Akcaoğlu, M.Ö., & Arsal, Z. (2022). The effect of multicultural education on preservice teachers’ attitude and efficacy: Testing bank’s content integration dimension. Participatory Educational Research, 9(2), 343–357. doi.org/10.17275/per.22.44.9.2
Akhtar, H., & Sumintono, B. (2023). A rasch analysis of the international personality item pool big five markers questionnaire : Is longer better? Primenjena Psihologija, 16(1),3–28. doi.org/10.19090/pp.v16i1.2401
Alismail, H.A. (2016). Multicultural education: Teachers’ perceptions and preparation. Journal of Education and Practice, 7(11), 139–146.
Altinsoy, E., Boyraz, S., & Çıtak, T. (2018). Multiculturalism : Are pre-service ELT teachers ready for it ? 1. Journal of Modern Science, 37(2), 307–318. doi.org/10.13166/jms/92514
Antón-Solanas, I., Coelho, M., Huércanos-Esparza, I., Vanceulebroeck, V., Kalkan, I., Cordeiro, R., Kömürkü, N., Soares-Coelho, T., Hamam-Alcober, N., Dehaes, S., Casa-Nova, A., & Sagarra-Romero, L. (2020). The teaching and learning cultural competence in a multicultural environment (Ccmen) model. Nursing Reports, 10(2), 154–163. doi.org/10.3390/NURSREP10020019
Al Arifin, A.H. (2013). Implementasi pendidikan multikulutral dalam praksis pendidikan di Indonesia. Jurnal Pembangunan Pendidikan: Fondasi dan Aplikasi, 1(1),72–82 doi.org/10.21831/jppfa.v1i1.1052
Banks, J.A., & Banks, C.A.M. (2013). Multicultural education: Issues and perspective. Nucl. Phys., 13(1), 380.
Barzanò, G., Cortiana, P., Jamison, I., Lissoni, M., Barzanò, G., Cortiana, P., Jamison, I., & Lissoni, M. (2017). New means and new meanings for multicultural education in a global – Italian context. Multicultural Education Review, 0031, 1–14. doi.org/10.1080/2005615X.2017.1346554
Beaton, D.E., Bombardier, C., Guillemin, F., & Ferraz, M.B. (2000). Guidelines for the process of cross-cultural adaptation of self-report measures. SPINE, 25(24), 3186–3191. doi.org/10.1080/000163599428823
Benediktsson, A.I. (2023). The place of multicultural education in legal acts concerning teacher education in Norway. Multicultural Education Review, 14(4), 228–242. doi.org/10.1080/2005615X.2023.2164972
Bond, T.G., & Fox, C.M. (2015). Applying the Rasch Model fundamental measurement in the Human Sciences. (3rd ed.). Routledge.
Boone, W.J., Staver, J.R., & Yale, M.S. (2014). Rasch Analysis in the Human Sciences. Springer. https://doi.org/10.1007/978-94-007-6857-4
Chen, S., & Wong, K.Y. (2022). Assessment of preservice music teachers’ multicultural personality: Multicultural music education perspective. Frontiers in Psychology, 13(May), 1–11. https://doi.org/10.3389/fpsyg.2022.726209
Cho, H. (2017). Navigating the meanings of social justice, teaching for social justice, and multicultural education. 19(2), 1–19.
Cochran-smith, A.M. (2003). The multiple meanings of multicultural teacher education: A conceptual framework. Teacher Education Quarterly, 30(2), 7–26.
Cohen, L., Manion, L., & Morrison, K. (2018). Research methods in education. (8th ed.). Routledge.
Colbert, P.J. (2010). Developing a culturally responsive classroom collaborative of faculty, students, and institution. Contemporary Issues in Education Research, 3(9), 17–26.
