi culture
integration in learning processes.

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