Using E-Module in Guidance Lessons to Enhance Multicultural Self-Efficacy of Islamic and Public High School Students
DOI:
https://doi.org/10.25217/0020236374100Keywords:
e-module, high school, Islamic guidance lesson, multicultural self-efficacy, public high schoolAbstract
The implication of multiculturally Islamic and public high schools for guidance and counseling was how to help students enhance multicultural self-efficacy using self-learning electronic based-materials. The current study examined the effect of using an e-module of guidance lessons on students' multicultural self-efficacy. It constituted 10th graders of an Islamic High School (IHS) and a Public High School (PHS) as its samples. A Multicultural Self-Efficacy Scale (MSES) was employed to measure students' multicultural self-efficacy before and after completing the self-instruction of the guidance lesson comprising five units of an e-module. The study analyzed the data sets employing a paired sample t-test, independent t-tests, and N-gain techniques to test the hypotheses. The results revealed the significant effect of using the e-module on the multicultural self-efficacy of Islamic and public high school students, no significant differences between the multicultural self-efficacy of IHS and PBS students, and the value of using the e-module was at a moderate level for both groups. In conclusion, using the e-module could provide a functional account of guidance lessons to increase multicultural self-efficacy among students of IHS and PHS.
References
Agirdag, O., & Merry, M. S. (2014). Education and the Correlates of Multicultural Teachers ’ Understanding of Multicultural Education and the Correlates of Multicultural Content Integration in Flanders. Education and Urban Society, 48(6), 556–582. https://doi.org/10.1177/0013124514536610
Aisida, S. (2021). Values of Multicultural Islamic Education In Islamic Studies at High School. EDUTEC: Journal of Education And Technology, 4(4), 691–707. http://ejournal.ijshs.org/index.php/edu/article/download/279/222
Apriani, R., Azizah, N., & Nasution, A. (2021). At-Tazakki : Jurnal Kajian Ilmu Pendidikan Islam dan Humaniora. At-Tazakki: Jurnal Kajian Ilmu Pendidikan Islam Dan Humaniora, 5(1). https://doi.org/http://dx.doi.org/10.47006/attazakki.v5i1.13493
As’ad, M., Kasnawi, T., Samad, S., & Arlin Adam. (2019). Role of Schods Construction of Social Education in Multicultural of SMA Katolik Rajawali. The Social Sciences, 14(8), 299–305. Google Scholar
Bacomo, A. C. C., Daculap, L. P., Ocampo, M. G. O., Paguia, C. D., Pentang, J. T., & Bautista, R. M. (2022). Modular Learning Efficiency: Learner’s Attitude and Performance towards Self-Learning Modules. IOER International Multidiciplinary Research Journal, 4(2), 60–72. https://doi.org/10.54476/s149512
Bahri, S. (2020). Studi Evaluasi Kinerja Guru Bimbingan dan Konseling di Sekolah. Jurnal Perncerahan, 14(1), 1–23. Google Scholar
Bancin, I. K., Mudjiran, M., & Rusdinal, R. (2019). Development of guidance and counseling module on self-regulation of students in social relations. Journal of Counseling and Educational Technology, 2(1), 6. https://doi.org/10.32698/0341
Bandura, A. (1977). Self-Efficacy: Toward a Unifying a Theory of Behavioral Change. Psychosocial View, 84(2), 191–215. https://psycnet.apa.org/doi/10.1037/0033-295X.84.2.191
Bandura, A. (1994). Self-efficacy. In International Encyclopedia of the Social & Behavioral Sciences (Vol. 4, pp. 71–81). Academic Press. https://doi.org/10.1016/B978-0-08-097086-8.25033-2
Bandura, A. (1997). Self-efficacy: The exercise of control. W. Freeman and Company. Google Scholar
Benito, S. M., Bantulo, J. S., & Haudar, F. S. (2022). Effectiveness ff Self-Learning Modules (SLM) in Teaching Mathematics 3. International Journal of Recent Research in Thesis and Dissertation (IJRRTD), 3(1), 33–45. https://doi.org/https://doi.org/10.5281/zenodo.6497186
Bong, M., & Clark, R. E. (1999). Comparison between self-concept and self-efficacy in academic motivation. Educational Psychologist, 34(3), 139–153. https://doi.org/10.1207/s15326985ep3403
