Reflective-Recognition Model in the Internalization of Multicultural Values Through History Education
DOI:
https://doi.org/10.37680/scaffolding.v8i3.10633Keywords:
Historical Empathy, History Education, Identity Recognition, Multicultural Values, Reflective-Recognition ModelAbstract
The objective of this study is to formulate and explain a Reflective-Recognition Model that describes how multicultural values are internalized through history instruction at SMAS Tunas Markatin Jakarta. This qualitative study used a case study approach with an interpretative phenomenological orientation and a focused secondary analysis of a dissertation corpus collected from July 2024 to February 2025. The data comprised the experiences, interpretations, and practices of 15 students from diverse ethnic and religious backgrounds, three history teachers, and the principal, together with lesson plans, textbooks, reflective journals, student projects, and classroom interaction records. Data were collected through semi-structured interviews, participant observation, and document analysis. Analysis was conducted through iterative within-case interpretation, cross-case thematic comparison, source triangulation, and critical comparison with relevant theories and previous studies. The findings identify five connected processes: inclusive historical exposure, dialogic reflection, identity recognition, historical-social empathy, and emerging inclusive action. Teacher mediation, representative learning resources, and an inclusive school climate facilitated the process. Textbook underrepresentation, fact-centered instruction, avoidance of sensitive histories, and identity-based joking interrupted it. Recognition functioned as the pivotal mechanism because students engaged more deeply when their own communities and other groups were presented as legitimate historical actors. The model suggests that multicultural internalization is conditional and recursive, rather than an automatic consequence of diverse content. It offers a practical framework for informing the design and assessment of history learning that connects representation, reflection, empathy, and inclusive conduct.
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