Al-Tanzim: Jurnal Manajemen Pendidikan Islam
Al-Tanzim : Jurnal Manajemen Pendidikan Islam is a premier academic journal published by Lembaga Penerbitan, Penelitian, dan Pengabdian kepada Masyarakat (LP3M) of Nurul Jadid University, Paiton, Probolinggo, East Java, Indonesia. The journal is dedicated to advancing scholarly discourse and research on Transformative Management Practices in Islamic education, deeply rooted in Islamic values, across diverse educational institutions. The journal’s scope encompasses Islamic leadership, public relations management, organizational culture and behavior, and human resource management within both formal and non-formal Islamic educational institutions. Al-Tanzim serves as a key platform for academics, educators, policymakers, and researchers to share research findings and new insights that foster professionalism and contribute to enhancing the quality of Islamic education as a whole. Al-Tanzim : Jurnal Manajemen Pendidikan Islam Jurnal Manajemen Pendidikan Islam (Al-Tanzim : Islamic Educational Management) has been accredited by the Minister of Research and Technology/Head of National Agency for Research and Innovation as an academic journal, No. 5162/E4/AK.04/2021 E-ISSN: 2549-5720 and P-ISSN: 2549-3663. Indexed by :
Nurul Jadid University, Probolinggo, East Java, Indonesia
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Enhancing Academic Outcomes in Madrasah Tsanawiyah: Examining the Effects of Classroom Discipline and A Supportive Work Environment
This study aims to examine the influence of classroom discipline and work environment on the performance of Madrasah Tsanawiyah teachers, while developing the conceptual Discipline–Environment Symbiosis Model (DESM) within the context of Islamic education. Employing a convergent mixed-methods design, quantitative data were collected from 210 teachers using standardized questionnaires and analyzed through Partial Least Squares Structural Equation Modeling (PLS-SEM). Qualitative data were obtained via in-depth interviews and thematically analyzed. Quantitative findings indicate that both classroom discipline and the work environment have a significant positive effect on teacher performance (p < 0.05), with classroom discipline having the most significant impact. Qualitative insights reveal that procedural consistency, collegial support, and alignment with Islamic values are key factors in enhancing performance. The integration of both data strands resulted in the DESM, which emphasizes the synergy between effective classroom management and a supportive work environment as prerequisites for successful teaching and learning. This model offers theoretical contributions to value-based educational management and practical implications for policymakers and school leaders in designing interventions to improve teacher performance. Future research is recommended to test the DESM across different educational levels and cultural contexts to broaden its external validity.
Copyright (c) 2025 Topic Offirstson, Abdus Salam DZ, Abdul Karim, Hamadah Azzam, Nur Muhamad https://creativecommons.org/licenses/by-nc-sa/4.0
Empirical History of Local Wisdom in Digital Learning Within Islamic Education Management
This study aims to explore the influence of local wisdom on the formation of Islamic character through digital learning. Participants were 285 madrasah teachers in DKI Jakarta, West Java, and Banten, Indonesia. Data were collected through a Likert-type questionnaire. Partial least squares-based structural Equation modeling was used in data analysis, along with descriptive and correlational analyses. The results indicate that local wisdom and digital learning influence Islamic character formation; local wisdom influences digital learning; and digital learning mediates the influence of local wisdom on Islamic character formation. Local wisdom has a greater influence on Islamic character formation than digital learning. Consequently, local wisdom deserves greater attention than digital learning in the context of developing Islamic character formation. These findings introduce an empirical model of how local wisdom influences Islamic character formation through digital learning. This model demonstrates that digital learning, as a management strategy, can act as a medium for transmitting local wisdom in education and character formation. Therefore, its presence needs to be discussed critically before being adopted by researchers for future research and by practitioners, especially in Islamic education management, to optimize the formation of Islamic character based on local wisdom.
Copyright (c) 2025 Rahayu Permana, Widodo Widodo https://creativecommons.org/licenses/by-nc-sa/4.0
Enhancing Digital Literacy and Religious Moderation through an E-Book on Madrasah Principal Leadership in Islamic Boarding School Culture
This study aims to assess the effectiveness of e-book development as a concrete effort to support the vision of intellectually and spiritually superior madrasah education. The method used was a quasi-experimental design with data collection techniques including interviews, observations, and questionnaires. Qualitative data were analysed descriptively, while quantitative data were analysed using paired t-tests on pretest and posttest results. The findings show that the e-book on madrasah principal leadership grounded in Islamic boarding school culture is efficacious in improving students' digital literacy. This is indicated by the t-test result (0.014 < 0.05), which shows a significant difference between pretest and posttest scores, and by an N-gain score of 2.795 (279.52%), which falls into the high and highly effective category. The e-book was found to be less effective in improving students' religious moderation. Although the t-test result (0.000 < 0.05) indicates a significant difference, the N-gain score was only 0.482 (48.2%), which is considered moderate and interpreted as less effective according to the effectiveness Table. Therefore, while the e-book has proven more effective at enhancing students' digital literacy, it still requires further development to instil values of religious moderation effectively.
