What question did this study set out to answer?

To examine the effectiveness of the SUAVE model in enhancing multicultural values among students in Indonesia.

March 15, 2026F1000Research0 citationsOpen Access

Indonesian Cultural Learning Design Using SUAVE: A Pathway to Foster Multicultural Values

DMDina Anika Marhayani MMMertika Mertika RSRini Setyowati

Key Points

To examine the effectiveness of the SUAVE model in enhancing multicultural values among students in Indonesia.
Pre-experimental design with a Research and Development approach
360 fifth-grade students from nine elementary schools across Indonesia
Pre- and post-test using a validated 10-item multiple-choice test
Data analysis using descriptive statistics and paired sample t-tests
Effect size calculated with Cohen’s d
Significant improvements in multicultural values across all regions (p < .001)
Mean scores increased from 49.85 to 69.83 in Western Indonesia
Mean scores increased from 59.00 to 75.08 in Central Indonesia
Mean scores increased from 49.16 to 75.00 in Eastern Indonesia
Effect sizes indicated large effects (Cohen’s d = 1.41, 0.97, and 1.35)

Abstract

Background Integrating culture into science and social studies (IPAS) learning is crucial for strengthening multicultural values in Indonesia’s diverse society. Nevertheless, many elementary classrooms still rely on teacher-centered and text-based instruction, providing limited opportunities for students to experience cultural diversity in meaningful ways. This study aims to examine the effectiveness of the culturally integrated SUAVE (Socios Unidos para Artes Via Education) learning model in enhancing elementary students’ multicultural values across different Indonesian regions. Methods This research employed a pre-experimental design combined with a Research and Development (R&D) approach adapted from Plomp and Nieveen to develop and validate the culturally integrated SUAVE model. The participants consisted of 360 fifth-grade students from nine elementary schools representing Western, Central, and Eastern Indonesia (120 students per region). Students completed a validated 10-item multiple-choice test measuring multicultural values before (pre-test) and after (post-test) the intervention. Data were analyzed using descriptive statistics, paired sample t-tests, and Cohen’s d effect size after confirming normality and homogeneity assumptions. Results The findings revealed statistically significant improvements in multicultural values across all regions (p

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