Discipline Dynamics in Project-based Learning in Primary School
a Comparative Study of Multicultural and Monocultural Milieu
DOI:
https://doi.org/10.15291/ai.4850Keywords:
student discipline in the classroom, classroom discipline, cultural milieu, childhood, social interactionAbstract
This research article investigates the influence of classroom multicultural and monocultural milieu on discipline dynamics and the implementation of Project-Based Learning (PjBL) in primary schools. The primary objective is to examine how cultural context shapes students’ disciplined behaviour and the strategies teachers use within PjBL frameworks. A quantitative, comparative method was employed, involving 76 students from four schools in West Sulawesi, Indonesia. Data were collected using the Discipline Self-Assessment and a PjBL performance test. Results revealed significant differences in Discipline (t = 10.386, p < 0.001) and PjBL (t = 6.947, p < 0.001) between the milieus. Regression analysis indicated that Discipline and PjBL collectively explain 76.7% of the variance in Milieu Types (R² = 0.767, F = 120.164, p < 0.001). In monocultural milieus, Discipline emerged as a stronger predictor, while in multicultural settings, PjBL was more impactful. These results highlight the need for contextspecific strategies, with discipline supporting structure in monocultural classrooms and PjBL enhancing engagement in multicultural ones. The research results underscore the importance of adapting teaching methods in the classroom, providing valuable insights for educators and policymakers. Future research should explore additional variables and longitudinal follow-ups to gain a deeper understanding of student discipline dynamics.
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