STRATEGI KEPALA SEKOLAH DALAM OPTIMALISASI BUDAYA RELIGIUS UNTUK MEWUJUDKAN SEKOLAH SCHOOL RELIGIOUS CULTURE (SRC) PADA DUA SEKOLAH MENENGAH PERTAMA DI KABUPATEN SIDOARJO

PRINCIPAL STRATEGIES IN OPTIMIZING RELIGIOUS CULTURE TO REALIZE RELIGIOUS CULTURE SCHOOLS (SRC) IN TWO JUNIOR HIGH SCHOOLS IN SIDOARJO REGENCY

ABSTRAK

Fanti Agustina, Strategi kepala sekolah dalam optimalisasi budaya religius untuk mewujudkan School Religious Culture (SRC) Pada Dua Sekolah Menengah Pertama Di Kabupaten Sidoarjo. Tesis.Fakultas Ilmu Pendidikan. Program Studi Manajemen Pendidikan.Pasca Sarjana, Universitas Negeri Surabaya.2025 

Kata Kunci: Strategi Kepala Sekolah, Budaya Religius, School Religious Culture

Penelitian ini mengeksplorasi strategi kepala sekolah dalam optimalisasi budaya religius untuk mewujudkan School Religious Culture (SRC) pada dua sekolah menengah pertama di kabupaten Sidoarjo melalui pendekatan kualitatif dengan desain studi kasus multi situs di SMP Negeri 2 Sukodono dan SMP Sepuluh Nopember Sidoarjo dilatarbelakangi masih minimnya praktik kepemimpinan adaptif yang inklusif. Rumusan masalah mencakup: (1) Bagaimana strategi kepala sekolah optimalisasi budaya religius?; (2) Bagaimana strategi kepala sekolah dalam membentuk budaya religius (3) Bagaimana strategi kepala sekolah dalam pemberdayaan masyarakat? Penelitian ini menggunakan triangulasi data primer (wawancara mendalam semi-struktur dengan kepala sekolah, wakil kepala, guru PAI, dan wali murid; observasi partisipatif terhadap kegiatan religius disekolah.; FGD kelompok guru/siswa) serta data sekunder, dianalisis melalui model Miles-Huberman dengan peneliti sebagai instrumen kunci selama Juni-Desember 2025. 

Berdasarkan penggalian data dapat dihasilkan : Pertama Strategi kepala sekolah memberdayakan sumber daya menerapkan strategi identifikasi dan pemetaan kompetensi seluruh warga sekolah,Pengoptimalan sarana seperti masjid dan LAB PAI melalui inventarisasi, kolaborasi lintas mata pelajaran, telaah anggaran dan kurikulum, Pendekatan partisipatif, monitoring berkelanjutan dan kemitraan humanis (guru PAI utama), dan komunikasi stakeholder; Kedua Strategi kepala sekolah dalam membentuk budaya religius dilakukan melalui penguatan nilai spiritual, keteladanan kepala sekolah, integrasi nilai religius ke dalam visi misi, dan program sekolah secara sistematis. Program religius dirancang terstruktur dan terintegrasi kurikulum, melibatkan guru PAI, Kristen, mata pelajaran lain, refleksi berkala, pelibatan inklusif melalui komunikasi persuasif dan evaluasi partisipatif.​ Ketiga, Strategi kepala sekolah untuk memaksimalkan partisipasi masyarakat dilakukan dengan memaksimalkan partisipasi melalui identifikasi potensi masyarakat, sosialisasi rutin dan komunikasi inklusif, pendekatan kekeluargaan dan partisipatif, membangun rasa kepemilikan dan harmoni antara sekolah, keluarga, serta Masyarakat, Monitoring kolaboratif dengan laporan berkala dan evaluasi transparan. Hasil keseluruhan Kesimpulan: model kepemimpinan inklusif ini replikabel untuk sekolah lain guna penguatan karakter spiritual, dengan rekomendasi perencanaan berbasis data, kolaborasi eksternal (Depag/CSR), dan evaluasi berkelanjutan untuk tingkatkan mutu

ABSTRACT

Fanti Agustina. The Principal’s Strategies in Optimizing Religious Culture to Realize School Religious Culture (SRC) in Two Junior High Schools in Sidoarjo Regency. Thesis. Faculty of Educational Sciences, Educational Management Study Program, Graduate School, Universitas Negeri Surabaya, 2025.

Keywords: Principal’s Strategy, Religious Culture, School Religious Culture

This study explores principals’ strategies for optimizing religious culture to realize School Religious Culture (SRC) in two junior high schools in Sidoarjo Regency through a qualitative approach using a multi-site case study design at SMP Negeri 2 Sukodono and SMP Sepuluh Nopember Sidoarjo, motivated by the limited practice of inclusive adaptive leadership. The research questions include: (1) What are the principals’ strategies for optimizing religious culture? (2) How do principals shape religious culture? (3) How do principals empower community participation? The study employs triangulation of primary data (semi-structured in-depth interviews with principals, vice principals, Islamic Religious Education teachers, and parents; participatory observation of school religious activities; FGDs with teacher/student groups) and secondary data. Data were analyzed using the Miles–Huberman model, with the researcher as the key instrument, during June–December 2025.

Based on the findings: First, principals’ strategies for empowering resources include identifying and mapping the competencies of all school members; optimizing facilities such as mosques and Islamic Education laboratories through inventorying, cross-subject collaboration, and reviews of budgets and curricula; participatory approaches; continuous monitoring; humanistic partnerships (with Islamic Religious Education teachers as key agents); and stakeholder communication. Second, strategies for shaping religious culture are implemented through strengthening spiritual values, principal role modeling, integrating religious values into the vision and mission, and systematically designed school programs. Religious programs are structured and curriculum-integrated, involving Islamic and Christian Religious Education teachers and other subject teachers, periodic reflection, inclusive engagement through persuasive communication, and participatory evaluation. Third, strategies to maximize community participation are carried out by identifying community potential, conducting regular socialization and inclusive communication, applying familial and participatory approaches, fostering a sense of ownership and harmony among schools, families, and communities, and implementing collaborative monitoring with periodic reporting and transparent evaluation.

Overall conclusion: this inclusive leadership model is replicable for other schools to strengthen spiritual character, with recommendations for data-based planning, external collaboration (Ministry of Religious Affairs/CSR), and continuous evaluation to improve quality.