MANAJEMEN PENDIDIKAN MULTIKULTURAL DALAM MEMBANGUN TOLERANSI ANTAR SISWA BERBEDA AGAMA DI SD NEGERI DEMANGAN YOGYAKARTA

Ning Tyas Mudzayanah, NIM.: 18104090070 (2025) MANAJEMEN PENDIDIKAN MULTIKULTURAL DALAM MEMBANGUN TOLERANSI ANTAR SISWA BERBEDA AGAMA DI SD NEGERI DEMANGAN YOGYAKARTA. Skripsi thesis, UIN SUNAN KALIJAGA YOGYAKARTA.

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Abstract

The religious diversity at SD Negeri Demangan Yogyakarta requires well-planned management strategies through multicultural education to foster harmonious social relations among students. Differences in religious backgrounds can potentially lead to prejudice and social exclusion if not addressed through appropriate policies and learning practices. This study aims to describe the implementation of teachers’ strategies in managing multicultural education based on the POAC framework (Planning, Organizing, Actuating, Controlling) and to identify the supporting and inhibiting factors, focusing on the development of tolerance and cross-religious collaboration in an elementary school environment. This research employed a descriptive qualitative approach involving the principal, three classroom teachers, and eight students selected through purposive sampling. Data were collected through in-depth interviews, participatory observation of classroom learning and school activities (Market Day, Art Performances, and P5 Projects), as well as documentation review of lesson plans, annual programs, and activity records. Data analysis followed the Miles and Huberman model, data condensation, data display, and conclusion drawing, while data validity was ensured through source and method triangulation. The findings reveal that the implementation of multicultural education management strategies through POAC includes: (1) Planning designing lesson plans that integrate tolerance values, planning collaborative cross-religious activities, and promoting greetings on all major religious holidays; (2) Organizing assigning teachers as facilitators and mediators, forming heterogeneous learning groups, and engaging parents through communication forums; (3) Actuating conducting thematic learning that features cross-religious figures, implementing P5 projects on “Global Diversity” and “Build the Soul and Body,” organizing Market Day and Art Performances without religious segregation, and resolving conflicts through restorative dialogue; (4) Controlling monitoring student interactions through daily observation, attitude evaluation, and direct guidance in cases of prejudice. Supporting factors include the school’s commitment to diversity as stated in its vision-mission, teachers’ active role as multicultural agents, and an inclusive and participatory school culture. Inhibiting factors include limited time and facilities for value-based learning, lack of teacher training in managing multicultural classrooms, and social stereotypes from the external environment that influence student interactions. This study concludes that the success of multicultural strategies depends on the synergy between school policy, teacher capacity, and parental involvement, and requires strengthening teacher competencies through specialized training and continuous collaboration with the community to ensure program sustainability.

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