| dc.description.abstract | Previous research has extensively examined multicultural values with some theories but has
not specifically utilize Banks (2004) theory of multicultural education. This gap underscores
the need to evaluate how textbooks reflect multicultural education because textbook is one of
the crucial item in curriculum. This study investigates the representation of multicultural
education in Indonesian English textbooks through a content analysis of "Buku Bahasa Inggris
‘Work in Progress’ SMA/SMK/MA Kelas X," with the new 'Kurikulum Merdeka'. Using
Banks' (2004) framework, the research evaluates five dimensions of multicultural education:
content integration, knowledge construction, prejudice reduction, equity pedagogy, and
empowering school culture. The findings reveal substantial representation in four dimensions,
including content integration, knowledge construction, prejudice reduction, and empowering
school culture. The dimension of equity pedagogy is not found in this textbook. The research
contributes to ongoing discussions on the effectiveness of multicultural education in Indonesian
EFL contexts and offers empirical data to support the development of more inclusive
educational resources. | en_US |
