PRE-SERVICE ECE TEACHERS’ EXPERIENCES IN IMPLEMENTING MULTICULTURAL EDUCATION

This research explores the essential importance of pre-service early childhood education (ECE) teachers having a strong comprehension and proficiency in intercultural instruction. This research focuses on examining the practical experiences of 168 pre-service ECE teachers from four institutions in Kalimantan. The main objective is to investigate how these teachers negotiate the implementation of multicultural education throughout their field placements. The research utilizes a descriptive quantitative research methodology by conducting surveys. Pre-service ECE teachers utilize a variety of methods to introduce and commemorate cultural diversity among young learners. These activities encompass field visits, media exploration, cultural performances, and storytelling to cultivate comprehension and admiration for diverse cultures. Although a few individuals encounter difficulties when carrying out tasks, the majority enthusiastically adopt interactive methods to enhance their experiences and expand their viewpoints. The assessment of multicultural education entails the quantification of engagement, comprehension, and reactions, thereby emphasizing specific domains that require enhancement. Efforts to tackle negative attitudes focus on promoting inclusive dialogues and cooperative endeavours, while refraining from punitive actions. Engaging parents, cultivating intercultural comprehension, facilitating discourse, and commemorating festivals all contribute to establishing inclusive educational environments where diversity is respected and celebrated. This research emphasizes the crucial significance of a comprehensive approach to multicultural teaching for pre-service ECE teachers. It also highlights the necessity of ongoing evaluation to enable the continuous enhancement of practices in this important educational field.


INTRODUCTION
Multicultural education has both normative and empirical aspects, requiring a thorough examination of its idea, the urgent requirement for educational change, and the complex process of implementation.Based on normative principles, multicultural education aims to create a situation where students from various backgrounds, including religion, culture, ethnicity, social and economic class, gender, and disability, have equitable access to educational opportunities (Banks and Banks 2019).
In Indonesia, the actual observations reveal a wide range of cultural differences, which are influenced by the historical and social aspects that define the way people think, act, and behave in different communities and locations.
Nevertheless, the presence of several cultures might result in intercultural conflicts if not handled with mutual comprehension and regard, hence requiring educational initiatives infused with a multicultural outlook.To effectively resolve conflicts and promote understanding, it is necessary to enable a diverse community to cultivate open-mindedness and welcome diversity (Nugroho 2021).
Indonesia's vast diversity encompasses various ethnicities, religions, cultures, and regional languages across the entire span of the country, from Sabang to Merauke.Although the diversity is a valuable asset to the nation, if not managed properly, it could potentially lead to the emergence of conflicts.The importance of multicultural education arises as a crucial necessity, promoting not only knowledge but also active and constructive involvement with diversity (Logvinova 2016).It is imperative to impart this education at an early stage to ensure the maintenance of unity in the face of these disparities.An investigation into the implementation of multicultural education in West Kalimantan following ethnic conflicts revealed that it significantly enhanced students' comprehension of historical events and the current state of multiculturalism.However, certain difficulties arose, namely stakeholders' unease in confronting negative histories and deficiencies in analytical reasoning, potentially strengthening preconceived notions (Nakaya, 2018) to achieve a future that is both harmonious and inclusive (Jayadi et al, 2022).
Based on factual data, educational gaps favour certain groups while excluding others based on factors such as religion, socioeconomic class, or cultural attributes (Banks and Banks 2019).Education reform is essential to ensure equal opportunities for all students, requiring a comprehensive transformation of the educational environment beyond mere curriculum changes (Banks 2015).
Children's awareness and understanding of ethnic and cultural diversity begin at a young age, with important cognitive milestones occurring about 10-11 years old (Piaget and Weil 1951).
Preliminary research indicates that children as young as 3-4 years old are capable of recognising distinctions in gender, ethnicity, language, and disability issues, which can shape their attitudes towards race and culture (Murphy and Laugharne 2013;Ramsey 2014).
Educators often face difficulties in managing their classrooms.These obstacles are a major cause of job dissatisfaction and high turnover rates, especially among new educators (Dicke et al. 2015;Sieberer-Nagler 2016).Teachers must demonstrate adaptability to meet the demands of multicultural education, which requires providing diverse students with individualised academic support (Agirdag, Merry, and Van Houtte 2016).The study conducted by

