Membentuk Sikap Moderat Melalui Pendidikan Inklusif di MA Raudlotul Huffadz Tabanan  

Abstract

Education plays a strategic role in shaping students’ character to become morally responsible, tolerant, and capable of appreciating diversity. The development of intolerance in educational environments requires madrasah principals to implement leadership strategies that can foster moderate attitudes through inclusive education. This study aims to analyze the leadership strategies of the madrasah principal in developing moderate attitudes through inclusive education, describe leadership policies, programs, and practices that reflect inclusive education, and identify supporting and inhibiting factors in their implementation at MA Raudlotul Huffadz Tabanan. This study employed a qualitative approach with a phenomenological research design. Research informants were selected through purposive sampling and consisted of the madrasah principal, vice principals, homeroom teachers, teachers, and students. Data were collected through interviews, observation, and documentation, then analyzed using the Miles, Huberman, and Saldaña model, consisting of data reduction, data display, and conclusion drawing. Data validity was examined through source and method triangulation. The results show that leadership strategies were implemented through the formulation of moderation-oriented vision and mission, deliberative decision-making, teacher development, strengthening an inclusive madrasah culture, and collaboration with parents and the community. Inclusive education was implemented through differentiated learning and non-discriminatory activities that fostered tolerance, cooperation, responsibility, and appreciation of diversity.