School Culture of Pioneer Islamic Junior High School and Ma'arif Development Junior High School in The Special Region of Yogyakarta

Abstract

Purpose: This study compares how school culture is formed, expressed, and preserved at SMP Islam Perintis Yogyakarta and SMP Pembangunan Ma’arif Yogyakarta, focusing on the different approaches each school uses. Methodology: The study employed a descriptive qualitative approach within a post-positivistic paradigm. Conducted from March 2024 to February 2025, it collected data through interviews with the principal, vice principal for curriculum, and purposively selected students, as well as observations and documentation. Data credibility was strengthened through source, technique, and time triangulation, alongside transferability, dependability, and confirmability procedures. Data were analyzed using Miles and Huberman’s interactive model. Main Findings: Both schools develop culture through habituation, religious values, positive character practices, and the 5S program. However, their approaches differ. At SMP Islam Perintis, students and teachers jointly formulate class agreements, reflecting a participatory approach. At SMP Pembangunan Ma’arif, the principal and teachers establish rules and organize school programs, including 5S activities and out-of-class learning, with periodic evaluation. Perintis emphasizes religious values, Pancasila, local culture, and national education goals, while Ma’arif integrates Nahdlatul Ulama-based Islamic values through religious and social activities. Applications: The findings can inform school leaders and educators seeking to align culture-building strategies with institutional values and strengthen collaboration among school members and parents. Novelty: This study compares student participation in forming school agreements with staff-led rule-setting and program evaluation, showing how these different approaches shape school culture in two distinct institutional contexts.