Implementasi Pendidikan Kesetaraan dalam Pembelajaran IPS pada Lingkungan Multikultural di Balikpapan

Abstract

Social Studies learning in multicultural societies needs to be designed as an equitable, inclusive, and participatory learning experience. This article aims to analyze the implementation of equality education in Social Studies learning within the multicultural context of Balikpapan. This study employed a descriptive qualitative approach with field data collected through semi-structured interviews with eight students from a public senior high school in Balikpapan. The data were supported by official documents and relevant academic literature on equality education, multicultural education, Social Studies learning, and the social context of Balikpapan. The data were analyzed through data reduction, thematic categorization, data display, and conclusion drawing. The findings show that equality education is implemented through three stages of learning. In lesson planning, teachers have begun to connect Social Studies materials with the local context of Balikpapan. In the learning process, equality appears through group discussions, rotating roles, reflective dialogue, and written reflection. In evaluation, teachers use varied forms of assessment, including presentations, projects, posters, portfolios, and reflective writing. However, the implementation of equality has not been fully optimal because classroom discussions can still be dominated by certain students, and the use of local context has not always been systematic. This article recommends strengthening Social Studies learning through local context, equal participation, and varied assessment practices.