PERAN SEKOLAH DALAM MENGELOLA SEKOLAH MULTIKULTURAL DI MTS YPPA CIPULUS
DOI:
https://doi.org/10.34125/jkps.v11i5.3798Keywords:
multicultural school; school management; school leadership; supervision; guidance and counselingAbstract
Objective: This study describes how a pesantren-based madrasah manages student diversity and identifies gaps between school management efforts and students’ experiences. Methods: A descriptive qualitative approach was applied at MTs YPPA Cipulus. Informants were selected purposively and included the principal, the vice principal for student affairs who also serves as a teacher, and several students. Data were collected through in-depth interviews, analyzed through data condensation, data display, and conclusion drawing, and examined through source triangulation. Results: Diversity is managed through student guidance, scheduled and unannounced supervision, coordination across school roles, semester-start evaluation, student activities, and the Kurikulum Cinta. However, the school has no explicit multicultural education policy. Students generally view classroom treatment as fair but report majority-group dominance, unequal access to student leadership and competitions, stigma around counseling, inconsistent homeroom support, and respect that depends on adult supervision. Novelty: The study compares management perspectives with students’ experiences and shows that inclusive classroom practice does not automatically ensure equality in extracurricular and residential life
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