Al-Qiyadah: Journal of Education Governance
Al-Qiyadah: Journal of Education Governance is a peer-reviewed academic journal that focuses on Islamic education management and its related studies. The journal provides a platform for the dissemination of research and critical discussions on various aspects of educational leadership, policy, administration, supervision, and institutional development within the context of Islamic education. Al-Qiyadah welcomes original research articles, theoretical analyses, and practical case studies that contribute to the advancement of knowledge and best practices in the governance and management of Islamic educational institutions.
Participatory Leadership and its Impact on Teacher Performance
This study aims to analyze the implementation of participatory leadership and its impact on improving teacher performance in the educational context. The study employed a qualitative approach with a literature review through a review of various relevant scientific sources, including books, journal articles, proceedings, and other academic documents. The data analysis technique used was content analysis, which encompassed the stages of data reduction, data presentation, interpretation, and conclusion drawing. The results showed that participatory leadership was implemented through teacher involvement in decision-making, program planning, and evaluation of school activities, supported by open communication between the principal and teachers. Participatory leadership has been shown to have a positive impact on teacher performance, as reflected in increased work motivation, learning quality, professional responsibility, and teacher commitment to the school. Supporting factors for its success include effective communication, trust, and a culture of collaboration, while the main obstacles are low participation by some teachers and limited time in the deliberation process. With proper management, participatory leadership can be an effective strategy for improving the quality of human resources in educational settings.
Copyright (c) 2026 Zaki Ahmad Kamil, Dila Nurvitria, Ujang Miftahudin (Author) https://creativecommons.org/licenses/by-sa/4.0
Educational Leadership Based on Ethics and Responsibility in Facing the Challenges of 21st Century Education
Ethics and responsibility are fundamental aspects of educational leadership because they serve as the moral foundation for carrying out duties, authority, and decision-making that impact the entire school community. This study aims to analyze and describe the concept of ethics and responsibility of educational leaders and their relevance in facing various educational challenges in the modern era. The study used a library research method with a descriptive qualitative approach. Data were obtained from various scientific literature sources, such as journal articles, books, proceedings, and previous research results relevant to the research theme. Data analysis was carried out through a process of collection, reduction, interpretation, and synthesis of the various selected sources. The results of the study indicate that ethics and responsibility play a crucial role in shaping effective, professional, and integrity-based educational leadership. Leadership based on ethical values ​​has been proven to increase organizational effectiveness, build a positive work culture, strengthen the commitment of organizational members, and support the creation of a fair and conducive educational environment. In addition, educational leaders are required to be able to face various ethical dilemmas through decision-making that takes moral, social, and professional aspects into account in a balanced manner. The novelty of this study lies in the presentation of a study that integrates the concepts of ethics, responsibility, organizational culture, ethical dilemmas, and educational leadership in one comprehensive discussion. The results of this research are expected to provide theoretical contributions to the development of educational leadership science and become a reference for educational practitioners in implementing ethical and responsible leadership.
Copyright (c) 2026 Elfa Rossa Nurparihah, Yana Maulana, Ujang Miftahudin (Author) https://creativecommons.org/licenses/by-sa/4.0
Principal Leadership Transformation in Implementing Collaborative Work Culture in the Digital Era
This study examines the transformational leadership practices of school principals in fostering a collaborative work culture within the digital era. As schools navigate post-pandemic challenges, the role of leaders as change agents has become increasingly pivotal in ensuring effective integration of digital technologies into daily pedagogical and administrative practices. Using a qualitative descriptive approach, data were collected through in-depth interviews with school principals and teachers, complemented by an extensive literature review on educational leadership and digital transformation. The findings indicate that transformational leadership behaviors—including vision articulation, individualized consideration, and intellectual stimulation—significantly contribute to cultivating a collaborative environment that encourages knowledge sharing, innovation, and mutual support among educators. Moreover, the study highlights that principals who strategically leverage digital tools not only enhance instructional quality but also streamline communication and decision-making processes, thereby reinforcing a culture of collaboration across all levels of the school community. The research underscores the importance of adaptive leadership strategies that are responsive to the evolving demands of the digital age. Ultimately, the study offers practical implications for educational policymakers, school leaders, and teacher training programs by providing evidence-based insights into how transformational leadership can effectively drive cultural and technological change within schools. These insights can guide initiatives aimed at sustaining collaboration, improving teacher engagement, and promoting continuous organizational learning in digitally enhanced educational settings. The study contributes to both theoretical and practical understanding of leadership in the context of digital-era education.
