Analyzing the Global Diversity Character of Students at Warugunung Public Elementary School Rembang

Abstract

This study examines the role of teachers in fostering the global diversity character of students at Warugunung Public Elementary School, Rembang, offering a novel perspective on multicultural education in rural Indonesian contexts. Employing a qualitative descriptive case study design, the research focuses on three core dimensions of the teacher’s role: as educators, instructors, and trainers. Data were gathered through observations, in-depth interviews, and documentation involving school principals, teachers, and students. The findings indicate that teachers significantly promote values of tolerance, empathy, and respect through role modeling and value habituation. Some instructors have begun embedding diversity themes into lesson content; however, instructional planning and assessment tools rarely incorporate explicit diversity indicators. As trainers, teachers facilitate experiential learning via collaborative projects that encourage intercultural interaction. The study reveals persistent challenges, including limited institutional support, inadequate training, and minimal community involvement, which impede long-term impact. This research contributes to the body of knowledge by providing a contextual model for cultivating global diversity character in rural elementary schools, underscoring the importance of systemic policy frameworks, targeted teacher training, and multi-stakeholder collaboration to strengthen multicultural education.