Abstract
This research aims to: 1) describing the cultural approach in the development of holistic education in Muhammadiyah Elementary School: 2) finding the role of school’s stakeholders in realizing holistic education in Muhammadiyah Sleman Elementary School. This research was conducted at Muhammadiyah Sleman Elementary School Yogyakarta. This research was qualitative research of phenomenology by interpretive paradigm. Data collection techniques were observation, interview, and documentation. Data analysis was by interactive model, which were data reduction, data display, and data conclusion drawing/verification. The results of this research are: 1) school culture becomes an important part in improving education quality. The development of holistic education in Muhammadiyah elementary school using cultural approach. Values, beliefs, and habits are built on the school community’s awareness and will, which is bottom-up in nature. The basis of realizing holistic education in school is the school culture. Positive school culture will make holistic education done well, on the contrary negative school culture will make holistic education difficult to obtained. Therefore schools should build strong school culture in implementing holistic education; 2) school stakeholders who very important in realizing holistic education at Muhammadiyah Sleman Elementary School are principal, guard team of school culture, teachers, families, school committees, community, and guard team of holistic education.
Highlights
The actualization of holistic education is closely linked to the cultural conditioning being established among the school’s members
School culture is the basic asset of holistic education implementation
Et al (2016) explained the school culture is the key to the success of the school in carrying out the learning process. the principal should be able to see the school environment holistically, so that a broader framework is obtained in order to understand difficult problems and complex relationships in the school
Summary
Ahmad Dahlan is to give birth to religious human being whose entire personal potential (individuality) can grow integrally (whole optimal), high moral, and have a positive social attitude manifested in the form of social action to promote the life and prosperity of society This concept confirms that in the Muhammadiyah education, the two sides of the basic needs of human life, material and spiritual needs, seek to be harmoniously developed. In line with the results of Sutarman's research (2017) that holistic education has impact on the transformation of the students’ character values, which are (1) intrinsic religiosity with deep faith-planted inside, (2) able to control emotion, self-motivated, care, and well-socialized, (3) the improvement of academic achievement, and (4) tough in facing problems, not easy of being hopeless, stressful, or frustrated In addition to these physical conditions, social atmosphere in school affect the learning activities. Every component that supports the implementation of holistic education is united in carrying out their respective duties and responsibilities for the effectiveness of holistic education in school
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