Copyright (c) 2026 Sony Eko Adisaputro (Author) https://creativecommons.org/licenses/by-sa/4.0
Evaluation of the Effectiveness of Interactive Counseling as an Effort to Reduce Gadget Use among Students of PGRI Bugis Middle School
The digital era has had a significant impact on people's lifestyles, including school-age children who are increasingly familiar with gadgets such as smartphones and tablets. Excessive gadget use can negatively impact physical health (e.g., sleep disturbances, posture problems), mental health (e.g., anxiety, dependency), and children's social and academic development. On the other hand, gadgets also have positive potential if used wisely, such as supporting learning and communication. Therefore, effective strategies are needed to optimize the benefits of gadgets while reducing their risks. This study aims to evaluate the effectiveness of interactive counseling in reducing excessive gadget use in school-age children and increasing their awareness of balanced gadget use, especially in the PGRI Bugis Junior High School environment. This study used a quasi-experimental design involving 50 school-age children (13-16 years old) who were divided into an intervention group (n=25) and a control group (n=25). The intervention group received interactive counseling that included material on the dangers of excessive gadget use, strategies for managing gadget use time, and healthy alternative activities. The counseling was conducted using discussion methods, educational games, and demonstrations. Data on children's gadget use duration, knowledge, and attitudes were collected through questionnaires before and after the intervention, then analyzed using statistical tests. Interactive counseling proved effective in reducing excessive gadget use among school-aged children and raising their awareness of the importance of balanced gadget use. This strategy can be part of school education programs to support children's health and development in the digital age. Collaboration between parents, teachers, and health workers is also crucial to strengthen the impact of the counseling and create an environment that supports wise gadget use.
Copyright (c) 2026 Huda Fitriani, Heri Purnama, Septian Eka Prahardik, Imron Fathurohman, Riema Afriani Kusumadewi (Author) https://creativecommons.org/licenses/by-sa/4.0
Approaches to Educational Supervision and Their Relevance from an Islamic Perspective
Educational supervision is a strategic instrument in efforts to improve the quality and professionalism of educators in educational institutions. School principals and supervisors play a very important role in fostering, directing, and evaluating teacher performance through appropriate and continuous supervision approaches. This study aims to examine educational supervision approaches, including directive, non-directive, and collaborative approaches, and analyze their relevance from an Islamic perspective. This study uses a library research method by examining various books, scientific journal articles, and Islamic sources relevant to educational supervision. The results of the study observed by the researcher show that each supervisory approach has various characteristics, advantages, and limitations, so that its application needs to be adjusted to the conditions, needs, and level of professionalism of teachers. From an Islamic perspective, supervision emphasizes the values of trustworthiness, professionalism, and itqan (working optimally), so that supervision is not only oriented towards technical supervision of learning, but also towards the moral and spiritual guidance of educators in order to achieve sustainable quality education.
Copyright (c) 2026 Fatimatul Baroroh (Author) https://creativecommons.org/licenses/by-sa/4.0
The Concept of Women's Leadership in Surah An-Naml Verses 22-40 in the Tafsir Al-Mishbah and Its Relevance to Contemporary Islamic Education
The issue of women's leadership in the public sphere, including the field of education, remains a topic of debate from both theological and sociological perspectives in Indonesia. This study aims to examine how M. Quraish Shihab, in his Tafsir Al-Misbah, interprets women's leadership through the story of Queen Balqis in Surah An-Naml verses 22–40. This research employs a literature study method with an analytical Tafsir Maudhu’i approach. The analysis focuses on four dimensions of Balqis’s leadership: wisdom, deliberative practice, orientation toward peace and prosperity, and intelligence in strategic decision-making. The findings reveal that Quraish Shihab interprets the narrative as legitimizing the idea that leadership quality is determined by professionalism and competence rather than gender. This concept is highly relevant to the dynamics of contemporary Islamic education, where female leaders often face dilemmas between professional demands and socio-religious constraints. The study recommends implementing a Competency-Based Prophetic Leadership (CBPL) model that emphasizes the characteristics of al-amīn and al-fathīn as the foundation of leadership, rather than gender factors.
