The Principal's Strategy in Instilling Islamic Values in A Multicultural School

IQRO: Journal of Islamic Education 2025, Vol.8, No.1, hal.131-147 ISSN(E): 2622-3201 2025 PAI IAIN Palopo. https://ejournal.iainpalopo.ac.id/index.php/iqro The Principal's Strategy in Instilling Islamic Values in A Multicultural School *1Fatmaya Anisa Rahmania, 2Muh. Hanif UIN Prof. KH. Saifuddin Zuhri Purwokerto, Indonesia e-mail: Abstract This study aims to analyze the principal’s leadership strategies in instilling moderate Islamic values within a multicultural school environment. The research was conducted at SMK Negeri 1 Purwokerto, utilizing a qualitative approach with a case study and phenomenological methods. Data were collected through in-depth interviews with the principal, Islamic education teachers, and students, as well as through observations and document analysis. The findings reveal that the principal's strategies employ a holistic approach that integrates spiritual, social, and academic values, as well as role modeling by teachers and students, and the contextual adaptation of religious programs in an inclusive manner. The values of tasamuh (tolerance) and ‘adl (justice) serve as the foundation for fostering social harmony. These findings highlight the effectiveness of moderate Islamic approaches in strengthening students’ religious character while creating a tolerant and inclusive educational ecosystem in public schools. Keywords: Inclusivity; Islamic Values; Multicultural Education; Principal's Strategy; Religious Moderation. Abstrak Penelitian ini bertujuan menganalisis strategi kepemimpinan kepala sekolah dalam menanamkan nilai-nilai keislaman moderat di lingkungan sekolah multikultural. Studi ini dilakukan di SMK Negeri 1 Purwokerto dengan pendekatan kualitatif menggunakan metode studi kasus dan fenomenologi. Data diperoleh melalui wawancara mendalam dengan kepala sekolah, guru PAI, dan siswa, serta observasi dan analisis dokumen. Hasil penelitian menunjukkan bahwa strategi kepala sekolah mencakup pendekatan holistik yang menyatukan nilai spiritual, sosial, dan akademik; keteladanan guru dan siswa; serta adaptasi program keagamaan yang kontekstual dan inklusif. Nilai tasamuh (toleransi) dan 'adl (keadilan) menjadi fondasi dalam membangun harmoni sosial. Temuan ini menegaskan efektivitas pendekatan Islam moderat dalam memperkuat karakter religius sekaligus menciptakan ekosistem pendidikan yang toleran dan inklusif di sekolah negeri. Kata kunci: Inklusivitas; Moderasi Beragama; Nilai Keislaman; Pendidikan Multikultural; Strategi Kepala Sekolah. ©IQRO: Journal of Islamic Education. This is an open access article under the Creative Commons Attribution-ShareAlike 4.0 International license (CC BY-SA 4.0) 132 | Fatmaya Anisa Rahmania et al. Introduction Amid the dynamics of globalization and the rapid flow of information, educational institutions are required not only to produce academically competent graduates but also to cultivate individuals with strong moral character and values. Religious values and tolerance are integral components of the eighteen-character values developed within the framework of national education. Strengthening these values serves as a crucial foundation in shaping students' character, particularly in the context of multicultural schools, which require wise and inclusive management of diversity (Suparjo et al., 2022). One of the major challenges faced by multicultural schools is how to instill authentic Islamic values amid cultural and religious pluralism and globalization's influences. The urgency of Islamic character education is increasingly significant in shaping a generation that is principled, tolerant, and prepared to navigate the dynamics of the globalization era (Rofi’i & Latifah, 2023). SMK Negeri 1 Purwokerto is a state vocational school that represents this condition, with diverse ethnicities, beliefs, and cultures coexisting within a single educational environment. In this context, the principal's role becomes vital not only as a manager of school administration but also as a key figure in instilling spiritual values (Iqral et al., 2024). Various studies have shown that school principals play a strategic role in instilling Islamic values and shaping students' religious character through their roles as managers, educators, motivators, and innovators. This is also achieved through personal example, communication with parents, and structured religious programs. The leadership of school principals has also been proven to enhance teacher performance and educator professionalism, although challenges remain, such as limited competencies and internal resistance (Daud, 2024; Maulid Agustin & Firmansyah, 2023; Noviani & Habiby, 2023). On the other hand, transformational leadership is considered effective in supporting multicultural education, as it fosters an inclusive culture that values diversity. However, the integration of transformational leadership and multicultural education within the context of multicultural vocational schools remains underexplored (Inton et al., 2024). The study by Fatmawada and Abd Asis (2021) is one of the few examples that discuss the integration of transformational leadership with the application of multicultural education in vocational schools. However, similar studies remain very limited, both in number and in terms of geographical scope and school context. Therefore, further research is urgently needed to support the improvement of IQRO: Journal of Islamic Education The Principal's Strategy... |133 education quality and character development within diverse settings. (Inton et al., 2024; Laha et al., 2021) Islamic education faces significant challenges in a multicultural environment, especially because adolescents are highly vulnerable to the influences of diverse religious thoughts and practices around them. In this context, schools are required to become productive arenas for instilling inclusive religious attitudes to create harmonious interfaith relationships. The emergence of competing religious ideas in the public sphere demands that schools act as cultural filters and dynamic facilitators of peaceful student life. Therefore, inclusive education becomes crucial by fostering tolerant religious attitudes based on the principle of mutual respect. Religious teachers play a strategic role in teaching Islamic teachings moderately and contextually so that students can coexist in a pluralistic society and cultivate tolerance from an early age. (Suparjo et al., 2022) Efforts to uphold Islamic values amid ideological pressure and repressive policies must be carried out peacefully, intelligently, and contextually so that they serve both as a spiritual fortress and a bridge for dialogue within a pluralistic society (Hanif & Maula, 2022). This highlights the urgency of instilling inclusive and moderate Islamic values as a solution to maintain social harmony, prevent radicalism, and foster national commitment and tolerance. Moderate Islamic education promotes a balanced understanding of rel (...truncated)