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This research is motivated by a deterioration in character values characterized by frequent psychological or moral violence. This type of research is qualitative research with a descriptive approach. This research was conducted in SMP Muhammadiyah 1 Depok Yogyakarta. The data gathered from the principal, assistant principal of curriculum, assistant principals of students› affairs, and five teachers of Ismuba. The results of this study showed: firstly, the planning of the strengthening golden habits character education was done through socialization to education practitioners, elaboration into the vision, mission, and goals of the school, designing and formulating activities of the strengthening character education through habituation. Secondly, the strengthening of golden habits character education was carried out through tahfidz, mufrodat, and mahfudzat in Arabic, English, and Javanese; the worship practice was decided by the tarjih assembly. Thirdly, evaluation of character strengthening based on golden habits was carried out with an evaluation pattern through three-scale scoring techniques, spontaneously, analysis of program implementation through work meetings, monitoring changes in student behavior, and reports on student character behavior and scoring. Abstrak: Penelitian ini dilatarbelakangi karena terjadinya kemerosotan pada nilai-nilai karakter yang ditandai dengan seringnya dijumpai tindak kekerasan psikis ataupun moral. Jenis penelitian ini adalah penelitian kualitatif dengan pendekatan deskriptif. Penelitian ini dilakukan di SMP Muhammadiyah 1 Depok Yogyakarta. Subyek untuk perolehan sumber data, yaitu kepala sekolah, waka kurikulum, waka kesiswaan dan 5 guru Ismuba. Hasil penelitian ini menunjukkan, yaitu: pertama, perencanaan penguatan pendidikan karakter berbasis golden habits dilakukan dengan pola sosialisasi kepada praktisi pendidikan, penjabaran ke dalam visi, misi dan tujuan sekolah, mendesain dan merumuskan kegiatan penguatan pendidikan karakter melalui pembiasaan. Kedua, pelaksanaan penguatan pendidikan karakter berbasis golden habits dilakukan dengan pola kegiatan hafalan ayat-ayat Al-Qur'an pilihan di luar juz 30, hafalan pilihan dan wajib juz 30, mufrodat dan mahfudzat bahasa Arab, Inggris dan Jawa, amalan ibadah harian yang diputuskan oleh majelis tarjih. Ketiga, evaluasi penguatan pendidikan karakter berbasis golden habits dilakukan dengan pola lembar evaluasi melalui teknik penskoran skala tiga, secara spontan, analisa pelaksanaan program melalui rapat kerja, pengamatan perubahan tingkah laku peserta didik, laporan pengamatan perilaku karakter peserta didik dan penskoran.

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The multicultural approach plays a vital role in learning religious education in order to recognize the diversity that exists, especially in conflict-prone zone schools. This study aims to describe a multicultural approach in learning religious education in conflict-prone zones. Through exercising Garfinkel’s ethnomethodology analysis, this qualitative research was conducted at SMAN 2 Pasaman and SMAN 1 Luhak Nan Duo senior high schools within conflict-prone zones of West Pasaman, West Sumatra. The dynamics of school philosophy towards inclusive multicultural approaches in religious education for schools in conflict-prone zones indicated that academic culture within said schools must be capable of creating a more harmonious atmosphere among ethnic diversities, mainly that of Javanese, Minangkabaunese, and Bataknese. The application of multicultural approaches in religious education for such schools in conflict-prone zones showed that the planning, implementation, and evaluation of religious education must be carried out while simultaneously considering the diversity of these ethnicities. The employment of an inclusive multicultural approach in association with schools in conflict-prone zones showed that the school’s physical environment is strategic for the interaction of various ethnicities, such as with Javanese, Minang, and Batak ethnicities at SMAN 2 Pasaman and SMAN 1 Luhak Nan Duo. This research is useful as input in making and improving policies by schools and the government regarding the implementation of religious education with a multicultural approach in conflict-prone zone schools.

The objective of this study is to explore the cultivation of Islamic values through the integrative holistic policy of the principal of TK Al-Fadlilah Yogyakarta in improoving school credibility. This study used field study with qualitative approach and program evaluation method. Technique of data collection of this study are observation, documentation and interviews. This study revealed: First, the form of an integrative holistic policy implemented by the principal of TK Al-Fadlilah that covers the healt sector, nutrition sector, educational stimulation sector, care and protection sector. Secondly, the impact of an integrative holistic policy applied by the principal of TK Al-Fadlilah includes both positive and negative impacts. Thridly, the factors that influence the implementation of an integrative holistic policy from principal of TK Al-Fadlilah policy include supporting factors and inhibiting factors. Further, Islamic values are isntilled to students in TK Al-Fadlilah can be grouped into three main components, namely aqidah, worship and morals.