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

1.1 SUAVE culture-based

In the process of culture-based learning, culture serves as a means for students to convert their observations into innovative forms and principles regarding nature. This approach ensures that students’ role extends beyond mere imitation or passive reception of information, but rather, involves the creation of meaning and understanding from the information they acquire (Prihartini, Y., Buska, W., Hasnah, N., & Ds 2019). Furthermore, substance (learning material) and competence in the field of study or field of science are emphasized in culture-based learning, with a focus on attaining integrated understanding rather than inert knowledge (Plomp, Tj. & Nieveen 2007). As a result, it becomes essential to develop a learning design that effectively incorporates cultural values into social and science education within school settings.

Socios Unidos para Artes Via Education (SUAVE) is an educational program centered on culture-based learning, implemented in California, USA. Its primary objective is to assist teachers in incorporating art objects into the instruction of various subjects, including mathematics, science, social studies, and others. The fundamental principle underlying culturally integrated SUAVE learning is that utilizing art as a pedagogical tool can greatly enhance students’ comprehension of academic content, particularly in relation to recognizing the value of multiculturalism (Goldberg 2021). By applying culturally integrated SUAVE learning to IPAS subjects, students are afforded a more accessible means of improving their understanding of multiculturalism’s significance (Jacobs 2000). Art possesses a distinct capacity to aid students in discerning the importance of multiculturalism. SUAVE represents a learning model in which classroom teachers collaborate with professional artists to acquire the requisite skills for integrating the arts into their curriculum, with the ultimate aim of cultivating an appreciation for multiculturalism. SUAVE thus represents an endeavor to incorporate the arts into the educational process (Saraniero, Patricia, Goldberg, Merryl R, Hall 2014).

1.2 Multiculturalism values

The values of multiculturalism, which originate from the noble principles in the philosophy of “Bhineka Tungga Ika,” should be upheld and incorporated into education at all levels. It is imperative for Indonesia to have an educational system that embraces diversity in order to foster societal harmony. This objective aligns with the essence of Article 4, Paragraph 1 of the Law on the National Education System No. 20 of 2003. Solidarity, trust, and tolerance are key characteristics of a civic society, as demonstrated by behaviors such as mutual assistance, a sense of belonging, complete trust in one another, and the ability to remain tolerant despite differing viewpoints (Putnam 1993). Rice and Sumberg (1997) outline four categories that encompass the elements of a civic culture: civic engagement, political equality, solidarity, trust, and tolerance, and social structures of cooperation. In community culture, the community’s attitude towards active involvement in public affairs and the promotion of public interests is vital. Based on the aforementioned analysis, it becomes evident that multicultural values manifest in the promotion of learning to coexist with differences, fostering mutual trust, preserving mutual understanding, upholding mutual respect, encouraging open-mindedness, promoting appreciation and interdependence, resolving conflicts, and facilitating the reconciliation of violence (Zakiyyudin Baidhawy 2005).

The culturally integrated SUAVE model can be utilized to enhance the significance of multiculturalism which reflects societal values and is influenced by the social, cultural, and historical context in society (Saraniero, Patricia, Goldberg, Merryl R, Hall 2014). The fundamental philosophy behind culturally integrated SUAVE learning is that the utilization of arts in teaching can serve as a potent tool for educators to facilitate students’ comprehension of academic subjects, particularly in comprehending the value of multiculturalism (Goldberg 2021; Naz, Afzal, and Khan 2023). By incorporating art-based strategies that are culturally integrated into the IPAS subject, the SUAVE learning approach simplifies the process of students identifying the importance of multiculturalism (Jacobs 2000). Art assumes a distinct role in enabling students to recognize the significance of multiculturalism. SUAVE is a learning model in which classroom teachers collaborate with professional artists to acquire the skills to integrate arts into their curriculum, thereby fostering an understanding of multiculturalism. SUAVE represents an endeavor to incorporate the arts into the educational process (Saraniero, Patricia, Goldberg, Merryl R, Hall 2014).