Conceptual Framework
The

RESULT AND DISCUSSION
The focus on Culturally Responsive Teaching (CRT) in early childhood education entails giving different aspects different priorities in order to guarantee an inclusive learning environment.
Including a variety of viewpoints in instruction is one of the main goals.Teachers concentrate on closely analyzing the national, regional, and ethnic contributions to the material, as well as social and cultural diversity, potential prejudice, and international perspectives.Understanding regional and global issues that are pertinent to the subject matter is emphasized in classroom activities.
Respecting  To what extent do you involve parents in children's multicultural education?Providing advice to parents about cultural differences at home (17.9% or 30 participants): Providing advice and guidance to parents on how to deal with cultural differences at home can help create an environment that is inclusive and respects diversity.It can also help parents feel more prepared and support their children in pursuing multicultural experiences.
Organizing events that involve parents celebrating cultural differences (26.2% or 44 participants): Organizing events or activities that involve parents celebrating cultural differences is a great way to build bonds and mutual understanding between parents, children, and teachers.Events like these can create a positive and inclusive environment in schools.

Not involving parents in children's multicultural education (6% or 10 participants):
Although this percentage is low, not involving parents in multicultural education is unfortunate.
Involving parents can increase the effectiveness of multicultural teaching and help create a richer and inclusive educational environment.This provides an opportunity for each child to understand each other's cultural differences of multicultural teaching is important to measure its impact and achieve more optimal results in the future.

