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Findings show school culture is central to improving education quality and enabling holistic education, while stakeholders include principals, school culture teams, teachers, families, school committees, and community actors.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/dinamika-ilmu-vol-19-no-2-2019-school-culture-and-holistic-education-development-in-muhammadiyah-elementary-school/601052/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/dinamika-ilmu-vol-19-no-2-2019-school-culture-and-holistic-education-development-in-muhammadiyah-elementary-school/601052.png","ImageObject",300,407,{"name":42,"@type":43},"LangkahRina","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":33},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58,64,68],{"name":59,"@type":60,"acceptedAnswer":61},"What is the main purpose of the research?","Question",{"text":62,"@type":63},"To describe the cultural approach used in developing holistic education in Muhammadiyah elementary school and to identify the role of school stakeholders in implementing it.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"How is the research conducted?",{"text":67,"@type":63},"It uses qualitative phenomenology with an interpretive paradigm, with data collected by observation, interviews, and documentation. 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This research was conducted at Muhammadiyah Sleman Elementary School Yogyakarta. This research was qualitative research of phenomenology by interpretive paradigm. Data collection techniques were observation, interview, and documentation. Data analysis was by interactive model, which were data reduction, data display, and data conclusion drawing/verification. The results of this research are: 1) school culture becomes an important part in improving education quality. The development of holistic education in Muhammadiyah elementary school using cultural approach. Values, beliefs, and habits are built on the school community’s awareness and will, which is bottom-up in nature. The basis of realizing holistic education in school is the school culture. Positive school culture will make holistic education done well, on the contrary negative school culture will make holistic education difficult to obtained. Therefore schools should build strong school culture in implementing holistic education; 2) school stakeholders who very important in realizing holistic education at Muhammadiyah Sleman Elementary School are principal, guard team of school culture, teachers, families, school committees, community, and guard team of holistic education.  \nKeywords: holistic education, Muhammadiyah elementary school, school culture  \nA. Introduction  \nHolistic education is an effort to improve the education quality in schools. The actualization of holistic education is closely linked to the cultural conditioning being established among the school’s members. The achievement of holistic education requires efforts to change the conditions and behaviors of school, school community, and school supporters, thus the school’s cultural dimension becomes very central. Therefore school culture is the basic asset of holistic education implementation. Usman, [et.al](et.al) (2016) explained the school culture is the key to the success of the school in carrying out the learning process. the principal should be able to see the school environment holistically, so that a broader framework is obtained in order to understand difficult problems and complex relationships in the school. Through the deepening of his understanding of organizational culture in schools, he will be even better in providing the sharpening of values, beliefs and attitudes that are important in order to improve the stability and selection of the learning environment.  \nAccording to Zamroni (2014), holistic education practice views education as a process of learners' culture cultivation which is multilevel (cognitive, emotional, social, physical, artistic, creative and spiritual) . Miller (2015) explained the holistic education is develops all learners’ potential harmoniously (integrated and balanced), which are intellectual, emotional, physical, social, aesthetic, and spiritual. These six aspects are developed in harmony, one potential should not grow far beyond the ability of other aspects, because it can result in human who is not holistic. All dimensions of children development occur simultaneously and integrated, each aspect is not stand alone, and the development of one aspect is influenced by other aspects. Unity and integrity of the multilevel when successfully developed congenially and harmoniously will produce integral human. This multilevel cultural cultivation proces","cbCaif1EVMdSBIxB","https://ap.wps.com/l/cbCaif1EVMdSBIxB","pdf",699587,21,"English","# Abstract\n# A. Introduction\n## Holistic education and school culture\n## Muhammadiyah educational challenges\n## Learning outcomes and supporting programs","[{\"question\":\"What is the main purpose of the research?\",\"answer\":\"To describe the cultural approach used in developing holistic education in Muhammadiyah elementary school and to identify the role of school stakeholders in implementing it.\"},{\"question\":\"How is the research conducted?\",\"answer\":\"It uses qualitative phenomenology with an interpretive paradigm, with data collected by observation, interviews, and documentation. Data analysis follows an interactive model including reduction, display, and conclusion verification.\"},{\"question\":\"Why is school culture described as central to holistic education?\",\"answer\":\"The study states that holistic education implementation depends on the school’s cultural dimension; positive culture improves education quality, while negative culture makes holistic education difficult to achieve.\"}]","DINAMIKA ILMU - Vol. 19 No. 2, 2019 - School Culture and Holistic Education Development in Muhammadiyah Elementary School | PDF",1792091887,53]