Strengthening Tacit and Explicit Multicultural Knowledge in Elementary Schools

This study aims to develop tacit and explicit knowledge to strengthen the values and attitudes of multicultural
education in elementary schools. This research method was used a case study design, and it held at the
Elementary schools in Sintang regency, West Kalimantan. The Findings showed the similarity of understanding
among school members to the concept of multicultural educational Catholic schools, public schools, and Islamic
schools. Conceptually the understanding of multicultural education has not been formulated in an explicit
multicultural idea. However, the awareness of multicultural values and attitudes has been patterned through an
attitude of appreciation for diversity, respect for diversity, living brotherhood and unity rooted in the religious
values of Christianity, Islam and the local traditions of Dayak’s and Malay. Strengthening explicit and tacit
knowledge in the process of education and learning to improve the pedagogy of equality and social justice at the
elementary school level. This effort can be realized if classrooms are innovated into a multicultural epicenter. It is
recommended that the process of socialization, internalization, and the combination of learning approaches and
the use of various media, supplements, and multicultural learning modules. Those can be used to develop tacit
and explicit knowledge so that multicultural education in elementary schools can be realized and rooted in the
education process as one of the characteristics of elementary school education in Indonesia.
KEYWORDS Implicit; Tacit Knowledge; Multicultural Epicenter;