Braster, S., & Dronkers, J. (2013). The Positive Effects of Ethnic Diversity in Class on The Educational Performance of Pupils in A Multi-Ethnic European Metropole (Issue 18, pp. 0–22). Centre for Research and Analysis of Migration. https://doi.org/10.7459/es/33.2.03
Camargo, A., Çelik, P., Storme, M., Camargo, A., Çelik, P., & Storme, M. (2022). Cultural Self-efficacy Increases Creativity in Bicultural Dyads: Evidence from Two Dyadic Divergent Thinking Tasks. Thinking Skills and Creativity, 38(Desember), 1–35. https://doi.org/https://doi.org/10.1016/j.tsc.2020.100725
Convertino, C., Levinson, B. A., & Gonzalez, N. (2013). Multicultural Education: Characteristics and Goals. In J. A. Banks & C. A. M. Banks (Eds.), Multicultural Education: Issues and Perspectives (8th ed., pp. 25–42). Wiley. Google Scholar
Dack, H., & Merlin-knoblich, C. (2019). a Improving Classroom Guidance Curriculum With. The Professional Counselor, 9(2), 2011–2013. https://doi.org/10.1177/2156759X18773277
Damayanti, P. E. (2022). Optimalisasi Modul Bimbingan Kelompok Islami Untuk Melatih Keterampilan Manajemen Waktu Akademik Siswa Madrasah Tsanawiyah. Konseling Edukasi, 6(2), 254–271. https://doi.org/10.21043/konseling.v6i2.17190
Dronkers, J. (2010). Positive but also Negative Effects of Ethnic Diversity in Schools on Educational Performance? An Empirical Test Using Cross-National PISA Data. (Issue 25598, pp. 1–25). Maastricht University - Research Center for Education and Labour Market, Maastricht Research School of Economics of Technology and Organization (METEOR). Google Scholar
Farozin, M. (2012). Pengembangan Model Bimbingan Klasikal untuk Meningkatkan Motivasi Belajar Siswa SMP. Cakrawala Pendidikan, 31(1), 143–156. https://doi.org/https://doi.org/10.21831/cp.v0i1.1472
Gasparrini, A. (2021). The Case Time Series Design. Epidemiology, 32(6), 829–837. https://doi.org/10.1097/EDE.0000000000001410
Guiamalon, T. S., Alon, S. A. S., & Camsa, S. U. (2021). Teacher Issues and Concerns on the Use of Modular Learning Modality. IJASOS- International E-Journal of Advances in Social Sciences, 7(20), 457–469. Google Scholar
Hayati, M. L., Supriyanto, A., Wibowo, M. E., Mugiharso, H., Suprihatin, B., & Hendiani, N. (2022). Multicultural Guidance Design. European Journal of Education Studies, 9(4), 32–49. https://doi.org/10.46827/ejes.v9i4.4224
Heppner, P. P., Kivlighan, D. M., & Wampold, B. E. (2008). Research Design in Counseling. In P. P. Heppner, D. M. Kivlighan, & B. E. Wampold (Eds.), Research Design in Counseling (3th ed.). Thomson Brooks. Google Scholar
Hewlett, S. A., Marshall, M., & Sherbin, L. (2013). How diversity can drive innovation. Harvard business review, 91(12), 30-30. Google Scholar
Hilts, D., Kratsa, K., Joseph, M., Kolbert, J. B., Crothers, L. M., & Nice, M. L. (2019). School Counselors ’ Perceptions of Barriers to Implementing a RAMP- School Counselors ’ Perceptions of Barriers to Implementing a RAMP-Designated School Counseling Program. Professional School Counseling, 12(1), 1–11. https://doi.org/10.1177/2156759X19882646
Kamaruzzaman. (2016). Analisis Faktor Penghambat Kinerja Guru Bimbingan Dan Konseling Sekolah Menengah Atas. SOSIAL HORIZON: Jurnal Pendidikan Sosial, 3(2), 229–242. https://doi.org/10.31571/sosial.v3i2.367
Konan, P. N., Chatard, A., Selimbegovi1, L., & Mugny, G. (2010). Cultural Diversity in the Classroom and its Effects on Academic Performance A Cross-National Perspective. Social Psychology, 41(4), 230–237. https://doi.org/10.1027/1864-9335/a000031
Kristianus. (2020). Implementation of Senior High School Multicultural Education Curriculum in West Kalimantan. International Journal of Education & Curriculum Application, 3(2), 121–129. https://doi.org/https://doi.org/10.31764/ijeca.v3i2.2688
Lakshmipathiaiah, M. G. (2020). Effects of Cultural Diversity in the Workplace. Journal of Emerging Technologies and Innovative Research, 7(10), 1056–1059. Google Scholar
