Global Diversity and Mutual Cooperation Values in Grade X SMAN 3 Sukoharjo History Learning

Abstrak

Indonesia’s cultural, ethnic, religious, and social diversity requires educational practices that foster respect for differences and collective responsibility. This study examines history teachers’ understanding and implementation of global diversity and mutual cooperation as dimensions of the Pancasila Student Profile in Grade 10 at SMAN 3 Sukoharjo. It also investigates how these values are incorporated into instructional planning, classroom practice, and assessment. Employing a qualitative case study, data were collected through interviews with two history teachers, seven students, and a vice principal for curriculum affairs; classroom observations; and document analysis. Data were validated through source and methodological triangulation and analyzed using data condensation, data display, and conclusion drawing. The findings indicate that teachers generally understand the importance of global diversity and mutual cooperation, although some conceptual limitations remain, particularly concerning cultural equality and the meaning of mutual cooperation. Both values have been incorporated into the school curriculum, Learning Objective Flow (ATP), and teaching modules, but inconsistencies remain between learning outcomes, learning objectives, and assessment plans. Classroom practices demonstrate contextual and student-centered learning, including historical-site visits, group work, discussion, and presentation. Nevertheless, the internalization of these values among students remains uneven. The study highlights a gap between curricular inclusion, pedagogical implementation, and students’ actual character development.