Constantine, M.G., & Sue, D.W. (2005). Strategies for building multicultural competence in mental health and educational settings (M.G. Constantine & D.W. Sue (eds.)). John Wiley & Sons. doi.org/10.1176/appi.ps.58.2.275
D’Andrea, M., Daniels, J., & Noonan, M. J. (2003). New developments in the assessment of multicultural competence: The multicultural awareness-knowledge-skills survey--Teachers form. In Handbook of multicultural competencies: In counseling & psychology. (pp. 154–167). Sage Publications, Inc. doi.org/10.4135/9781452231693.n10
Debbağ, M., & Fidan, M. (2020). Relationships between prospective teachers’ multicultural education attitudes and classroom management styles. International Journal of Progressive Education, 16(2), 111–122. doi.org/10.29329/ijpe.2020.241.8
Doğru, M. S., & Demirbaş, İ. (2021). The relationship between perceptions of multicultural competence and democratic values: Examining science teachers working with international students. Journal of International Students, 11(1), 24–40. doi.org/10.32674/jis.v11i1.1356
Dunn, A.H. (2017). Refusing to be co-opted : Revolutionary multicultural education amidst global neoliberalisation refusing to be co-opted : Revolutionary multicultural. Intercultural Education, 5986, 1–17. doi.org/10.1080/14675986.2017.1345275
Dunn, A.H. (2017) Refusing to be co-opted: Revolutionary multicultural education amidst global neoliberalisation, Intercultural Education, 28(4), 356-372, doi.org/10.1080/14675986.2017.1345275
Džalalova, A., & Raud, N. (2012). Multicultural competence and its development in students of teacher education curricula. Problems of Education in the 21st Century, 40(1), 65–74. doi.org/10.33225/pec/12.40.65
Erdem, D. (2020). Multicultural competence scale for prospective teachers: Development, validation and measurement invariance. Eurasian Journal of Educational Research, 20(87), 1-28. doi.org/10.14689/ejer.2020.87.1
Hamilton, M.J. (2016). Examining teacher multicultural competence in the classroom: Further validation of the multicultural teaching competency scale. LSU Master's Theses. 4433.
He, Y., & Cooper, J.E. (2009). The ABCs for pre-service teacher cultural competency development. Teaching Education, 20(3), 305–322. doi.org/10.1080/10476210902943256
Jayadi, K., Abduh, A., & Basri, M. (2022). Heliyon a meta-analysis of multicultural education paradigm in Indonesia. Heliyon, 8(1),1-5. doi.org/10.1016/j.heliyon.2022.e08828
Karabatsos, G. (2003). Comparing the Aberrant Response Detection Performance of Thirty-Six Person-Fit Statistics. Applied Measurement in Education, 16(4), 277–298. doi.org/10.1207/S15324818AME1604_2
Karkina, S., Singh, B., Batyrshina, G., & Nurgayanova, N. (2022). Creating multicultural opportunities in music teacher education: Sharing diversity through online competitions. Frontiers in Education, 7(April), 1–13. doi.org/10.3389/feduc.2022.816121
Labiris, G., Fanariotis, M., Kastanioti, C., Alexias, G., Protopapas, A., Karampitsakos, T., & Niakas, D. (2015). Greek physicians ’ perceptions on generic drugs in the era of austerity. Scientifica, 2015, 1-9. doi.org/https://doi.org/10.1155/2015/251792
Latif, Y. (2020). Pendidikan yang berkebudayaan: Histori, konsepsi, dan aktualisasi pendidikan transformatif. PT Gramedia Pustaka Utama.
Lee S, Cha Y.K., Ham S.H. 2023. The global institutionalization of multicultural education as an academic discourse. Societies, 13(8),191. doi.org/10.3390/soc13080191
Liu, F., Zhang, Z., Lin, B., Ping, Z., & Mei, Y. (2022). Assessing the psychometric properties of the Chinese return ‑ to ‑ work self ‑ efficacy questionnaire using Rasch model analysis. Health Qual Life Outcomes, 27(20). doi.org/10.1186/s12955-022-01929-7
Liu, X. (2022). Comparing multicultural education in China and Finland : From policy to practice. Asian Ethnicity, 23(1), 165–185. doi.org/10.1080/14631369.2020.1760078
Mappaenre, A., Ruswandi, U., Erihadiana, M., & Nuraini, Y. (2023). Multicultural education In Indonesia : Characteristics and urgency. Jurnal Ilmu Sosial Dan Pendidikan, 7(2), 874–886.
doi.org/10.58258/jisip.v7i2.4574
McAllister, G., & Irvine, J.J. (2000). Cross cultural competency and multicultural teacher education. Review of Educational Research, 70(1), 3–24. doi.org/10.2307/1170592
Ningsih, I.W., Mayasari, A., & Ruswandi, U. (2022). Konsep pendidikan multikultural di Indonesia. EDUMASPUL Jurnal Pendidikan, 6(1), 1083–1091. doi.org/10.33487/edumaspul.v6i1.3391
Nugraha, D., Ruswandi, U., & Erihadiana, M. (2020). Urgensi pendidikan multikultural di Indonesia. Jurnal Pendidikan PKN, Pancasila dan Kewarganegaraan, 1(2), 140–149.