Leavy, P. (2017). Reserach Design: Quantitative, Mixed Methods, Art-Based, and Community-Based Participatory Research Approaches. The Guildford Press. Google Scholar
Lindenmaier, T. J., Brown, J., Masc, R. R. T., Ranieri, L., Bed, B., Steary, D., Harrison, H., Bscn, R. N., Mscn, B., Ba, J. F., Lorusso, E., & Rtr, M. R. T. R. (2018). The effect of an e-learning module on health sciences students ’ venipuncture skill development. 54(1), 12–16. https://doi.org/10.29390/cjrt-2018-002
Li, S., & Zhou, X. (2022). A Study of English Self-Efficacy among Art Majors Students. Open Journal of Social Sciences, 10(11), 283-293. https://doi.org/10.4236/jss.2022.1011020
Mahfar, M., Noah, S. M., & Senin, A. A. (2019). Development of Rational Emotive Education Module for Stress Intervention of Malaysian Boarding School Students. SAGE Open, 9(2), 1–16. https://doi.org/10.1177/2158244019850246
Manning, M. L. E. E. (2016). Havighurst’s developmental tasks, young adolescents, and diversity. The Clearing House, 76(2), 75–78. https://doi.org/10.1080/00098650209604953
Martin, G. C. (2014). The Effects Of Cultural Diversity In The Workplace. Journal of Diversity Management, 9(2), 89–92. https://doi.org/10.19030/jdm.v9i2.8974
Meltzer, D. E., & Manivannan, K. (2002). Transforming the lecture-hall environment: The fully interactive physics lecture. American Journal of Physics, 70(6), 639-654. https://doi.org/10.1119/1.1463739
McKenney, S. (2016). Computer-Based Support for Science Education Materials Developers in Africa [Universiteit Twente]. Google Scholar
Merlin, C. (2017). School Counselors and Multicultural Education: Applying the Five Dimensions Clare Merlin University of North Carolina, Charlotte. Journal of School Counseling, 15(6), 31. Google Scholar
Muharom, F. (2021). Tasamuh Based E-Module Development in the Fiqih Subject for 10th Grade Students in Islamic Senior High School. Nazhruna: Jurnal Pendidikan Islam, 4(3), 531–546. https://doi.org/10.31538/nzh.v4i3.1617
Mujizatullah, & Muslim, A. (2020). Understanding the Diversity of Madrasah Aliyah Students in Gorontalo. In Achmad Gunaryo (Ed.), The 2nd International Conference on Religion and Education, INCRE 2020 (Issue 72, pp. 1–13). EAI. https://doi.org/10.4108/eai.11-11-2020.2308295
Mulawarman, M., Susilawati, S., Syifa, L., & Rifani, E. (2020). Classroom Guidance Strategy with Flipped Method in Guidance and Counseling Services at Indonesia Schools in the Digital Era. Islamic Guidance and Counseling Journal, 3(2), 61–74. https://doi.org/https://doi.org/10.25217/igcj.v3i2.646
Myrick, R. D. (2011). Developmental guidance and counseling: A practical approach (5th ed.). Educational Media Corporation. Google Scholar
Nisaa, K., Arafaha, S., Raisa, M., Marannua, B., Abubakara, A., Muslima, A., & Ilyasa, H. F. (2022). Understanding The Diversity Of Students In Madrasah Aliyah City Of Manado , Indonesia. Journal of Positive Psychology & Wellbeing, 6(2), 1104–1117. Google Scholar
Nuryanto. (2018). Conflict Resolution Learning Model in Multicultural-Religious Education at Madrasah Aliyah Negeri (MAN)1 East Lampung. Iqra’ (Jurnal Kajian Ilmu Pendidikan), 3(1), 85–113. https://doi.org/https://doi.org/10.25217/ji.v3i1.216
Onwuegbuzie, A. J. (2000). Expanding the Framework of Internal and External Validity in Quantitative Research. The Anual Meting of the Asociation for the Advancement of Educational Research (AER), 1–61. Google Scholar
Padil, M. (2021). Islamic Education Teachers Strategy in Implementing Multiculturalism Based Education. International Journal of Contemporary Islamic Education, 3(2), 77–94. https://doi.org/10.24239/ijcied.Vol3.Iss2.40
Priatna, T., Muntaha, P. Z., & Nurhamzah. (2019). Vision of Multicultural Islamic Education Paradigm in Indonesia. American Journal of Humanities and Social Sciences Research (AJHSSR), November, 726–731. Google Scholar
Rachmawati, Y., Pai, Y. F., & Chen, H.-H. (2015). The necessity of multicultural education in Indonesia. International Journal of Education and Research, 2(10), 317–328. Google Scholar
