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All Journal Edusoshum: Jurnal Pendidikan Islam dan Sosial Humaniora Socius: Social Sciences Research Journal
Fauzi, Hendi
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Religion Arts Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Social Sciences

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Implementation of the BRIDGE Multicultural Leadership Model to Enhance School Inclusivity at Palalangon 2 Public Elementary School, Ciranjang Subdistrict, Cianjur Regency, West Java Province Irnawati, Riska; Awaliyah, Wiwin; Yogaswara, Sunsun Pradana; D, Dadang; Fauzi, Hendi
Socius: Jurnal Penelitian Ilmu-Ilmu Sosial Vol 3, No 8 (2026): March
Publisher : Penerbit Yayasan Daarul Huda Kruengmane

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.19034102

Abstract

The diversity of religions, cultures, and social backgrounds in school environments requires leadership that can manage differences constructively in order to build an inclusive educational environment. However, studies on multicultural leadership models based on the practical leadership of school principals in plural elementary school contexts remain relatively limited. This study aims to analyze the implementation of the BRIDGE multicultural leadership model in improving school inclusivity. The research employed a qualitative approach using a case study method at SD Negeri Palalangon 2, Cianjur Regency. Data were collected through interviews, observations, and documentation, and then analyzed using the interactive analysis model of Miles and Huberman. The findings indicate that the implementation of the BRIDGE model—comprising the dimensions of Balanced Perspective, Respect, Interaction, Dialogue, Growth, and Empowerment—can foster a school culture that values diversity, strengthen cross-cultural communication, and enhance collaboration between the school and the community. The novelty of this study lies in the development of the BRIDGE multicultural leadership model as an integrative and contextual leadership framework for managing social diversity in elementary schools. This model contributes conceptually to the development of multicultural educational leadership studies while also offering a practical approach to building inclusive schools.
The Role of Education in Strengthening Islamic Economic Awareness: A Pathway to Ethical and Inclusive Development Awaliyah, Wiwin; Fauzi, Hendi; Dadang, Dadang; Hendriawan, Erry; Marlina, Reni
Edusoshum : Journal of Islamic Education and Social Humanities Vol. 6 No. 1 (2026)
Publisher : Ikatan Cendikiawan Ilmu Pendidikan Islam (ICIPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52366/edusoshum.v6i1.310

Abstract

The rapid expansion of the Islamic finance industry has not always been accompanied by adequate Islamic economic literacy among society, creating a gap between institutional development and ethical economic awareness. Education therefore, plays a strategic role in strengthening value-based economic understanding grounded in Islamic principles. This study aims to analyze how education contributes to the development of Islamic economic literacy and how such literacy shapes ethical economic awareness that supports inclusive development. This research adopts an interpretivist–constructivist paradigm using a qualitative multi-site design conducted in three Islamic-based educational institutions implementing Islamic economics in their curriculum. Data were collected from eighteen participants, consisting of educators, students, and curriculum managers through in-depth interviews, classroom observations, and document analysis. The data were analyzed using a constructivist thematic approach to explore the process of value internalization within pedagogical interactions. The findings reveal a sequential pathway in which value-based pedagogical interaction fosters multidimensional Islamic economic literacy encompassing cognitive, affective, and normative dimensions. This literacy subsequently develops ethical economic awareness characterized by moral reasoning, critical evaluation of interest-based financial practices, and a commitment to justice-oriented economic behavior. Furthermore, ethical awareness encourages an inclusive economic orientation reflected in support for cooperative models, profit-sharing practices, and community-based economic initiatives. The study proposes a conceptual framework linking educational meaning-making processes, Islamic economic literacy, ethical consciousness, and inclusive development. These findings highlight the importance of dialogical, reflective, and context-based learning approaches in Islamic economic education to move beyond informational teaching toward value-driven learning that promotes socially responsible economic behavior.  
Co-Authors Awaliyah, Wiwin D, Dadang DADANG DADANG Hendriawan, Erry Irnawati, Riska Yogaswara, Sunsun Pradana