Abstract
This study examined the Fitrah-Based-Educational management at three elementary nature schools in Lampung province. The data were obtained through observation, interviews, and documentation. The study applied a purposive sampling technique. The results showed that the three elementary nature schools have implemented the four key management functions of Fitrah-Based Education, namely planning, organizing, implementing, and supervising. Firstly, the plan was carried out by formulating a vision, mission, goals, and curriculum. Secondly, in organizing, the teachers and staff were provided with training or a workshop. Thirdly, in terms of implementation, learning was used to develop students’ fitrah, to support aspects of fitrah, to involve parents, communities, and related parties in the learning process, to utilize information management systems, and to use budgets according to priority needs. Lastly, in supervising it covers the evaluation of the involvement of parents, communities and related parties in the learning process, the level of achievement of learner competencies in accordance with established standards, the evaluation of the competence of teachers and staffs in carrying out their duties such as discipline, creativity, and innovation in the learning process. The findings of this study imply that the Fitrah-based educational management model provides a thorough framework that can guide leadership styles, instructional strategies, and curriculum development, ultimately promoting students’ holistic development in accordance with their innate tendencies and community values. To conclude, the management of Fitrah-Based Education of elementary nature schools in Lampung province runs sustainably.
Keywords: Descriptive Qualitative Study, Educational Management, Fitrah-Based Education, Holistic Learning, Nature School.