Institutional Repository UIN Sunan Kalijaga Yogyakarta: No conditions. Results ordered -Date Deposited. 2024-03-28T22:16:39ZEPrintshttp://digilib.uin-suka.ac.id/images/sitelogo.pnghttps://digilib.uin-suka.ac.id/2021-10-19T04:10:55Z2021-10-19T04:10:55Zhttp://digilib.uin-suka.ac.id/id/eprint/45639This item is in the repository with the URL: http://digilib.uin-suka.ac.id/id/eprint/456392021-10-19T04:10:55ZMANAJEMEN PENDIDIKAN BERBASIS PENDIDIKAN
MULTIKULTURAL DI PESANTREN AS SAKINAH SMA 1
MUHAMMADIYAH YOGYAKARTAThe focus of this research is motivated by pesantren educational institutions
which have a diversity of cultural student backgrounds so that problems such as
bullying and intolerance arise. Factors that cause these problems arise because of the
application of multicultural values in the management of pesantren in pesantren As-
Sakinah that have not been implemented properly. So it is necessary to implement
multicultural education in Islamic boarding schools management. The aim is that
pesantren can manage the management based on a multicultural education approach
which includes, leadership, planning, organizing, directing, and controlling.
This field research setting in the As Sakinah Islamic Boarding School 1
Muhammadiyah Yogyakarta. This research is qualitative. Data collection techniques
were carried out by observation, interview, and documentation. The validity of the
data using source triangulation methods and techniques. Analysis of data with a
descriptive-exploratory model involving three components of analysis. First, data
reduction. Second, a presentation of data. Third, conclusion. All three components are
interactive.
The results showed that the management of multicultural education-based
education as follows first, multicultural-based leadership includes multicultural
attitude with no discrimination in recruiting students and teachers, multicultural
knowledge is shown by more moderate leadership in responding to technological
advances, Multicultural competence is demonstrated in the policy of additional hours
of study for students who need it. Multicultural skills are demonstrated by open the
way of students thinking in the learning process. Second, multicultural education
planning can be known from several programs created to achieve the objectives of
pesantren and the development of students. Third, the organizing of multicultural
education puts forward the system of Cross-cultural competence which requires pesantren teachers to be able to understand the culture of students in schools and pesantren. Fourth, implementing an inclusive attitude and plurality actively in the boarding school forum, a dialogue-persuasive in the form of deliberation, applying
substantive religious contextual paradigms, and socially active religions. Fifth, controlling multicultural education, namely conducting an internal evaluation of
addressing the differences in attitudes and culture of students and inviting educative persuasion.NIM.: 1620411072 Ridho Islami