MANAJEMEN PENDIDIKAN BERBASIS PENDIDIKAN MULTIKULTURAL DI PESANTREN AS SAKINAH SMA 1 MUHAMMADIYAH YOGYAKARTA

The focus of this research is motivated by pesantren educational institutions which have a diversity of cultural student backgrounds so that problems such as bullying and intolerance arise. Factors that cause these problems arise because of the application of multicultural values in the management of pesantren in pesantren As- Sakinah that have not been implemented properly. So it is necessary to implement multicultural education in Islamic boarding schools management. The aim is that pesantren can manage the management based on a multicultural education approach which includes, leadership, planning, organizing, directing, and controlling. This field research setting in the As Sakinah Islamic Boarding School 1 Muhammadiyah Yogyakarta. This research is qualitative. Data collection techniques were carried out by observation, interview, and documentation. The validity of the data using source triangulation methods and techniques. Analysis of data with a descriptive-exploratory model involving three components of analysis. First, data reduction. Second, a presentation of data. Third, conclusion. All three components are interactive. The results showed that the management of multicultural education-based education as follows first, multicultural-based leadership includes multicultural attitude with no discrimination in recruiting students and teachers, multicultural knowledge is shown by more moderate leadership in responding to technological advances, Multicultural competence is demonstrated in the policy of additional hours of study for students who need it. Multicultural skills are demonstrated by open the way of students thinking in the learning process. Second, multicultural education planning can be known from several programs created to achieve the objectives of pesantren and the development of students. Third, the organizing of multicultural education puts forward the system of Cross-cultural competence which requires pesantren teachers to be able to understand the culture of students in schools and pesantren. Fourth, implementing an inclusive attitude and plurality actively in the boarding school forum, a dialogue-persuasive in the form of deliberation, applying substantive religious contextual paradigms, and socially active religions. Fifth, controlling multicultural education, namely conducting an internal evaluation of addressing the differences in attitudes and culture of students and inviting educative persuasion