MULTICULTURAL LEARNING STRATEGIES TO DEVELOP STUDENT CHARACTER AT TUNAS KARYA COMAL VOCATIONAL SCHOOL

Abstract

This study aims to describe the implementation of multicultural-based learning strategies as an effort to develop student character at Tunas Karya Comal Vocational High School. The background of this research stems from the needs of 21st-century education, which demands not only mastery of knowledge and skills but also character development that respects socio-cultural diversity. This study used a descriptive qualitative approach, with subjects including general and vocational subject teachers and 11th-grade students. Data were collected through observation, interviews, and documentation, then analyzed using the Miles and Huberman model through the stages of data reduction, data presentation, and conclusion drawing. The results show that multicultural-based learning strategies were implemented through cross-group discussions, social projects based on national values, the integration of character values ​​into vocational practice, and contextual learning based on local culture. The implementation of these strategies fostered student character in aspects of tolerance, social empathy, discipline, responsibility, independence, and open-mindedness. Teachers served as mediators of multicultural values, learning facilitators, and role models, creating an inclusive and equitable school climate. Despite facing challenges such as limited understanding among new teachers and a lack of multicultural teaching materials, the school has implemented solutions through teacher training, the development of diversity-based teaching materials, and the establishment of a school culture that values ​​differences. Overall, the results show that multicultural learning strategies are effective in developing tolerant, adaptive, and integrated student character, and are relevant for application in vocational education in a diverse global era.