Yeni Rachmawati, Cheng-Hsiung Lu, Hui-Hua Chen, Ocih Setiasih, Leli Kurniawati


The purpose of this study is to share information about the necessity of multicultural education in Indonesia through online teaching held at National Dong Hwa University, Taiwan, and Indonesia University of Education, Indonesia. As multicultural education will help students
create equal educational opportunities from diverse racial, ethnic, social-class, and cultural groups, one of its important goals is to help all students acquire the knowledge, attitudes, and skills needed to function effectively in a pluralistic democratic society and to interact, negotiate, and communicate with people from diverse groups in order to create a civic and moral community that works for the common good. This study has implemented “Dick, Carey & Carey model” through online teaching approach. This research involved one male and fourteen female of fourth semester undergraduate students majoring in Early Childhood Teacher Education at Indonesia University of Education. The results may not be generalized to other teaching institutions due to the limited number of the participants. This research was conducted in the Department of Curriculum Design and Human Potentials, National Dong Hwa University, Taiwan and in the Department of Early Childhood Teacher Education, Faculty of Education, Indonesia University of Education. The distance between Taiwan and Indonesia, limitation of the media, tools and internet connection did not affect the learning process as long as the teacher prepared the needed materials. Online teaching could achieve good improvement, similar to traditional teaching using “face-to-face” situation. By using Dick, Carey & Carey’s instructional system design, students were able to enhance their understanding about this theme of learning. This condition showed the increase of students’ performance mean scores from 5.142 to 8.928 with four students able to get posttest scores 100% correct, seven students 90% correct, two students 80% correct, and only one student 60% correct. According to the percentage of the average score of posttest, the teaching activity by using this approach has succeeded to improve the students’ understanding about multicultural education. In addition, the percentage of each item has increased as well. The comparison between pre- and post-test has shown that the lowest score on pretest was 2.0 and the highest one was 7.0. The result has dramatically increased on the posttest scores with the lowest score 6.0 and the highest score 10. The rising scores ranged between 2-6 scores with an average of 3.785 point. Consequently, the online teaching by adopting Dick, Carey & Carey’s ISD model has improved student’s learning performance.


Instructional system design, multicultural education, online teaching, traditional teaching

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