Raihani, R. (2018). Education for Multicultural Citizens in Indonesia: Policies and Practices. Compare, 48(6), 992–1009. https://doi.org/10.1080/03057925.2017.1399250
Rajabalee, Y. B. (2021). Learner Satisfaction, Engagement and Performances in An Online Module: Implications for Institutional e-Learning Policy. Education and Information Technologies, 26, 2623–2656. https://doi.org/https://doi.org/10.1007/s10639-020-10375-1
Rania, N., Cardinali, P., Cifatte, C., & Migliorini, L. (2012). Adolescent Adjustment and Cultural Self-efficacy. Problems of Psychology in the 21th Century, 1, 59–71. Google Scholar
Rhepon, S., & Nirwana, H. (2016). Pengembangan Modul Bimbingan dan Konseling yang dapat digunakan Guru Bimbingan dan Konseling atau Konselor untuk Peningkatkan Self-Esteem ( Penghargaan terhadap Diri Sendiri ) Siswa. Konselor, 5(1), 66–71.
https://doi.org/10.24036/02016516541-0-00
Rohman, M., & Lessy, Z. (2017). Practicing Multicultural Education through Religiously Affiliated Schools and Its Implications for Social Change. Jurnal Pendidikan Islam, 6(1), 1–24. https://doi.org/10.14421/jpi.2017.61.1-24
Safitri, D., & Efianingrum, A. (2019). Managing Multicultural Classrooms of Schools in Indonesia: Some Considerations. In A. Wardana, Aman, & A. N. P. Nugroho (Eds.), 2nd International Conference on Social Science and Character Education (ICoSSCE) (pp. 173–177). Atlantis Press. https://doi.org/10.2991/assehr.k.200130.036
Samsuri, & Marzuki. (2016). Character Building for Multicultural Citizenship within the Curricular Programs in Madrasah Aliyah, Yogyakarta. Cakrawala Pendidikan, 35(1), 24–32. https://doi.org/https://dx.doi.org/10.21831/cp.v1i1.8362
Saper, N., & Iksan, Z. (2016). The Effects of Guidance Module in Islamic Perspective on the Religiosity Among Students with Misbehaviour Issues. Tinta Artikulasi Membina Ummah, 2(1), 98–106. Google Scholar
Sejpal, K. (2013). Modular method of teaching. International Journal for Research in Education, 2(2). Google Scholar
Sembiring, R., Pratama, D., Silalahi, S. B., Rajagukguk, R., & Lubis, H. S. D. (2022). Intergrasi Pendidikan Multikultural dalam Pembelajaran Sejarah di Madrasah Aliyah Tahfizhil Qur’an. Best: Journal of Biology Education, Science, & Technology, 5(2), 223–228. https://doi.org/10.30743/best.v5i2
Septian, M. R., & Budiman, A. (2021). Tolerance in Madrasah Students Based on Religious Organization Affiliates. JOMSIGN: Journal Multicultural Studies in Guidance and Counseling, 5(2), 125–144. https://doi.org/https://doi.org/10.17509/jomsign.v5i2.35063
Servaes, S. (2022). What is Diversity ? Pediatr Radiol., 52(9), 1708–1710. https://doi.org/10.1037/a0029159
Setiyonugroho, P. (2022). Integration of Multicultural Education Values in History Teaching. Journal of Educational Research and Evaluation, 6(2), 280–288. https://doi.org/https://doi.org/10.23887/jere.v6i2.43483
Setiyowati, A. J., Indreswari, H., & Simon, I. M. (2019). Cultural Diversity Profile and the Values of Bhinneka ( Diversity ) in Multicultural Education of Elementary School. The 2nd International Conference on Learning Innovation (ICLI 2018), Icli 2018, 84–89. https://doi.org/10.5220/0008408100840089
Sukino, Wahab, & Murliji, A. F. (2020). Edukasia jurnal penelitian pendidikan islam. Edukasia: Jurnal Penelitian Pendidikan Islam, 15(2), 293–314. https://doi.org/10.21043/edukasia.v15i2.8045
Sulaiman, A. A. (2023). Differences in Teacher Locus of Control by Religion, Tolerance, Age, Gender, and Teaching Experience. Bulletin of Counseling and Psychotherapy, 5(1), 30-37. https://doi.org/10.51214/bocp.v5i1.467
Theresa, M., & Nardo, B. (2017). Modular Instruction Enhances Learner Autonomy. American Journal of Educational Research, 5(10), 1024–1034. https://doi.org/10.12691/education-5-10-3
Ulfa, E., Djubaedi, D., Sumarna, C., Fatimah, S., & Hidayat, A. (2021). International Journal of Multicultural and Multireligious Understanding. International Journal of Multicultural and Multireligious Understanding, 8(10), 349–354.
