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Dayaknese in Central Borneo has an educational philosophy called “Pintar Harati”. This philosophy contains the norms and values that govern the lives of the so-called belom bahadat or habitual life. This study aims to describe the implementation Pintar Harati philosophies in School. This study used qualitative research method and analysis with ethnography model from Spradley. Data collected through observation, interview, the study of documents and audio-visual equipment. Results of this study showed (1) planning that incorporates local content into the curriculum and integrates the values of philosophy Pintar Harati into the syllabus and lesson plans. (2) Implementation of philosophy Pintar Harati carried out inside and outside the classroom, through the activities of local content, extracurricular, habituation, assessment of learning and exemplary teachers. (3) The form of the parental role in the implementation of the philosophy form of a) support for learning activities in schools, as well as the actions of factual support; b) planting concept Dayak cultural values at home through habituation and giving examples (role models); and c) Strengthening the role of proactive Dayak Customary Council in synergy with the school. Keywords—Educational Philosophy, Pintar Harati, Dayak, learning at elementary school

proceedings of the first indonesian communication forum of teacher training and education faculty leaders international conference on education 2017 (ice 2017)

Implementation of Dayaknese Educational Philosophy Pintar Harati at Elementary School in Palangka Raya