Copyright (c) 2026 Ade Irma Gemilau, Muhammad Syahrial Razali Ibrahim, Ramlan Ibrahim (Author) https://creativecommons.org/licenses/by-sa/4.0
Curriculum and Academic Management at Singaperbangsa University Karawang in the Islamic Religious Education Study Program
This study aims to evaluate the curriculum and academic management of the Islamic Religious Education (PAI) Study Program at Singaperbangsa University, Karawang (UNSIKA). In the ever-evolving context of higher education, curriculum and academic management are strategic elements in ensuring the quality of graduates who are not only academically superior but also possess character and are relevant to the needs of the workforce. This study uses a qualitative approach with phenomenological methods to deeply explore the experiences, perceptions, and meanings shared by study program heads, lecturers, and educational staff in designing, implementing, and evaluating the curriculum and academic activities. The results indicate that curriculum planning is carried out through systematic stages, starting with a SWOT analysis and establishing a graduate profile, then developing a curriculum structure aligned with the Islamic vision and job market needs. Curriculum implementation includes the development of learning programs, the implementation of Semester Learning Plan-based learning (RPS), and supporting activities such as public lectures and seminars. Evaluation is conducted in layers through the Quality Control Group and Quality Assurance Group, which ensure the achievement of Graduate Learning Outcomes (CPL) and continuous quality improvement. This research provides conceptual and practical contributions to the development of academic management based on Islamic values ​​and principles of good governance. These findings are expected to serve as a reference for other religious study programs in designing adaptive, relevant, and graduate-oriented academic systems
Copyright (c) 2025 Huda Fitriani, Ika Sartika, Nawa Zulfatus Shopiah, Heri Purnama (Author) https://creativecommons.org/licenses/by-sa/4.0
Management of Operational and Non-Operational Funds at MTS YPPA Cipulus Purwakarta
This study aims to describe the management of operational and non-operational funds at MTs YPPA Cipulus Purwakarta. This research uses a qualitative approach with a descriptive method. The research subjects include the school treasurer and other parties involved in financial management. Data were collected through interviews and documentation, while data analysis employed the Miles and Huberman model consisting of data reduction, data display, and conclusion drawing. The results show that the management of operational funds sourced from the School Operational Assistance (BOS) has been carried out systematically through planning in the RKAM, quarterly fund disbursement, implementation, recording through accountability reports (SPJ), and reporting via the eRKAM V2 application. The realization of fund utilization is in accordance with the predetermined plan. Meanwhile, non-operational funds sourced from the foundation/committee, annual education contributions (DSP), and building donations are used for school development needs and recorded through the JIBAS application. Overall, the management of operational and non-operational funds at MTs YPPA Cipulus Purwakarta has been implemented in accordance with the principles of transparency and accountability in educational financing
Copyright (c) 2025 Moh Sugandi, Risa Destriani, Siti Aisyah (Author) https://creativecommons.org/licenses/by-sa/4.0
Neo-Sufi Leadership and the Reconstruction of Student Character in the Post-Modern Era
The post-modern era, characterized by rapid digitalization, moral relativism, and the fragmentation of values, has generated serious challenges for character formation among students in Islamic educational institutions. At the same time, contemporary educational leadership tends to prioritize managerial efficiency while neglecting the spiritual dimension that is essential for holistic character development. This study addresses the conceptual gap concerning the role of Neosufistic leadership in reconstructing student character within the framework of Islamic Educational Management. The purpose of this research is to systematically map and synthesize the concept, characteristics, core values, and relevance of Neosufistic leadership for student character reconstruction in the post-modern context. This study employs a Systematic Literature Review (SLR) method using strict inclusion and exclusion criteria to analyze relevant books, journal articles, and scientific studies published in recent years. The data consist of primary and