How do you promote cooperation and intercultural understanding among the children in your class?
In Involving children in various cultural celebrations and festivals is a powerful way to instill an appreciation for diversity and promote cross-cultural understanding (Gibbs 2017).
This can be achieved through several impactful strategies.Firstly, organizing special events within the classroom dedicated to celebrating different cultures allows students to engage directly with various traditions and customs (Hollins 2015).
preservation, social justice, equality, unity in diversity, and social interaction.By adopting and implementing these values, communities progress towards harmonious cohabitation.A meta-analysis conducted on multicultural values at public universities suggests the need for further investigation at private and religious institutions, with a focus on larger and more diverse samples.Additional inquiries should explore the perspectives and application of multicultural values by educators, students, policymakers, and communities, enhancing the longitudinal comprehension of multicultural education within communities.This highlights the imperative to integrate multicultural education into the social structure of Indonesia classroom management is crucial for promoting student engagement and enablingAnalisa Journal of Social Science and Religion Volume 08 Number 02 December 2023Pages 288-309 290 learning, necessitating educators to consistently evaluate and improve their instructional methods(Lew and Nelson 2016).Classroom management refers to a diverse range of strategies that extend beyond academic learning and can include the management of social relationships and behaviour(Greenberg, Putman, and Walsh 2014;Wolff et al. 2015).The main objective in a multicultural educational environment is to create a positive and respectful learning community that welcomes diversity and offers a safe environment for students to express their viewpoints and emotions in a constructive manner(Cartledge et al. 2014;Shepherd and Linn 2014).The success of multicultural education extends beyond the confines of the classroom and is closely linked to the cultural atmosphere of the school, fostering equality among individuals of different genders, races, and social classes.Institutional leaders and teachers play a critical role in reshaping the school atmosphere to promote kindness, openness, and tolerance (Banks 2015; Gay 2015; Manning, Baruth, and Lee 2017).To establish an empowering school culture for students from diverse backgrounds, it is necessary to analyse many factors such as student grouping, involvement in activities, academic assistance, and administrative services.It is imperative for educators, who are catalysts for change, to guarantee that their instructional methods, encompassing verbal exchanges as well as assessment and evaluation, are free from any form of prejudice (Fruja Amthor and Roxas 2016; Ghosh and Galczynski 2014).The objective of this research is to address the primary research inquiry: "In what ways can pre-service ECE teachers facilitate successful multicultural education for children, incorporating both in-classroom and extracurricular environments to cultivate comprehension, admiration, and collaboration among children from various cultural backgrounds?"The study examines a wide range of possibilities for pre-service ECE teachers to incorporate multicultural components, not only in the formal learning setting but also in extracurricular activities.The primary emphasis is on endeavors to foster comprehension, admiration, and collaboration among children from diverse cultural backgrounds.The research seeks to offer a thorough understanding of strategies and methods that pre-service ECE teachers can utilize to establish a supportive environment for children to develop their understanding and appreciation of cultural diversity, while also promoting positive cooperation among them.Literature Review To foster an enriched understanding of cultural diversity in education, pre-service ECE teachers employ diverse strategies.Notably, field trips to places of worship enable direct interaction with religious practices to broaden cultural insights.The researchers gathered six prior studies pertaining to the attitudes, preparedness, and implementation experiences of prospective teachers in the context of multicultural education.However, none of these studies specifically focused on prospective teachers specializing in early childhood education.The research conducted by Durmuş and Korkmaz (2023) emphasizes the necessity of enhancing the incorporation of multicultural education within pre-service teacher training programs.The findings indicate that pre-service teachers possess a modest level of perception with regards to intercultural education.However, there exists potential for enhancement in this area.The results additionally highlight the significance of gender-based discrepancies in perceptions.The report proposes the incorporation of a specialized course on multicultural education and the augmentation of extracurricular activities as measures to improve readiness.The research conducted by Daniela Silva (2022) highlights the need of teachers possessing a comprehensive awareness of culture within the framework of multicultural education.The findings of the study indicate that bilingual pre-service teachers possess a more profound comprehension of culture, despite the absence of statistically significant disparities between the groups.This emphasizes the significance of cultivating a sophisticated comprehension of culture among all pre-service teachers in order to proficiently execute intercultural education.