1.3 Research questions

This study seeks to enhance the multicultural values of elementary school students through investigation of the following research questions:

2.1 Research design

This research focuses on pre-experimental design. However, culturally integrated SUAVE was developed using the Research and Development (R&D) method which aims to produce a specific product and test its effectiveness. The R&D method from Gall, Gall, and Borg (2007) was used to develop the SUAVE learning model integrated with Indonesian culture. This model aims to improve elementary school students’ understanding of multiculturalism values. This development design is adapted from the model proposed by (Plomp, Tj. & Nieveen 2007) for effectiveness using an experimental design, namely pre-experimental. The trial was conducted with three experimental groups in 3 different regions of Indonesia, namely the western, central and eastern parts with purposive sampling techniques with consideration of equal representation of various social and cultural backgrounds. Before being given treatment, students were given a pretest question (initial test) and at the end of learning students were given a posttest question (final test) related to understanding the values of multiculturalism. The experimental research design is presented in Table 2, and the development flow of SUAVE integrated with Indonesian culture can be seen in Figure 1.

Figure 1. General model of the culturally integrated SUAVE in the education (Plomp, Tj. & Nieveen 2007).

2.2 Participants

This study involved elementary school students in Indonesia, specifically 5^th grader students hailing from diverse regions that mirror the cultural diversity of Indonesia, namely Western Indonesia, Central Indonesia, and Eastern Indonesia. The overall number of participants involved in this study amounted to 360 students from nine elementary schools, chosen with the intention of achieving a balanced representation across a range of social and cultural backgrounds. The participants were distributed equally, with 120 students from Western Indonesia, 120 students from Central Indonesia, and 120 students from Eastern Indonesia. Table 1 provides a comprehensive overview of the participants’ characteristics.

Table 1 provides an overview of participant characteristics across three regions of Indonesia: Western, Central, and Eastern. It compares the pre-test and post-test mean scores for both female and male participants. In the pre-test, Western Indonesia shows female participants with a mean score of 48.19 and male participants at 51.52. Central Indonesia has a mean of 51.52 for females and 48.52 for males, while Eastern Indonesia shows means of 49.50 for females and 48.83 for males. Post-test results indicate a significant increase in scores across all groups, with Western Indonesia females and males achieving means of 69.50 and 70.16, respectively. Central Indonesia reports mean of 79.49 for females and 70.81 for males, while Eastern Indonesia records mean of 75.33 for females and 60.75 for males. This data suggests a general improvement in scores after the intervention, with some regional variation.

2.3 Research procedure

The effectiveness learning desain using SUAVE integrated with Indonesian culture was utilized in the pre-experiment of this study. The independent curriculum in Indonesia includes integrated cultural learning material on SUAVE, which is taught at the 5th grade level in elementary school during the second semester. This material explores cultural diversity through traditional dances, traditional clothing, traditional musical instruments, and traditional weapons. The material served as the central topic in the three groups of this study. Experimental groups E1, E2, and E3 utilized SUAVE integrated with Indonesian culture, which was developed by researchers through a comprehensive research process (Plomp, Tj. & Nieveen, 2007). This process included needs analysis, the development of a prototype of the SUAVE model integrated with Indonesian culture, self-evaluation, small group testing, and field testing, followed by the implementation stage. Prototype I of the model development results underwent review by three expert lecturers and was evaluated through a one-to-one approach, where three expert lecturers observed teachers using the SUAVE model in small groups at a single primary school. The revised results of this process led to the creation of Prototype II, which was used in the small group test involving three primary schools. This led to the refinement of the model, resulting in Prototype III, which was then used in the field testing (large-scale trial) involving a larger group of participants from nine primary schools in Grade 5 classes. The results of this large-scale testing were revised further and became the final SUAVE integrated with Indonesian culture. The last stage in this research process is the implementation stage, which comes after the completion of the experimental stage. The validation process involved three expert lecturers who assessed the material’s aspects, as well as nine IPAS subject teachers who provided expert judgments to ensure that the content of SUAVE integrated with Indonesian culture is suitable for teaching IPAS subjects.

Table 2 shown that the E1, E2, and E3 represent the experimental group, while X denotes the treatment involving the utilization of the SUAVE model integrated with Indonesian culture. Y1, Y2, and Y3 correspond to the pretest for grasping multiculturalism values, and Y2, Y4, and Y6 pertain to the posttest for understanding multiculturalism values. The experimental group implemented the SUAVE model, which integrates Indonesian culture. During this phase, the teacher provided an introduction and stated the objectives. Following this, students were instructed to observe cultural diversity through artwork and artistic objects. Subsequently, the teacher delivered content on ethnic and cultural diversity in Indonesia, collaborating with artists. Students and teachers engaged in questions and answers regarding cultural diversity. Students were then divided into groups of four individuals, and they listened to artist demonstrations that introduced various art forms, techniques, musical instruments, and dances through in-class activities. Moreover, students discussed issues related to cultural diversity.