secondary literature related to Neosufism, leadership, character education, and post-modernity, which were examined through content analysis techniques. The findings reveal that Neosufistic leadership functions as an integrative spiritual-ethical paradigm that significantly influences the internalization of character values among students. It is grounded in values such as self-purification, sincerity, moral awareness, balance, and spiritual responsibility. The study concludes that Neosufistic leadership is not merely a complementary approach, but a strategic foundation for reconstructing student character in the moral-spiritual crisis of the post-modern era, and it offers a robust conceptual contribution to the development of Islamic Educational Management
Copyright (c) 2025 Mokhamad Yaurizqika Hadi, Dhea Queenta Auliya, Masayu Huril Ain Kuni Afifah (Author) https://creativecommons.org/licenses/by-sa/4.0
Sufism-Based Conflict Management in Islamic Educational Environments
Islamic educational institutions frequently experience conflicts involving teachers, students, administrators, and organizational structures, yet prevailing approaches remain largely administrative and technical, without integrating the spiritual values central to their identity. This study addresses the lack of a comprehensive framework that connects conflict management, Sufism, and Islamic education by examining how Sufi principles may inform and enrich conflict-resolution practices. The research aims to identify relevant scholarly literature from the past 10–15 years, classify conflict-management approaches within Islamic educational settings, explore Sufi values such as sabr, ikhlas, tawadhu’, tasamuh, muhasabah, and tazkiyatun nafs, formulate Sufi-based conflict-management principles, develop a theoretical model linking spirituality and organizational behavior, and provide practical recommendations for educational leaders. Using a Systematic Literature Review (SLR), the study analyzes primary and secondary sources from academic journals, books, and scientific publications. Data were collected through structured search protocols, inclusion–exclusion criteria, quality appraisal, and content analysis. The findings reveal that Sufi virtues directly correspond to emotional, relational, and behavioral factors underlying conflicts in Islamic educational institutions. The synthesis demonstrates that Sufism offers a practical spiritual-organizational approach capable of addressing interpersonal tensions and strengthening institutional harmony. The study concludes that integrating Sufi values into conflict-management frameworks can enhance organizational coherence while reinforcing the ethical mission of Islamic education. It further argues that Sufism is not merely a theological tradition but a resource for transformative leadership, emotional regulation, and value-based governance. Limitations of the review open pathways for future empirical and interdisciplinary research.
Copyright (c) 2025 Holid Batsal, Su'ud Intan, Khoifaturrahman (Author) https://creativecommons.org/licenses/by-sa/4.0
Developing an Edu-Preneurial Ecosystem in Islamic Boarding Schools: The Role of Productive Unit Management in Fostering Financial Self-Reliance
This study aims to analyze the role of productive unit management in developing an edu-preneurial ecosystem in Islamic boarding schools as a strategy to foster the institution's financial independence. Using a qualitative case study approach, this study explores how integrating economic management, an entrepreneurship curriculum, and community empowerment contributes to the formation of a sustainable financial system for an Islamic boarding school. Data were obtained through observation, in-depth interviews, and documentation analysis, then analyzed using the Miles and Huberman model. The findings indicate that integrated management through the Islamic Boarding School-Owned Enterprise (BUMPes) can strengthen the governance of productive units, increase transparency, and direct the reinvestment of profits for education and social programs. The integration of edupreneurship into the student curriculum makes the business unit a practical learning space that enhances the students' entrepreneurial competencies. Furthermore, a community-based empowerment model involving students, alums, and the surrounding community expands the Islamic boarding school's economic network and increases business resilience. Overall, this study confirms that Islamic boarding schools can achieve financial independence through synergy among institutional management, curriculum innovation, and community collaboration within an integrated edu-preneurial ecosystem.
