Ririn Ambarini, Issy Yuliasri, Widhiyanto, Tommi Yuniawan, Sukarno
This qualitative study explores how microteaching supports multicultural curriculum integration in junior secondary education. Guided by Kolb’s Experiential Learning Theory and Banks’ Multicultural Education Framework, data from 115 stakeholders were analyzed through interviews, observations, and document reviews. Findings show that microteaching enhances teacher reflection, cultural responsiveness, and student engagement. Stakeholders reported gains in empathy, inclusion, and critical thinking, while highlighting institutional barriers. Effective strategies, such as culturally diverse texts and differentiated instruction—were identified. The study proposes microteaching as a replicable, equity-driven model for inclusive pedagogy and calls for systemic support to sustain multicultural practices in education. © 2025, Adam Marszalek Publishing House. All rights reserved.
English Education Department, Faculty of Language and Arts, Universitas PGRI Semarang, Indonesia; English Education Department, Faculty of Languages and Arts, Universitas Negeri Semarang, Indonesia; Indonesian Education Department, Faculty of Languages and Arts, Universitas Negeri Semarang, Indonesia; English Education Department, Faculty of Teacher Training and Education, Universitas Negeri Tidar, Magelang, Indonesia