Figure 2 presents a visual narrative of the transformation in students’ learning experiences before and after the implementation of the culturally integrated SUAVE model. The figure sequentially illustrates how classroom practices shifted from conventional instruction to an arts- and culture-based learning approach designed to strengthen multicultural values. In the first panel (a), the classroom reflects a traditional learning environment in which students, dressed in regular school uniforms, work individually at their desks on written assignments. The atmosphere suggests a teacher-centered, text-based instructional model with limited interaction with cultural artifacts or artistic experiences. Learning at this stage appears predominantly cognitive, emphasizing academic content rather than cultural engagement or social interaction. The second panel (b) portrays a noticeable change in the learning setting following the integration of SUAVE. Although students are still engaged in written tasks, they are now dressed in traditional cultural attire representing different regions of Indonesia. This visual shift symbolizes the incorporation of local culture into classroom activities, indicating that students are beginning to experience learning in a more contextual, culturally responsive, and meaningful way. The classroom environment appears more vibrant and connected to students’ cultural identities. The third panel (c) captures the core essence of the SUAVE model through a scene of artistic performance in the classroom. A student performs a traditional dance while interacting with a younger peer, representing collaboration between learners and the experiential nature of culture-based education. This image emphasizes learning through participation, observation, and artistic expression rather than solely through textbooks. It illustrates how SUAVE integrates arts into education to nurture respect for diversity, appreciation of cultural differences, and deeper understanding of multicultural values.

Figure 2. Pre-Post test before and after integrating SUAVE Indonesian culture.

(a) Before SUAVE, (b) After SUAVE, (c) Integrating SUAVE.

Overall, Figure 2 narratively depicts the progression from conventional instruction to a culturally enriched learning model, demonstrating how the integration of SUAVE transforms not only classroom practices but also students’ engagement with culture and multicultural understanding.

2.4 Instrument

This study aims to measure the comprehension of multiculturalism values within the implementation of culturally integrated SUAVIE learning design through the use of a multiple-choice test. The test was administered to students at two different time points: before treatment (Pre-test) and after treatment (Post-test). The test consisted of 10 items, each serving as an indicator of understanding multiculturalism values. These items were adapted from Zakiyyudin Baidhawy (2005) and were further validated by language and content experts in the Indonesian context. The purpose of this multiple-choice test is to evaluate the effectiveness of the culturally integrated suave learning design in the context of IPAS learning in schools.

2.5 Data analysis

In this study, data were analyzed using descriptive and inferential statistics with the assistance of the Statistical Package for the Social Sciences (SPSS) version 27 (IBM Corp 2020). The profile of students’ understanding of multicultural values was examined through descriptive analysis. A comparison of pretest and posttest mean scores was conducted to assess differences in multicultural values based on each regional group. A t-test analysis was employed to determine the significance of pretest-posttest differences in the understanding of multicultural values across the selected regions in Western, Central, and Eastern Indonesia. Preliminary tests were conducted prior to the t-test to assess the normality and homogeneity of data distribution (p > .05).

Table 3 indicates that the data are normally distributed.

Table 4 confirms that the data are homogeneous. Additionally, Cohen’s D (Cohen 2013) was used to evaluate the effectiveness of the SUAVE learning design, which integrates Indonesian culture, in this study.

2.6 Ethical considerations

Informed consent was obtained verbally from all participants’ parents or legal guardians prior to data collection. The researchers provided clear and comprehensive explanations regarding the research objectives, procedures, potential benefits, and the use of de-identified data for academic publication. Verbal consent was considered appropriate in this study due to the involvement of elementary school students in multiple schools across different regions of Indonesia, where written consent procedures could create administrative barriers and reduce participation rates without adding substantive ethical protection. Moreover, many parents were more comfortable providing consent through direct communication with teachers and researchers rather than through formal written documentation. To ensure ethical compliance, classroom teachers and school principals documented that consent had been granted, and participation was entirely voluntary, with students free to withdraw at any time without academic consequences. All data were anonymized to protect participants’ privacy and confidentiality. The study was conducted in accordance with the ethical principles of the 1964 Declaration of Helsinki and its subsequent amendments.

3.1 Differences in pretest-posttest scores for multicultural values based on each regional group (RQ1)

Based on the analysis results, the average differences between the experimental class at two different time frames, pre-test and post-test, are presented in Table 5.

