IMPLIKASI SOSIAL BUDAYA MASYARAKAT TERHADAP PENGAMBILAN KEPUTUSAN KEBIJAKAN DI MI MA’ARIF NGADIKERSO KECAMATAN SAPURAN KABUPATEN WONOSOBO

Fachry Ali, NIM.: 22204091009 (2024) IMPLIKASI SOSIAL BUDAYA MASYARAKAT TERHADAP PENGAMBILAN KEPUTUSAN KEBIJAKAN DI MI MA’ARIF NGADIKERSO KECAMATAN SAPURAN KABUPATEN WONOSOBO. Masters thesis, UIN SUNAN KALIJAGA YOGYAKARTA.

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Abstract

Effective madrasa educational management is one that integrates the social and cultural values of the community into every educational policy decision. MIS Ma’arif Ngadikerso is a madrasa situated within the socio-cultural milieu of the community at the foot of Mount Sumbing, Ngadikerso Village, Sapuran, Wonosobo. Therefore, this research aims to understand: (1) the forms of social and cultural life of the community in Ngadikerso Village, Sapuran District, Wonosobo Regency, (2) the educational management at MI Ngadikerso, Sapuran District, Wonosobo Regency, and (3) the implications of the community’s social and cultural life and educational management on policy decision-making at MI Ngadikerso, Sapuran District, Wonosobo Regency. To address these issues, the researcher employed a descriptive qualitative approach. Data collection was conducted through interviews, observations, and documentation. Data analysis involved data collection, data reduction, data presentation, and drawing conclusions. Research Findings: 1) The social and cultural forms in Ngadikerso Village are evident from the value of mutual cooperation, which is manifested in activities such as road construction and celebrations of Islamic holidays. Local traditions, including market days and Independence Day parades, strengthen community solidarity, while religious practices such as recitations and pilgrimages reinforce social bonds. The primary occupation as farmers at the foot of Mount Sumbing shapes a distinct social structure. 2) Policy decision-making is conducted systematically through problem formulation, policy prediction, and performance evaluation. The process begins with a thorough problem identification, followed by normative and evaluative analysis for policy prediction. 3) The social and cultural implications for educational policy highlight the need to consider local values and traditions, communication, community participation, religion, public expectations, and social changes.

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