Islamic Boarding School Financial Independence
Copyright (c) 2025 Fatimatul Husna, Mohammad Syifaur Rizal (Author) https://creativecommons.org/licenses/by-sa/4.0
Good Governance Framework in Islamic Educational Institutions: Literature-Based Insights on Amanah, Maslahah, and Accountability
Good governance is a pivotal concept in the management of Islamic educational institutions, integrating ethical, spiritual, and operational principles to ensure sustainable institutional development. This study employs a literature review methodology to examine the role of Amanah (trustworthiness), Maslahah (public interest), and Accountability in shaping effective governance practices. The findings indicate that Amanah provides a moral and spiritual foundation, guiding leaders and administrators to act with integrity and ethical responsibility. Maslahah ensures that policies and decisions prioritize societal welfare, equitable access to education, and long-term benefits for stakeholders. Accountability operationalizes these principles through transparent reporting, performance evaluation, and participatory governance mechanisms. Furthermore, strategic integration of these principles into policy, leadership development, and institutional practices enhances governance efficiency, stakeholder trust, and alignment with the objectives of Shariah (maqasid al-shariah). The study concludes that embedding Amanah, Maslahah, and Accountability into governance frameworks offers a practical and sustainable model for Islamic education management, producing graduates who are intellectually competent and morally grounded. This integrative approach not only reinforces ethical governance but also strengthens institutional resilience in the contemporary educational landscape.
Copyright (c) 2025 Wildan Miftahussurur (Author) https://creativecommons.org/licenses/by-sa/4.0
Integrated Curriculum Management Based on Local Wisdom at MAN 1 Payakumbuh
This study addresses the challenge of integrating Minangkabau local wisdom into curriculum management within the framework of national educational standards at MAN 1 Payakumbuh. While previous research often treats local cultural elements as supplementary, this study examines them as integral components of curriculum planning, implementation, and evaluation. The objectives are to describe the integrated curriculum management based on local wisdom, analyze teacher strategies in embedding Minangkabau values into teaching, identify curriculum innovations that balance local relevance with national demands, and evaluate the challenges and opportunities of implementation. Using a qualitative case study approach, data were collected through in-depth interviews with school leaders, teachers, and community stakeholders; classroom observations; and document analysis of lesson plans and curriculum frameworks. Thematic analysis was applied to identify patterns and relationships between curriculum management practices and the integration of local values. Findings reveal that local wisdom integration is systematically embedded in subject content, extracurricular activities, and school culture, supported by teacher creativity and community engagement. This integration fosters cultural identity while maintaining compliance with national curriculum requirements. Innovations include contextualized learning materials, project-based cultural activities, and interdisciplinary teaching approaches. Challenges involve balancing curriculum time allocation and addressing varying teacher competencies, while opportunities lie in enhancing student engagement and community-school collaboration. The study concludes that integrating local wisdom within curriculum management is both feasible and beneficial, offering a replicable model for culturally responsive education that aligns with national standards.
Copyright (c) 2025 Sony Eko Adisaputro (Author) https://creativecommons.org/licenses/by-sa/4.0
The Influence of Infrastructure Management on the Performance of Islamic Religious Education Teachers at MAN 2 Jombang
This study aims to examine the influence of facility and infrastructure management on the performance of Islamic Religious Education teachers at MAN 2 Jombang. The background of this research is based on the importance of adequate facilities and infrastructure in supporting the effectiveness of the learning process and their role in improving teacher performance. This study employed a quantitative approach with a correlational method. The population consisted of all Islamic Religious Education teachers at MAN 2 Jombang, totaling 30 people, who were also taken as the research sample (total sampling). The research instrument used a Likert-scale questionnaire that had been tested for validity and reliability. Data were analyzed using descriptive statistics, prerequisite tests, and simple linear regression analysis. The results showed that facility and infrastructure management had a significant effect on the performance of Islamic Religious Education teachers, with a significance value of 0.040 (< 0.05). The coefficient of determination (R²) was 0.182, indicating that 18.2% of the variation in teacher performance could be explained by facility and infrastructure management, while the remaining 81.8% was influenced by other factors outside this study. These findings indicate that the better the management of facilities and infrastructure, such as classrooms, learning media, and technological tools, the higher the performance of Islamic Religious Education teachers in carrying out their teaching tasks.
