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All Journal Indonesian Journal on Learning and Advanced Education (IJOLAE)
Mohamad Hidir Mhd Salim
Institute of Visual Informatics, Universiti Kebangsaan Malaysia
Education Environmental Science Languange, Linguistic, Communication & Media Social Sciences Other

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Transforming Vocational Education through Local Wisdom: Institutionalization of Pendidikan Khas Kejogjaan in School Organizational Culture Rahayu Fuji Astuti; Putu Sudira; Yoga Sahria; Mohamad Hidir Mhd Salim; Sisca Wijaya
Indonesian Journal on Learning and Advanced Education (IJOLAE) Vol. 8, No. 3, September 2026
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ijolae.v8i3.19384

Abstract

This study examines the integration of organizational culture and multiculturalism within Pendidikan Khas Kejogjaan (PKJ) in vocational secondary schools (SMK) in the Special Region of Yogyakarta. The research explores how PKJ core values hamangku-hamengku-hamengkoni, mangasah mingising budi, sawiji greget sengguh ora mingkuh, pamenthanging gandhewa, and golong-gilig shape organizational culture and support multicultural educational practices in vocational settings. A mixed-method approach was employed, combining qualitative case studies and document analysis. Data were collected from 18 SMK across five districts in Yogyakarta (Bantul, Sleman, Kulon Progo, Gunung Kidul, Yogyakarta) through in-depth interviews with school principals, focus group discussions with teachers, classroom observations, and document reviews, involving 124 respondents. Quantitative data from school performance indicators and student character assessments were also analyzed. The findings reveal that 89.4% of participating schools have formally integrated PKJ values into their organizational culture. Schools implementing PKJ systematically demonstrated higher student character assessment scores (mean = 82.3 vs. 71.6, p < 0.01) and stronger multicultural tolerance indicators. Five key mechanisms were identified: curriculum integration, school atmosphere development, leadership modeling, extracurricular activities, and school-community partnerships. Major challenges include uneven teacher training, limited multicultural assessment instruments, and tensions between vocational modernization and traditional Yogyakarta cultural values.
Co-Authors Putu Sudira Rahayu Fuji Astuti Sisca Wijaya Yoga Sahria