Table 5 presents the mean differences in multiculturalism scores between pre-test and post-test assessments across three regional groups: Western Indonesia, Central Indonesia, and Eastern Indonesia. For the Western Indonesia group, the mean pre-test score was 49.85 with a standard deviation of 18.65, while the post-test mean score increased to 69.83 with a standard deviation of 15.39, resulting in a mean difference of 19.98. In Central Indonesia, the pre-test mean score was 59.00 with a standard deviation of 16.50, and the post-test mean score was 75.08 with a standard deviation of 16.14, showing a mean difference of 16.08. Lastly, the Eastern Indonesia group had a pre-test mean score of 49.16 with a standard deviation of 16.22, which increased to 75.00 in the post-test with a standard deviation of 15.93, yielding the highest mean difference of 25.84. These results suggest that all regions showed an improvement in multiculturalism scores from pre-test to post-test, with Eastern Indonesia exhibiting the most significant increase.

3.2 Increase in multicultural values based on paired sample t-test (RQ2)

The increase in pre-test and post-test multicultural values was analyzed across the different research areas, including Western Indonesia, Central Indonesia, and Eastern Indonesia. To examine the significance of the improvement brought by the SUAVE learning design integrated with Indonesian culture in science and social studies education, a paired sample t-test was conducted in this study, as presented in Table 6.

Table 6 presents the results of the paired sample t-test, which was conducted to assess the significance of the difference in multiculturalism scores between the pre-test and post-test across three regional groups: Western Indonesia, Central Indonesia, and Eastern Indonesia. For the Western Indonesia group, the mean difference between pre-test and post-test scores was 20.00, with a standard deviation (SD) of 14.14 and a standard error (S.E) of 1.29. The 95% confidence interval for this difference ranged from 17.44 to 22.56, with a t-value of 15.49, degrees of freedom (df ) of 119, and a p-value of 0.00, indicating a statistically significant improvement. In the Central Indonesia group, the mean difference was 25.25, with a higher standard deviation of 26.15 and a standard error of 2.39. The 95% confidence interval ranged from 20.52 to 29.98, with a t-value of 10.58, df of 119, and a p-value of 0.00, also showing significant improvement. The Eastern Indonesia group demonstrated a mean difference of 25.83, with a standard deviation of 19.08 and a standard error of 1.74. The 95% confidence interval for this group ranged from 22.38 to 29.28, with a t-value of 14.83, df of 119, and a p-value of 0.00, further confirming a significant increase in multicultural values. Overall, these results indicate that the SUAVE learning design integrated with Indonesian culture significantly improved multiculturalism scores across all three regions, with all p-values being 0.00, reflecting high statistical significance.

3.3 Effect size contribution (Cohen’s D) of SUAVE combined with Indonesian culture contribute to enhancing multicultural values

The effective contribution of the SUAVE learning design integrated with cultural elements to the understanding of multicultural values can be observed in Table 7, based on the analysis of effect size contribution (Cohen’s D). The effect size categories are defined as follows: negligible (0–0.19), small (0.2–0.49), medium (0.5–0.79), and large (0.8 and above) (Cohen 2013).

For the Western Indonesia group, the effect size (Cohen’s d) is calculated at 1.41, with a point estimate of 1.41 and a 95% confidence interval ranging from 1.16 to 1.67. This indicates a large effect size, suggesting that the SUAVE learning design had a significant impact on multiculturalism understanding in this region. In the Central Indonesia group, the effect size is lower at 0.97, with a 95% confidence interval between 0.75 and 1.18. Although slightly lower than in Western Indonesia, this still represents a large effect size, indicating substantial improvement in multiculturalism understanding due to the learning design. Finally, the Eastern Indonesia group shows an effect size of 1.35, with a 95% confidence interval from 1.10 to 1.60. This also falls into the large effect size category, demonstrating a strong contribution of the SUAVE learning design to enhancing multicultural values in this region. Overall, the large effect sizes across all three regions suggest that the SUAVE learning design integrated with cultural elements is highly effective in improving students’ understanding of multicultural values.

Figure 3 presents a comprehensive visualization of the improvement in students’ multicultural values following the implementation of the culturally integrated SUAVE learning model across three Indonesian regions: Western Indonesia, Central Indonesia, and Eastern Indonesia. Panel A illustrates the mean differences between pre-test and post-test scores for each regional group, showing consistent increases in multicultural values after the intervention. Panel B displays the paired sample results using mean differences with 95% confidence intervals, indicating statistically significant improvements in multicultural values across all regions. Panel C depicts the effect size estimates (Cohen’s d) with corresponding 95% confidence intervals, demonstrating large effect sizes in all regional groups. Overall, the figure indicates that the integration of Indonesian cultural elements into the SUAVE learning model had a substantial and statistically significant impact on enhancing students’ multicultural values across diverse geographical contexts.

