MODEL MANAJEMEN PENDIDIKAN KEBANGSAAN BERBASIS BUDAYA RELIGIUS DI PESANTREN JOGLO ALIT KLATEN

Wildan Mustofa, NIM.: 19104090065 (2026) MODEL MANAJEMEN PENDIDIKAN KEBANGSAAN BERBASIS BUDAYA RELIGIUS DI PESANTREN JOGLO ALIT KLATEN. Skripsi thesis, UIN SUNAN KALIJAGA YOGYAKARTA.

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Abstract

National education in Islamic boarding schools (pesantren) is often faced with the challenges of rigid instructional formalism. Joglo Alit Islamic Boarding School in Klaten presents an innovative approach by implementing national education through national songs and national hizib (spiritual chants). This study aims to: (1) analyze the management model of national education based on national songs and hizib at Joglo Alit Boarding School; (2) identify the national values contained within them; and (3) elaborate on the teaching strategies applied to students (santri) and the local community.

This study employed a qualitative approach with a descriptive research design. Data were collected through participatory observation, in-depth interviews with the leader (kiai), administrators, students, and community figures, as well as documentation. The data were analyzed through data condensation, data display, and conclusion drawing, framed by George R. Terry’s POAC management theory (Planning, Organizing, Actuating, Controlling), the concept of hubbul wathan minal iman, and value internalization theory.

The results show that: (1) The management model of national education at Joglo Alit Pesantren is systematically carried out through POAC functions: planning based on theological-nationalist reinforcement; organizing through role division between the leader and board members; actuating by integrating songs and hizib into daily routines; and qualitative controlling through behavioral observation. (2) The embedded national values encompass the integration of hubbul wathan minal iman (love of country as part of faith), commitment to religious moderation and anti-radicalism, and appreciation for diversity and local Javanese traditions. (3) The teaching strategies combine four approaches: repetition-based habituation (ta’wid), leadership modeling (uswah hasanah), an inclusive culturally accommodative approach, and reflective internalization (muhasabah). This study concludes that merging national music with spiritual chants effectively engages the affective domain, ensuring national values are not merely cognitively understood but deeply internalized within the minds and hearts of the students and the community.

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