Developing a Training Management Model for Multicultural History Teaching Materials

Slamet Slamet; Nuryanti Nuryanti; Raden Soelistijanto; Maria Denok Bekti Agustiningrum; Anzyl Jade Camique

doi:10.58421/gehu.v5i5.2165

DOI:

https://doi.org/10.58421/gehu.v5i5.2165

Authors

Slamet Slamet Universitas Ivet Semarang
Nuryanti Nuryanti Universitas Ivet Semarang
Raden Soelistijanto Universitas Ivet Semarang
Maria Denok Bekti Agustiningrum Universitas Ivet Semarang
Anzyl Jade Camique Holy Child Central Colleges Inc., Surallah, South Cotabato

Keywords:

Educational development , Inclusive curriculum , Indonesia , Instructional coherence , Professional learning

Abstract

History teachers need structured support to translate multicultural principles into teaching materials, yet training may lack needs-based planning, product assessment, and follow-up. This study developed a training management model linking these functions to multicultural history-material design. A research and development approach adapted from Borg and Gall combined needs analysis, model development, expert review, and staged trials in Kudus Regency, Indonesia. The preliminary survey and limited trial each involved 35 high school history teachers; three experts assessed the model. Questionnaires, interviews, observation, documentation, and teaching-material tasks provided data for descriptive analysis. Teachers reported weaknesses in existing training management. Expert assessment yielded an overall mean of 2.97 on a four-point scale. After the limited trial, 32 of 35 participants (91.43%) received good or very good teaching-material performance ratings. These findings support model feasibility and promising post-training performance, but do not establish causal effectiveness. The model contributes a coherent framework connecting teacher needs, multicultural content, guided material development, evaluation, and follow-up. Schools and teacher associations can use this framework to organize further implementation and broader testing

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