Copyright (c) 2025 Rizka Ananda Puspita Sari, Muhammad Syafi’i, Miftakhul Ilmi Suwignya Putra (Author) https://creativecommons.org/licenses/by-sa/4.0
The Effectiveness of Principal Leadership in Improving the Quality of Education
The sub-optimal leadership of the school principal is the main challenge in improving the quality of education. Although the principal's role is very crucial, observations show difficulties in carrying out managerial duties, which have an impact on the effectiveness of school activities and the overall quality of education. This study aims to analyze strategies for improving principal leadership to enhance the quality of education. The method used is a literature review by analyzing five relevant articles, and the data is analyzed qualitatively. The results show that transformative leadership has a significant influence on improving the quality of education. This leadership is manifested through initiatives such as the development of innovative programs, improving student management, and enforcing discipline. Effective leadership is characterized by the principal's ability to create a conducive school environment, build a positive culture, and encourage solid collaboration and cooperation among all school components. Thus, it can be concluded that effective principal leadership plays a central role in the continuous improvement of the quality of education
Copyright (c) 2025 Mays’ Brim Bahari, Miftakhul Ilmi Suwignya Putra, Moh. Makmun (Author) https://creativecommons.org/licenses/by-sa/4.0
The Influence of Democratic Leadership of Madrasah Principals on The Self-Esteem of Islamic Religious Education Teachers at MTsN 2 Jombang
This study aims to determine the effect of democratic leadership of madrasah principals on the self-esteem of Islamic Religious Education teachers at MTsN 2 Jombang. Democratic leadership is seen as an effective leadership style because it prioritizes participation, two-way communication, and openness in decision-making. Meanwhile, teacher self-esteem is an important psychological aspect related to self-confidence, self-esteem, and self-acceptance in carrying out professional duties. The research method used is a quantitative approach with an associative research type. The population of this study was all 32 Islamic Religious Education teachers at MTsN 2 Jombang, with a total sampling technique so that the entire population was used as a research sample. Data collection instruments used a democratic leadership questionnaire and a self-esteem questionnaire. Data were analyzed through validity tests, reliability tests, classical assumption tests, descriptive analysis, and simple linear regression tests. The results showed that the democratic leadership of madrasah principals was in the high category with an average score of 44.47, while the self-esteem of Islamic Religious Education teachers was in the good category with an average score of 43.72. The simple linear regression test produces the equation Y = –8.368 + 1.171X with a significance value of 0.000 < 0.05 and a standardized Beta value of 0.867. This proves that democratic leadership has a positive and significant effect on the self-esteem of Islamic Religious Education teachers. The conclusion of this study confirms that the higher the application of democratic leadership by the madrasah principal, the higher the self-esteem of Islamic Religious Education teachers at MTsN 2 Jombang. This finding implies that madrasah principals need to be consistent in implementing a democratic leadership style to support the improvement of teacher quality, especially in psychological aspects related to professionalism and educational quality.
Copyright (c) 2025 Putri Nendy Novianita, Muhammad Syafi’i, Miftakhul Ilmi Suwignya Putra (Author) https://creativecommons.org/licenses/by-sa/4.0
Managerial Strategies in Overcoming the Low Competency of Tanjung Lama State Elementary School Teachers in the Use of Digital Learning Media
This study examines the managerial strategies implemented at Tanjung Lama State Elementary School to address low teacher competency in using digital media as teaching materials. The research method used descriptive qualitative methods through in-depth interviews with the principal, teachers, and school supervisors, as well as observation and documentation. Findings indicate that training alone does not guarantee digital competency; the principal's strategies, such as ongoing internal training, a cascade mentoring model, active supervision, and incentive policies, have proven effective. This research provides a unique contribution to the management of digital-based education at the school's operational level
Copyright (c) 2025 Ramlan (Author) https://creativecommons.org/licenses/by-sa/4.0
Strategy for Implementing Performance-Based Management in the Management of Islamic Educational Institutions in Tanah Datar Regency
Many Islamic educational institutions face challenges in improving service quality due to weak performance-based management in Tanah Datar Regency. This study aims to analyze the implementation strategy of Performance-Based Management, identify supporting and inhibiting factors, and describe the results of its implementation. Using qualitative phenomenological methods, data were collected through interviews, observations, and documentation with heads of institutions, teachers, staff, and school committees in Tanah Datar Regency. The results of this study indicate that the success of Performance-Based Management depends not only on the formal structure, but also on the readiness of individual work cultures. This study also emphasizes the importance of integrating management and fostering work behaviors to improve the effectiveness of professional and accountable management of Islamic educational institutions.
