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IMPLEMENTASI MADRASAH PLUS KETERAMPILAN DI MA MADANIA BANTUL
This research investigates how MA Madania manages the MPK program within its unique socio-economic model, where a no fee policy necessitates reliance on the foundation's business units as practical laboratories a crucial issue given the general perception of madrasahs as second-class institutions with limited resources for vocational training. This study aims to analyze the organization, interpretation, and application of the MPK program at MA Madania Bantul. Theoretically, it seeks to contribute to Islamic education management science regarding vocational policy implementation. Practically, the findings are intended to serve as a reference for the institution's decision-making, program evaluation, and continuous improvement, providing actionable insights for educators and researchers. Employing a descriptive qualitative field study, this research involved the Head of Madrasah, subject teachers, and students, selected through purposive and snowball sampling. Data were gathered via in-depth interviews, participant observation, and documentation, then analyzed interactively through data condensation, presentation, and conclusion drawing. Data validity was ensured using source and technique triangulation to gain a comprehensive understanding of the program's implementation. Findings reveal an adaptive hybrid implementation model. Organizationally, the program relies on the YPPMYD Foundation's business units (BUMM), student ambassadors "Duta Masmaba", and external MoUs. The program is interpreted in alignment with the school's mission to provide life skills, and its application is multifaceted, including practical-heavy coursework, extracurriculars, mandatory internships, and entrepreneurial activities. Positive impacts include enhanced student skills, entrepreneurial interest, and an improved school image. However, significant obstacles persist: limited resources (modules, facilities), difficulty securing external internships, coordination issues with "Duta Masmaba," student discipline challenges, curriculum disparities, and a lack of funding from the Ministry of Religious Affairs, revealing a gap between program goals and available support.
FAKULTAS ILMU TARBIYAH DAN KEGURUAN, UIN SUNAN KALIJAGA YOGYAKARTA
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