Level of Knowledge of Multicultural Education among Primary National Type School Teachers in Negeri Sembilan

Abstract

This study aims to examine the level of knowledge of Multicultural Education among national schoolteachers in Negeri Sembilan. This study was conducted on 927 teachers who teach in national schools in Negeri Sembilan. The objective is to identify the level of knowledge of teachers related to multiculturalism from the aspects of content integration, knowledge construction, equity pedagogy, prejudice reduction and empowerment of school culture and social structure among national schoolteachers in Negeri Sembilan. In addition, it also aims to identify whether there is a difference in the level of knowledge of multicultural education from the aspects of content integration, knowledge construction, equity pedagogy, prejudice reduction and empowerment of school culture and social structure based on the gender of the teacher and the location of the school. In this study, the approach chosen is quantitative and the research design used is survey research. The quiz was distributed to 927 respondents consisting of teachers who teach in national schools in Negeri Sembilan. The data of this study was analyzed using the Statistical Package for the Social Sciences (SPSS) software version 26.0. Two types of statistics are used, namely descriptive statistics and inferential statistics. Descriptive statistics using frequency, percentage, mean, and standard deviation are used to describe the profile of the respondents and answer the research questions. Inferential statistics, i.e. One-Way MANOVA is used to identify whether there is a difference in the level of multicultural education knowledge from the aspects of content integration, knowledge construction, equity pedagogy, prejudice reduction and empowerment of school culture and social structure based on gender and school location. The findings of the study show that teachers' knowledge related to content integration, knowledge related to the construction of multicultural knowledge, knowledge construction to equity pedagogy and knowledge related to reducing prejudice in the context of multicultural education is at a moderate level. The findings of the study also show that there is a significant difference in the level of multicultural education knowledge from the aspects of content integration, knowledge construction, equity pedagogy, prejudice reduction and empowerment of school culture and social structure based on gender. The results of this study need to be taken seriously by relevant parties so that it can be used as guidance in an education system in which the attitude of acceptance in multicultural and ethnic circles is a challenge, but it still needs to be faced. This is to allow each uniqueness to be shared, respected, and accepted as a symbol of national identity.