Acta Iadertina, Vol. 22 No. 1, 2025.
Original scientific paper
https://doi.org/10.15291/ai.4850
Discipline Dynamics in Project-based Learning in Primary School: a Comparative Study of Multicultural and Monocultural Milieu
Jumardin _
orcid.org/0000-0001-8434-9733
; Universitas Negeri Yogyakarta, Indonesia
Lantip DIAT PRASOJO
; Universitas Negeri Yogyakarta, Indonesia
Wuri WURYANDANI
; Universitas Negeri Yogyakarta, Indonesia
Mohammad ARCHI MAULYDA
orcid.org/0000-0003-3199-1380
; Universitas Mataram, Indonesia
Abstract
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.
Keywords
student discipline in the classroom; classroom discipline; cultural milieu; childhood; social interaction
Hrčak ID:
334841
URI
Publication date:
1.9.2025.
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