study's conceptual framework centers on the multicultural awareness of early childhood education (ECE) pre-service teachers.It aims to examine the factors and effects that shape their attitudes and views towards multiculturalism.The primary objective is to augment comprehension, admiration, and collaboration among children from various cultural backgrounds.The framework recognizes the past focus on policies and modifications in teacher education to address the increasing variety in educational environments, highlighting the significance of multicultural education (Durden, Escalante, and Blitch 2015).Pre-service early childhood education teachers are those who are currently enrolled in a teacher education program to obtain teacher certification.These students participate in closely monitored teaching experiences in real-world settings, obtaining assistance and direction from university staff and collaborating teachers.Universities are providing training to individuals with little or no previous teaching experience in order to prepare them for careers as professional educators.These individuals are specifically being taught to teach early childhood programs, such as kindergarten and playgroups, which cater to children between the ages of 0 to 6 years old.The framework emphasizes the two fundamental assumptions that guide efforts in multicultural teacher education.Multicultural teacher education research, policy, and practice exhibit notable divergence in their philosophical foundations and pedagogical methodologies.However, it is crucial to explore two underlying assumptions that continuously guide these endeavors.One prevalent idea is that pre-service teachers, in their capacity as learners, frequently exhibit a deficiency in cultural knowledge and intercultural awareness, which consequently hinders their ability to deliver teaching that is sensitive to the needs of a varied student population(Warren 2018).Multicultural awareness is a fundamental aspect of multicultural competency, serving as a cornerstone for the enhancement of educational abilities and professional knowledge among practitioners who engage with varied populations(Hall and Theriot 2016).One additional premise of the reformation of multicultural teacher education is that increased levels of multicultural consciousness are correlated with enhanced pedagogy.This is due to the fact that teachers' comprehension of and regard for cultural distinctions can foster positive connections with students and the community, as well as direct endeavors to establish a constructive classroom environment (Agirdag et al. 2016; Cherng and Davis 2019).Nevertheless, there is a dearth of empirical evidence supporting this association, as only a limited number of research have investigated the extent to which the multicultural ideas of pre-service teachers are linked to quantifiable teaching competencies.Nevertheless, there is a lack of actual evidence that substantiates this correlation, thus requiring additional investigation.Multicultural education encompasses a diverse range of political viewpoints and pedagogical techniques (Cho 2017).Despite these variations, there is a prevailing agreement that cultivating multicultural understanding is imperative for educators in order to foster positive outcomes for all kids.Multicultural awareness encompasses the teachers' cognizance of matters pertaining to cultural pluralism within the educational setting, their adeptness in addressing such matters, and their attentiveness towards them (Abacioglu, Volman, and Fischer 2020).The conceptual model for multicultural education and training delineates intercultural awareness as an essential facet of cultural competencies.This encompasses the professional aptitudes, emotional dispositions, and behavioral attributes that practitioners must possess in order to effectively engage with heterogeneous populations (Sandell and Tupy 2015).The approach incorporates Milner's (2006) study on the development of pre-service teachers suggests that interactions that foster cultural and racial awareness are among the three crucial and indispensable experiences for enriching candidates' comprehension and knowledge of diversity.The proposition that the development of multicultural awareness may come before the development of other types of intercultural competencies, such as perspective taking, acceptance of diversity, and anti-racist behavior, aligns with the theoretical framework of intercultural sensitivity and multicultural development.This framework suggests that there is a positive association between comprehension and an individual's sensitivity towards diverse cultural perspectives.The topic of discussion pertains to the significance of diversity and its role in fostering the acquisition of effective cultural competences (Tonbuloglu, Aslan, and Aydin 2016).The second section of the conceptual framework explores the factors that influence intercultural awareness, with a particular emphasis on the important roles played by race and previous exposure to diversity.The study by Cherng and Davis (2019) highlights the significance of teachers' racial identification in shaping their interactions with pupils and their overall understanding of diversity.The findings of a research investigation examining the influence of pre-service teachers' racial identification on their interactions with students indicate a correlation between