@mastersthesis{digilib52119,
           month = {April},
           title = {MANAJEMEN PENDIDIKAN PERDAMAIAN 
(STUDI PLURALISME AGAMA DI SD NEGERI 46 HULONTALANGI KOTA GORONTALO)},
          school = {UIN SUNAN KALIJAGA YOGYAKARTA},
          author = {NIM.: 1620410047 Djunawir Syafar},
            year = {2018},
            note = {Pembimbing: Dr. Zainal Arifin, M.S.I},
        keywords = {Manajemen Pendidikan, Perdamaian, Pluralisme Agama, Sekolah Dasar},
             url = {https://digilib.uin-suka.ac.id/id/eprint/52119/},
        abstract = {This study aims to know and explain the management of peace based schools related to the efforts to facilitate the existence of religious pluralism at the environment of SD Negeri 46 Hulontalangi City Gorontalo. This school policy is a solution related to the need of religious education for learners, the actualization of religious space for the citizens of the school and the form of harmonization among religious communities that exist in one school environment.
The type of this research is qualitative, descriptive and analytical, using the approach of religious phenomenology. In the collection of data, the researcher used three methods, namely: 1) participant observation, 2) documentation, and 3) depth interview. The validation of data with triangulation method is through the comparison on the result of interview with result of observation and documentation.
The results of this study indicated that: 1) The importance of the implementation of peace education management in schools was, the need for religious education for learners, the fulfillment of the rights and the obligations of learners, and the development of peace based school policies. 2) Implementation of peace education management comprised of stages, namely: planning (planning) based on the needs of religious education for learners. Organizing was to distribute the duties to members in respect to the capacity of members related to school peace vision. Actuating (movement) played as an agent of peace in the school was the principal and the teacher staffs. The process of peace keeping was designed in schools through the strategy, the existence of each religious teacher as a teacher staff, the provision of a space for worship in each religion and the tradition of the celebration of religious holy days in school. Controlling was to measure the results of implementation with the planning of school programs related to religious and general learning, the practice of worship in schools and the celebration of religious holy days. This process could be realized through the stages of "ladder of peace education management", meaning reality, regulation, coordination, communication, implementation and evaluation.3) The management of peace education, benefited for the stakeholders (principals, educators, learners, and parents), namely the fulfillment of religious education needs for learners and schools into a space for learning about tolerance.}
}