https://doi.org/http://dx.doi.org/10.18415/ijmmu.v8i10.3065
UNICEF, U. (2021). Adolescent education and skills Adolescents. UNICEF
Vallespin, C. Z. (2021). Effectiveness of Modular Learning Approach in Teaching Elementary Grade Learners: A Literature Review. Global Scientific Journal, 9(10), 834–842. Google Scholar
Wardani, S. R. (2022). Development of Guidance and Counseling Modules to Improve Students’ Skills in Responding. International Journal of Applied Counseling and Social Science, 03(02), 8–13. https://doi.org/https://doi.org/10.24036/005498ijaccs
Watson, S. L., & Reigeluth, C. M. (2017). The learner-centered paradigm of education. Foundations of Learning and Instructional Design Technology. Google Scholar
Yaakobi, E. (2018). Psychology & Clinical Psychiatry Different Types of Efficacy – What Best Predicts Behavior? Journal of Psychology & Clinical Psychiatry, 9(4), 381–384. https://doi.org/10.15406/jpcpy.2018.09.00555
Yosef. (2022). A Comparative Study Between Islamic and Public High Schools on Multicultural Self-Efficacy. Islamic Guidance and Counseling Journal, 5(2), 56–70. https://doi.org/https://doi.org/10.25217/igcj.v5i1.2591
Yosef, Harlina, Rahmi, & Muslifar, R. (2022). Designing a Scale for Measuring Multicultural Self-Efficacy of High School Students. Education Quarterly Reviews, 5(3), 207–217. https://doi.org/10.31014/aior.1993.05.03.539
Yosef, Rozzaqyah, F., & Sucipto, S. D. (2022). School Counselor ’ s Perception of Multicultural Guidance and Counseling. Al-Ishlah: Jurnal Pendidikan, 14(1), 947–958. https://doi.org/10.35445/alishlah.v14i1.1417
Yulando, S., Sutopo, S., & Franklin Chi, T. (2019). Electronic Module Design and Development: An Interactive Learning. American Journal of Educational Research, 7(10), 694–698. https://doi.org/10.12691/education-7-10-4
Yusop, Y. H. M., Zainudin, Z. N., & Ismail, A. (2018). Effects of Group Guidance Activities On Students ’ Self - Concept Effects of Group Guidance Activities On Students ’ Self-Concept. International Journal of Academic Research in Bussiness and Social Sciences, 8(12), 1697–1707. https://doi.org/10.6007/IJARBSS/v8-i12/5316
Zakariya, Y. D. (2022). Improving Students’ Mathematics Self-effi cacy: A Systematic Review of Intervention Studies. Frontiers in Psychology, 13, 2019–2020. https://doi.org/10.3389/fpsyg.2022.986622
Zamroni, Astuti Dwiningrum, S. I., Hope, J., Kartowagiran, B., Sudartinah, T., Siteine, A., & Yao, Z. (2021). Cross-cultural Competence in Multicultural Education in Indonesian and New Zealand High Schools. International Journal of Instruction, 14(3), 597–612. https://doi.org/10.29333/iji.2021.14335a
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 Yosef Yosef, Fadhlina Rozzaqyah, Rahmi Rahmi, Alika S Marwah, Vin Vilala
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