Copyright (c) 2025 Ferdino Wedi Sanjaya, Ali Nahruddin Tanal, Sitti Fatimah (Author) https://creativecommons.org/licenses/by-sa/4.0
The Role of Human Resource Management in Improving the Quality of Islamic Education at MAS PPTI Simawang Tanah Datar
The quality of Islamic education at Madrasah Aliyah Swasta Pondok Pesantren Terpadu Istiqamah Simawang, Tanah Datar Regency, remains suboptimal despite the availability of adequate physical facilities. This study aims to analyse the role of human resource management (HRM) in improving the quality of Islamic education, to describe the strategies employed in managing human resources, and to identify both supporting and inhibiting factors in their implementation. Using a descriptive qualitative approach, data were collected through in-depth interviews, participant observation, and document analysis. Key informants included the principal, vice principal of curriculum, head of human resources, senior teachers, and administrative staff. The findings reveal that the lack of educational quality is primarily due to weaknesses in several aspects of HRM, including a recruitment system that is not based on merit, limited training and professional development programs, ineffective performance evaluation mechanisms, and the absence of a competency-based reward system. These shortcomings hinder the professional growth of educators and affect the overall institutional performance. The study highlights the urgent need for comprehensive and integrated HRM reform in Islamic educational institutions. Strengthening HRM through merit-based recruitment, continuous capacity building, systematic performance appraisal, and fair incentive systems is essential for advancing the quality of Islamic education in madrasahs. Therefore, human resource management must be positioned as a strategic foundation in achieving educational excellence that is responsive to contemporary challenges and societal expectations.
Copyright (c) 2025 Marlina Marlina, Andi Yakub Taufik, Zidni Ilman Nafian (Author) https://creativecommons.org/licenses/by-sa/4.0
The Influence of Transformational Leadership on Teacher Performance in Islamic Schools
This study examines the influence of transformational leadership on teacher performance in Islamic schools, with a particular focus on the ongoing inconsistency in teacher quality often rooted in the leadership style of school principals. The primary objective of this research is to analyse how transformational leadership is implemented in practice, assess the level of teacher performance across various dimensions, and develop strategic recommendations grounded in Islamic values. The research adopts the Meta-analysis Literature Review (MALR) method, where data are drawn from a systematic review of relevant scientific literature, including journal articles, reports, and previous studies related to leadership in Islamic educational contexts. Findings indicate that transformational leadership has a significant and positive impact on improving teacher performance, encompassing both professional competencies, such as pedagogical skills, classroom management, and innovation, and spiritual aspects, including work motivation, ethical conduct, and alignment with Islamic values. The study also highlights four key dimensions of transformational leadership—idealised influence, inspirational motivation, intellectual stimulation, and individualised consideration—that are particularly effective when adapted to the cultural and religious framework of Islamic schools.The study concludes that integrating transformational leadership with Islamic ethical principles offers a comprehensive and sustainable approach to enhancing educational quality. Such leadership not only fosters a more dynamic and committed teaching force but also contributes to the development of a school environment that embodies moral integrity and educational excellence. Strategic leadership rooted in Islamic values is thus essential for building high-performing and character-driven Islamic educational institutions
Copyright (c) 2025 Nur Azizah Fitri, Lia Anggraeni, Dedi Jistito (Author) https://creativecommons.org/licenses/by-sa/4.0
Implementation of Technology in Islamic Education Management Challenges and Opportunities
Islamic educational institutions in Indonesia face significant challenges in implementing technology within their management systems. These challenges stem from limited infrastructure, inadequate human resource competencies, and organisational cultural resistance to change. This study aims to analyse the specific obstacles faced by Islamic schools, explore the potential opportunities for digital transformation, and provide strategic recommendations for effective implementation. Using a descriptive qualitative approach, data were gathered through interviews, observations, and document analysis conducted across five selected madrasahs representing different regions and institutional typologies. The findings reveal that digital transformation in these institutions remains largely at the planning stage, with minimal practical application. Current technological usage