ABSTRACT
Isna Rida Hayati. 2026. Cultural and Structural-Based Leadership Education Strategy for Women's Islamic Boarding Schools in the Formation of Santriwati Leadership at Pondok Modern Darussalam Gontor Putri 3 Widodaren, Ngawi, East Java. Thesis, Ponorogo: Master Program in Islamic Religious Education (PAI) Postgraduate University of Muhammadiyah Ponorogo, 2026.
Keywords: Culturally Based Leadership Education, Structural-Based Leadership Education, Leadership Education Strategy
The leadership crisis in Indonesia shows the importance of leadership education that not only develops managerial skills,but also shaps Islamic character, integrity, and values. PMDG Putri 3 develops leadership education through cultural and structural approaches that are applied in all aspects of pesantren life.
This study aims to (1) Describe the application of cultural approaches and structural approaches in women's pesantren leadership education, (2) Analyze the integration of cultural and structural approaches as leadership education strategies in the formation of student leadership, and (3) Analyze the implications of cultural and structural approaches to women's pesantren leadership education at Pondok Modern Darussalam Gontor Putri 3 Widodaren Ngawi.
This study uses qualitative research methods. Data collection techniques use interviews, observations, and documentation. Data analysis is through three simultaneous activity streams between data reduction, data presentation, conclusion and verification. The subjects of the study include the leaders of the boarding school, teachers, and students.
The results of the research show the application of a cultural approach at Pondok Modern Darussalam Gontor Putri 3 through the internalization of leadership values into the daily lives of students, direction, assignment, discipline, and interpreting leadership as a mandate. The application of structural approaches through a comprehensive institutional system, organization, assignment, direction, regeneration, example, discipline. The integration of these two approaches is through real organizational experience, the pattern of teacher-administrator-student relationship, the division of structure, example, regeneration, and discipline. The implications of the integration of cultural and structural approaches are manifested in changes in mindsets, attitudes, behaviors for the better, managerial skills, adaptability, and the growth of confidence and responsibility.
The conclusion of this study is that the integration of cultural and structural approaches forms an organizational leader with high moral integrity and character. This study recommends other educational institutions if they can adopt some of the leadership education strategies in PMDG Putri 3.