teachers' perspectives on race, the potential impact of their own racial identity on student interactions, and their broader comprehension of diversity and multiculturalism.Previous studies have indicated that the attitudes and implicit assumptions of educators regarding race have an impact on the quality and nature of the feedback they offer to students in educational environments, as well as the types of social assistance they extend to individuals (Harber et al. 2012).Previous studies have examined the impact of teachers' racial biases and attitudes on students' educational encounters.Research on racial prejudice has demonstrated that even modest forms of bias can have a detrimental impact on interpersonal interactions and further escalate tensions between different groups.This has significant consequences for the quality of teacher-student relationships (Xu et al. 2020).The second factor mentioned for shaping pre-service teacher multicultural beliefs is prior experience with diversity (Chao, Takeuchi, and Farh 2017).The constructivist perspective of teacher development suggests that intercultural exposure and engagement with society beyond the personal sphere can serve as a catalyst for critical self-reflection, through which individuals can learn to shed their own racial, ethnic, and cultural views (Bezard 2016; Cherng and Davis 2019).Careful integration of coursework and field experience -in particular, immersing the pre-service teacher in a diverse school community -raises the greatest probability of changing multicultural attitudes.Pre-service teachers become more aware of the importance of understanding cultural differences after working with students who have a different social identity than themselves (Warren 2018).The last section focuses on culturally sensitive learning practices, highlighting the necessity for educators to utilize culturally sensitive instructional approaches.Gay (2018) defines culturally responsive teaching as teaching that builds on the personal and cultural strengths, intellectual abilities, and prior knowledge of diverse students.Culturally responsive teaching is an educational approach that acknowledges the significance of incorporating students' cultural backgrounds into every facet of the learning process (McKoy and Lind 2016; Samuels 2018).Culturally relevant pedagogy encompasses three key characteristics.Firstly, it involves the provision of quality and appropriate academic support that aligns with students' expectations.Secondly, it necessitates the cultivation of cultural competency by altering the curriculum to reflect diverse perspectives and experiences.Lastly, it emphasizes the establishment of meaningful relationships with students and their families, so fostering a sense of connection between the educational environment and the students' homes (Ladson-Billings 2014).Culturally responsive education encompasses both ideological and ethical dimensions, in addition to its methodological aspects.This approach can be characterized as an ideological undertaking that incorporates concepts related to reality, representation, equity, justice, social transformation, as well as educational principles such as personal relevance, cultural significance, and academic agency and excellence.These ideas are specifically applied within the ethnic and racial demographic contexts of various countries and their educational institutions.The theoretical underpinnings of culturally responsive pedagogy encompass various principles, one of which posits that educators' perspectives and dispositions towards ethnic, racial, and cultural diversity significantly influence their instructional practices (Bonner, Warren, and Jiang 2018).Another concept posits that culture exerts an influence on the nature and content of children's learning experiences, both within and beyond the boundaries of educational institutions, as well as on the instructional approaches employed by teachers (Nelson and Guerra 2014).A culturally responsive approach to education requires comprehensive training of teachers and school staff (McKoy and Lind 2016).This training should cover aspects such as cultural awareness, multicultural competence, diverse teaching strategies, introduction to different cultural values, and strengthening positive relationships between students from various backgrounds (Khalifa 2020).
experiences during practical fieldwork was gathered through the utilization of a Google Form questionnaire containing seven questions, namely (1) How do you involve children in understanding and appreciating cultural diversity outside the classroom setting?; (2) How would you evaluate the effectiveness of multicultural teaching in an early childhood classroom?; (3) How do you handle situations where children show negative attitudes or do not value cultural diversity?; (4) To what extent do you involve parents in children's multicultural education?; (5) How do you promote cooperation and intercultural understanding among the children in your class?; (6) How do you facilitate dialogue and discussion between children from different cultural backgrounds?; and (7) How do you involve children in celebrating different cultural celebrations or festivals inside and outside the classroom?.The questions above were constructed based on the Four Indicators for Assessing Culturally Responsive Teaching put out by Geneva Gay (2018), namely integrating diverse viewpoints into teaching, exhibiting cultural awareness, fostering positive student interactions, and promoting respectful and dignified communication.