is concentrated primarily in financial administration processes, such as budgeting and tuition payment systems, while broader areas such as academic management, teaching, and student services remain underdeveloped. Additionally, the lack of training and digital literacy among staff, coupled with a rigid organisational culture that is often sceptical toward innovation, has hindered the advancement of more comprehensive digital practices. This study concludes that successful digital transformation in Islamic educational institutions requires not only technological readiness but also adaptive managerial strategies and cultural shifts within the organisation. An integrated and sustainable approach involving leadership commitment, capacity building, stakeholder involvement, and context-sensitive innovation is essential. The research offers practical insights for policymakers and school administrators aiming to modernise Islamic education management systems while preserving their foundational values
Copyright (c) 2025 Wiwit Yuliasni, Fajar Mahfudin, Syafrina Syafrina (Author) https://creativecommons.org/licenses/by-sa/4.0
Evaluation of Islamic Education Management Model in Facing the Pandemic Case Study at Tanjung Barulak Diniyah Islamic Boarding School
This study explores the effectiveness of Islamic education management at Pondok Pesantren Diniyah Tanjung Barulak, Tanah Datar Regency, in responding to the COVID-19 pandemic. The main objective is to evaluate the applied management model during the crisis, identify its strengths and weaknesses, and formulate strategic recommendations to enhance the institutional resilience of pesantren-based education in facing similar future challenges. Employing a qualitative research method with a case study approach, data were collected through in-depth interviews, participatory observations, and document analysis. Informants included the pesantren leadership, education managers, teachers, students, parents, and health workers involved in the pandemic response within the pesantren environment. The findings reveal that the educational management at Pondok Pesantren Diniyah Tanjung Barulak tended to be reactive, with limited long-term strategic planning, particularly in crisis mitigation and the utilisation of information technology. The lack of digital infrastructure posed a significant obstacle to implementing effective distance learning. However, the pesantren’s cultural values and strong sense of communal solidarity emerged as key strengths that sustained educational continuity. This study contributes a conceptual model of community-based crisis management as an alternative strategy for adaptive and resilient Islamic educational governance in the context of public health emergencies. The proposed model offers practical insights and policy implications that may serve as a reference for other pesantren aiming to design more robust and responsive management systems amidst global uncertainties.
Copyright (c) 2025 Firman Firman, Adam Idris, Desi Ramadhani (Author) https://creativecommons.org/licenses/by-sa/4.0
Development of an Islamic Education Curriculum that is Responsive to the Needs of the Times
Amid rapid global shifts in social, cultural, technological, and economic domains, Islamic education curricula are increasingly viewed as traditional and insufficiently adaptive to the demands of the 21st century. This study aims to critically analyse the current state of the Islamic education curriculum, identify contemporary needs and competencies relevant to the modern era, and propose a responsive curriculum development model rooted in Islamic values and syariah principles. The research employs a Systematic Literature Review (SLR) methodology, using content analysis of scholarly literature from peer-reviewed journals, academic books, and credible scientific studies related to curriculum development, Islamic pedagogy, and global education trends. Findings reveal a significant gap between the competencies demanded by contemporary society, such as critical thinking, digital literacy, creativity, collaboration, and global awareness, and the focus areas emphasised in the existing Islamic curriculum, which often remain centred on rote learning and classical religious sciences without contextual integration. This gap threatens the relevance and competitive edge of Islamic education in a fast-evolving global landscape. The study concludes that urgent, strategic, and innovative curriculum reform is needed to align Islamic education with modern educational paradigms while maintaining its foundational values. A transformative curriculum model that integrates syariah-based ethical frameworks with 21st-century competencies is essential for preparing Muslim learners to become globally competitive, socially responsible, and spiritually grounded individuals. This research contributes a conceptual foundation for future curriculum reforms in Islamic educational institutions seeking to bridge tradition with transformation.
Copyright (c) 2025 Febrineng Febrineng, Dadan Maulana Ramadhan, Silvia Marlina (Author) https://creativecommons.org/licenses/by-sa/4.0