Nurcahyono, O.H. (2018). Pendidikan multikultural di Indonesia: Analisis sinkronis dan diakronis. Habitus: Jurnal Pendidikan, Sosiologi dan Antropologi, 2(1), 105–115. doi.org/10.20961/habitus.v2i1.20404
Pieterse, A.L., Evans, S.A., Risner-Butner, A., Collins, N.M., & Mason, L.B. (2008). Multicultural competence and social justice training in counseling psychology and counselor education: A review and analysis of a sample of multicultural course syllabi. The Counseling Psychologist, 37(1), 93–115. doi.org/10.1177/0011000008319986
Raihani, R. (2018). Education for multicultural citizens in Indonesia: Policies and practices. Compare, 48(6), 992–1009. doi.org/10.1080/03057925.2017.1399250
Romijn, B.R., Slot, P.L., & Leseman, P.P.M. (2021). Increasing teachers ’ intercultural competences in teacher preparation programs and through professional development : A review. Teaching and Teacher Education, 98(21), 103236. doi.org/10.1016/j.tate.2020.103236
Solehuddin, M., & Budiman, N. (2019). Multicultural competence of prospective preschool teachers in predominantly Muslim country. Cakrawala Pendidikan, 38(3), 438–451. doi.org/10.21831/cp.v38i3.25033
Solehuddin, M., & Adriany, V. (2017). Kindergarten teachers’ understanding on social justice: Stories from Indonesia. SAGE Open, 7(4). doi.org/10.1177/2158244017739340
Sousa, C., Gonçalves, G., Santos, J., & OrgambÃdez-Ramos, A. (2019). The relationship between multicultural competencies and intercultural contact: Multicultural personality and cultural intelligence. Psicologia e Sociedade, 31, 1–17. doi.org/10.1590/1807-0310/2019V31166867
Spanierman, L.B., Oh, E., Heppner, P.P., Neville, H.A., Mobley, M., Wright, C.V., Dillon, F.R., & Navarro, R. (2010). The multicultural teaching competency scale: Development and initial validation. Urban Education, 46(3), 440–464. doi.org/10.1177/0042085910377442
Sumintono, B., & Widhiarso, W. (2015). Aplikasi model Rasch untuk penelitian ilmu-ilmu sosial (revisi). Trim Komunikata.
Suri, D., & Chandra, D. (2021). Teacher’s strategy for implementing multiculturalism education based on local cultural values and character building for early childhood education. Journal of Ethnic and Cultural Studies, 8(4), 271–285. doi.org/10.29333/ejecs/937
Tilaar, H.A.R. (2005). Manifesto pendidikan nasional: Tinjauan dari perspektif postmodernisme dan studi kultural. Kompas.
Vincent, S.K., & Torres, R.M. (2015). Multicultural competence: A case study of teachers and their student perceptions. Journal of Agricultural Education, 56(2), 64–75. doi.org/10.5032/jae.2015.02064
Wang, W. (2022). Fostering teachers’ multicultural competence for chinese ethnic minority education: An analysis of teacher education programmes, syllabuses and teacher educator perceptions. Frontiers in Psychology, 13(February), 1–10. doi.org/10.3389/fpsyg.2022.810240
Wing Sue, D., & Sue, D. (2008). Counseling the culturally diverse: Theory and practice. In Counseling the culturally diverse: Theory and practice (5th ed). John Wiley & Sons, Inc.
Yanuarti, E., Purnama, D., & Hs, S. (2020). Analisis perbandingan pendidikan multikultural (Indonesia, Amerika, Kanada, Inggris). At-Ta’lim Media Informasi Pendidikan Islam, 19(1), 46–65.
Yılmaz, F. (2016). Multiculturalism and multicultural education : A case study of teacher candidates ’ perceptions. Cogent Education, 9(1). doi.org/10.1080/2331186X.2016.1172394
Yu, C.H. (2020). Objective measurement: How Rasch modeling can simplify and enhance your assessment. In Khine, M. (eds) Rasch Measurement. Springer, Singapore. doi.org/10.1007/978-981-15-1800-3_4
Zamroni, Dwiningrum, S.I.A, Hope, J., Kartowagiran, B., Sudartinah, T., Siteine, A., & Yao, Z. (2021). Cross-cultural competence in multicultural education in Indonesian and New Zealand high schools. International Journal of Instruction, 14(3), 597–612. doi.org/10.29333/iji.2021.14335a
Zilliacus, H., Holm, G., & Sahlström, F. (2017). Taking steps towards institutionalising multicultural education – The national curriculum of Finland. Multicultural Education Review, 0031, 1–18. doi.org/10.1080/2005615X.2017.1383810
Zilliacus, H., Holm, G. & Sahlström, F. (2017) Taking steps towards institutionalising multicultural education – The national curriculum of Finland, Multicultural Education Review, 9(4), 231-248, DOI: 10.1080/2005615X.2017.1383810