Figure 4
Figure 4Strategies for Dealing with Negative Attitudes by Pre-service ECE Teachers

Figure 5
Figure 5Strategies for Involving Parents in MulticulturalEducation by Pre-service ECE Teachers

Figure 6 Figure 7
Figure 6Strategies for Increasing Intercultural Understanding by Pre-service ECE Teachers

Figure 8
Figure 8Strategies for Celebrating Cultural Festivals by Pre-service ECE Teachers Secondly, encouraging children to share their own experiences and family traditions helps them feel valued and contributes to a rich exchange of perspectives(Coyne et al. 2014).Thirdly, engaging in art activities related to cultural celebrations enables students to creatively explore and express their understanding of different cultures.Lastly, whenever feasible, taking students on visits to local cultural festivals offers a firsthand experience of diverse traditions and fosters a sense of connection to their community's multicultural aspects(Killick and Foster 2021).Multicultural education that is culturally responsive faces a number of challenges, especially in dealing with the complexity and diversity of the student population(Lew and Nelson 2016).However, multicultural education also offers a number of opportunities to create a more inclusive, equitable, and relevant educational environment for all students.Challenges in implementing multicultural education include limited awareness and understanding of the diverse needs of students and the importance of multicultural education among teachers and school staff which has led to a lack of implementation of culturally responsive teaching practices (Parkhouse, Lu, and Massaro 2019).Limited resources and support are also obstacles in adopting a diverse and culturally oriented approach to the learning process in schools.Besides that, an imbalance between educational policies and curricula may not fully take into account the cultural diversity of students, creating additional challenges in achieving inclusive education (Raihani 2018; Taylor et al. 2016).Efforts to create an inclusive educational environment are also constrained by a lack of commitment and support from both the authorities and society as a whole (Aronson and Laughter 2016; Gay 2018).However, there are a number of opportunities in which multicultural education can be used to create an educational environment that is inclusive and supportive of all students aiming to unleash their potential regardless of cultural or ethnic backgrounds.In this effort, it is important to help students understand and appreciate cultural differences, build strong multicultural competencies, and enable them to contribute actively and sustainably to society (Sady, Żak, and Rzepka 2019).In this regard, curricula and teaching methods should be designed to be more relevant and meaningful to students, taking into account their cultural and environmental contexts.In an inclusive learning community, cooperation and cultural exchange among students are encouraged, encouraging deeper understanding.In addition, fundamental human values, such as equality, are promoted (Gay 2018).Realizing these potential opportunities requires a strong commitment from all parties, including government, educational institutions, teachers and school staff, and society as a whole.Culturally responsive education is a journey and a challenge, but it is also a path full of potential for creating a more inclusive and harmonious future for all students.CONCLUSION Pre-service early childhood education (ECE) teachers utilize various strategies to promote cultural diversity, such as organizing field trips, exploring different forms of media, attending local performances, and engaging in storytelling.Although the majority of participants utilize interactive methods, some of them encounter restrictions as a result of limited resources or a curriculum that emphasizes other aspects.Evaluations emphasize the necessity for enhanced assistance in understanding cultural diversity, despite the positive reactions from the majority of the participants.However, the assessment of specialized evaluations continues to be difficult in certain contexts, impeding a thorough evaluation of multicultural teaching.Strategies aim to address negative attitudes by fostering inclusive discussions and promoting collaborative learning, with a focus on encouraging active participation rather than resorting to punitive actions.Although a minority of participants do not participate, the majority prioritize the establishment of an inclusive educational setting that promotes the appreciation of various cultures.Engaging parents through dialogues, festivities, and inclusive settings enhances the educational encounter, albeit certain parental involvement may be restricted.Methods to bolster intercultural comprehension in children encompass engaging in collective activities, engaging in dialogues, sharing narratives, and fostering cultural exchanges, all of which foster respect and collaboration among individuals from diverse backgrounds.Promoting cultural narratives, facilitating peer introductions, engaging in discussions, and addressing social issues related to diversity promotes comprehension among young learners, although a minority may not actively participate in such dialogues.Engaging children in cultural festivals through events, art, and local visits enhances their comprehension and admiration.However, a small portion of these celebrations may not involve children.In general, the efforts are focused on promoting an inclusive, diverse, and respectful learning environment.However, there are certain areas that need more emphasis in order to achieve a comprehensive cultural education.The findings of this research provide thorough implications for promoting multicultural education in early childhood environments.The identified pedagogical strategies serve as valuable instruments for designing teacher training programs, enhancing curricula with a range of perspectives, and cultivating a more inclusive and hands-on learning environment.The significance of parental involvement highlights the need for schools and families to work together, fostering a comprehensive approach to educating about cultural diversity.The call for continuous assessment and professional growth emphasizes the ever-changing character of multicultural instruction, urging educators to consistently enhance their approaches for maximum effectiveness.

Table 1 .
Respondent Demographics The population consists of 357 pre-service ECE teachers.Isaac Michael's table indicates that a sample size of at least 155 pre-service ECE teachers is necessary when using a significance level of 10%.This condition is met by a sample size of 168 potential ECE teachers.