Figure 3. Comparison of Pre-test and Post-test multicultural values across Indonesian regions using the culturally integrated SUAVE model.

6.1 Theoretical implications

This study contributes to the literature on arts-integrated and culture-based education by demonstrating that the SUAVE model, when contextualized with Indonesian cultural elements, can effectively enhance students’ understanding of multicultural values. The results support theoretical perspectives that emphasize the role of experiential and arts-based learning in fostering social, cultural, and emotional competencies alongside academic learning. The study also strengthens the argument that multicultural values are not merely cognitive constructs but can be meaningfully developed through lived cultural experiences in the classroom.

6.2 Pedagogical implications

For teachers, the study suggests that integrating local culture, arts, and community artists into classroom instruction can make learning more engaging, meaningful, and socially relevant for students. The SUAVE approach encourages a shift from textbook-centered teaching to experiential, participatory, and collaborative learning. Teachers are therefore encouraged to incorporate traditional arts, cultural artifacts, and community-based learning activities into IPAS (science and social studies) and other subjects to promote deeper multicultural understanding.

6.3 Curriculum implications

The results indicate that culturally integrated learning designs such as SUAVE can be effectively embedded within Indonesia’s independent curriculum (Kurikulum Merdeka), particularly in IPAS and character education. Curriculum developers should consider formally integrating arts-based and culture-based pedagogies into national learning frameworks to strengthen students’ appreciation of diversity, national identity, and social cohesion.

6.4 School and community implications

The study highlights the importance of collaboration between schools and local artists, cultural practitioners, and communities. Such partnerships not only enrich classroom learning but also support cultural preservation and intergenerational knowledge transmission. Schools are encouraged to build sustainable collaborations with local cultural institutions and artists to create authentic learning experiences for students.

6.5 Policy implications

At the policy level, educational authorities should support teacher professional development programs that train educators in arts integration and culturally responsive teaching. Additionally, policies that promote the inclusion of local cultural content in formal education can contribute to national unity while respecting regional diversity. Funding and institutional support for culture-based learning initiatives are essential to scale up models such as SUAVE across different regions of Indonesia.

This study implies that culturally integrated learning through SUAVE is not only an effective pedagogical strategy but also a meaningful approach to nurturing tolerant, empathetic, and culturally aware citizens in a diverse society.

6.6 Limitations and future research

Despite its contributions, this study has several limitations that should be acknowledged and addressed in future research. First, the sample was limited to fifth-grade elementary school students from only three provinces representing Western, Central, and Eastern Indonesia. Although these regions reflect Indonesia’s cultural diversity, the findings cannot be fully generalized to all elementary students across the country or to other grade levels. Future studies should include a broader and more diverse sample involving multiple provinces, school types (urban–rural), and different grade levels to enhance external validity.

Second, this study employed a pre-experimental design without a control group. As a result, it is not possible to conclusively compare the effectiveness of the culturally integrated SUAVE model with conventional IPAS instruction. Future research is recommended to adopt a quasi-experimental or true experimental design with both experimental and control groups to provide stronger causal evidence regarding the impact of SUAVE on students’ multicultural values.

Third, the measurement of multicultural values relied solely on a multiple-choice test. While this instrument was validated by experts, it primarily captures cognitive understanding rather than students’ attitudes, behaviors, and lived experiences of multiculturalism. Future research should incorporate mixed-method approaches, including observations, interviews, reflective journals, and performance-based assessments, to obtain a more holistic understanding of how SUAVE influences students’ multicultural competence.

Fourth, this study focused mainly on short-term learning outcomes by comparing pre-test and post-test results immediately after the intervention. The long-term impact of SUAVE on students’ multicultural values remains unknown. Future studies should include longitudinal designs to examine whether the positive effects of SUAVE are sustained over time.

Finally, this research integrated selected cultural elements such as traditional dance, clothing, musical instruments, and weapons from specific regions. Future studies could explore the integration of a wider range of cultural expressions, including local stories, crafts, community traditions, and digital cultural resources, to further enrich SUAVE-based learning and its impact on multicultural education.

Addressing these limitations will strengthen empirical evidence on culturally integrated SUAVE learning and contribute to the development of more inclusive, effective, and culturally responsive educational practices in Indonesia.