<![CDATA[AbstrakPenelitian ini bertujuan untuk mendiskripsikan latar belakang dan implementasi kebijakan sekolah budaya di SD Negeri 1 Trirenggo. Penelitian ini merupakan penelitian deskriptif kualitatif. Penelitian ini dilaksanakan di SD Negeri 1 Trirenggo pada bulan Maret sampai April. Subjek penelitian ini yaitu kepala sekolah, guru, dan siswa. Teknik pengumpulan data menggunakan observasi, wawancara dan studi dokumen. Hasil penelitian menunjukkan bahwa: (1) latar belakang kebijakan sekolah budaya karena ingin melestarikan nilai budaya luhur dan kearifan lokal. Proses perumusan kebijakan sekolah budaya didominasi kepala sekolah dengan merumuskan tujuan dan perencanaan lalu disosialisasikan kepada guru, bersama-sama menyusun silabus dan RPP, dijabarkan programnya dan terlihat respon dari siswa; (2) implementasi kebijakan sekolah budaya yaitu adanya rapat, seminar, menunjuk koordinator program, guru paham mengintegrasikan RPP, program pengintegrasian, kegiatan sekolah dan pembiasaan. Faktor pendukung yaitu, guru, wali murid, pihak ketiga, fasilitas, dan kejelasan program. Sedangkan faktor penghambatnya seperti, SDM kurang terlatih, banyaknya kegiatan, ekonomi wali murid, dan lingkungan. Kata kunci: Kebijakan, Sekolah Budaya, Sekolah Dasar AbstractThis study aims to describe the background and implementation of cultural school policy in Public Elementary School 1 Trirenggo. The type of this research is qualitative descriptive. The research was conducted in 1 Trirenggo State Elementary School from March to April. The subject of this study is the Principal, teachers, and students. The results showed that: (1) the background of cultural school policy because they want to preserve noble cultural values and local wisdom. The formulation process of cultural school policy dominated by the Principal from formulating goals and planning then socialized to the teachers, together arranged syllabus and lesson plans, spelled out the program, and responses appear from students; (2) the implementation of cultural school policy is briefings, seminars and appoints a program coordinator, the teacher interprets lesson plan, integrative programs, school activities and habituation. Supporting factors such as teachers, parents, third parties support, facilities, and detailed program. While the inhibiting factors such as, human resources, to many activities, economic parents, and the environment. Keywords: Policy, Culture School, Elementary School.]]>
