Multicultural Leadership: The Principal's Role in Instilling Religious Moderation Values among School Community Members in a Muslim Minority Area

Ragil Arwani

Authors

Ragil Arwani Sekolah Tinggi Agama Islam Hidayatut Thullab Kediri, Indonesia

Keywords:

Multicultural Leadership, Religious Moderation, Principal, Muslim Minority

Abstract

This study investigates the role of the school principal in instilling religious moderation values within a Muslim minority context at SD Anak Shaleh Sitiarjo, Sumbermanjing Wetan, Malang Regency—a region where Muslims constitute a minority amid a predominantly Christian and Hindu community. Employing a qualitative case study design, data were collected through in-depth interviews, participant observation, and document analysis from September 2025 to January 2026. Findings reveal that the principal implements a multicultural leadership model characterized by three strategic dimensions: inclusive planning through integration of moderation values into the school's vision and work plan, equitable organizational management through the formation of cross-religious collaborative teams, and accommodative implementation through culturally responsive policies and interfaith extracurricular programs. The principal's transformational leadership style—emphasizing exemplary behavior, open communication, and participatory decision-making—has successfully fostered a school culture of tolerance (tasamuh), balance (tawazun), and justice (i'tidal). Students demonstrate increased empathy, reduced prejudice, and harmonious interfaith relationships. The study contributes to the discourse on inclusive Islamic education management by demonstrating that moderate Islamic principles can serve as an effective leadership framework in heterogeneous educational settings. Recommendations include the development of structured moderation curricula and comparative studies across diverse minority contexts.

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