Copyright (c) 2025 Nur khoiri, Saifullah Hidayat, Mashudi Mashudi https://creativecommons.org/licenses/by-nc-sa/4.0
Communication, Conflict, and Work Facilities: Determinants of Lecturer Work Commitment in Islamic Higher Education Institutions
This study investigates the influence of communication, conflict, and work facilities on lecturers' work commitment within Islamic higher education institutions. Previous research has emphasized the strategic role of effective communication and supportive work environments in enhancing organizational performance and employee engagement. However, limited attention has been given to understanding how these factors interact within the academic context of Indonesian Islamic universities. Using a quantitative research design, this study applied Structural Equation Modelling (SEM) with AMOS version 26 to analyze data from 310 permanent lecturers across four Islamic higher education institutions located in Manado, Makassar, Palu, and Ternate. The results reveal that communication has a significant and positive impact on lecturers' work commitment, indicating that open and effective interaction among academic members strengthens emotional attachment and professional responsibility. In contrast, conflict and work facilities show no significant influence, suggesting that interpersonal challenges and infrastructural conditions may play a less direct role in shaping commitment levels. These findings underscore the crucial role of internal communication in laying the groundwork for enhancing organizational loyalty and academic performance. Institutional leaders are advised to foster transparent, respectful, and participatory communication practices to sustain high levels of lecturer commitment and institutional productivity.
Copyright (c) 2025 Munir Tubagus, Syarifuddin, Koderi, Sabbar Dahham Sabbar https://creativecommons.org/licenses/by-nc-sa/4.0
Building Trust and Collaboration: The Impact of Hybrid Leadership on Stakeholder Relations in Islamic Education
This study examines how a principal's leadership style manages stakeholder dynamics in an Islamic elementary school. A qualitative case-study design was used with key informants (principals, teachers, foundation managers, administrative staff, and parents). Data were gathered through interviews, direct observation, and literature review, and analysed descriptively-narratively using the interactive model of Miles, Huberman, and Saldaña. Findings indicate that the principal employs a hybrid style that blends transformational, servant, and situational leadership; that spiritual values guide decision-making; that two-way communication and team empowerment are core strategies; and that flexibility is exercised to fit the context. The study identifies perceptual gaps—particularly regarding decision-making transparency, role clarity in school–foundation–parent relations, the extent of stakeholder involvement in planning, and alignment on long-term direction. Foundation backing, structured parent collaboration, and strengthened interpersonal capacities emerge as critical enablers. These findings explain why value-driven, reflective, and participatory leadership can foster a healthy, collaborative school culture: the combination of spiritually anchored decisions, open communication, participative forums, and adaptive role negotiation reduces misunderstandings, builds trust, and coordinates action. Realising holistic and sustainable Islamic education nevertheless requires tighter stakeholder synergy and continuous capacity building.
Copyright (c) 2025 Agung Harliyadi Imam Dhuhuri, Moch Andi Permana, Ismatu Zahroh, Lailatul Mahfiroh https://creativecommons.org/licenses/by-nc-sa/4.0
From Vision to Impact: A Strategic Framework for Principal Leadership in Professional Learning Communities
Professional Learning Communities (PLCs) have the potential to improve teacher competency and learning quality, yet little research examines the strategic role of principals in their management. This study examines how principals formulate, implement, and evaluate strategies to optimise PLCs. This study employed a qualitative case study approach. Data were collected through observation, semi-structured interviews, and document analysis, then analysed using the Miles and Huberman interactive model and triangulation. The results indicate that during the formulation stage, principals conducted a needs analysis, established a shared vision and long-term goals, and conducted a SWOT analysis. The implementation stage emphasised direct leadership, empowering leading teachers, providing facilities and standard operating procedures (SOPs), and effective communication. Evaluation was conducted formally and informally with stakeholders using measurable indicators that support sustainability and quality improvement. This strategy fosters collaborative habits, enhances teacher professionalism, and improves learning quality. This study contributes theoretically by linking strategic management to PLC development and offers a practical, replicable model.
Copyright (c) 2025 Novitasari Triyastuti, Nurkolis, Lilik Ariyanto https://creativecommons.org/licenses/by-nc-sa/4.0
Strengthening Teacher Development in Pesantren: The Role of Human Resource Management Practices in Ta’hilu al-Mudarrisin
This study aims to analyse the principles and practices of human resource management (HRM) in the Ta’hilu al-Mudarrisin (teacher development) program in Islamic schools and evaluate its impact on improving pedagogical competence, ethical standards, and adaptability to changes in educational regulations. This study used a descriptive qualitative methodology with case study techniques in several Islamic boarding schools (pesantren). Data were collected through observation, in-depth interviews with principals, program administrators, teachers, and students, and analysis of training documents and supervision reports. The results indicate that strict supervision and reflective methods effectively improve teaching quality, pedagogical competence, and student achievement. The program also plays a role in enhancing educational ethical standards and responsiveness to regulatory changes. However, program implementation faces obstacles such as limited resources and time, which can be overcome through task reorganisation and capacity building. The implications of this study underscore the importance of integrating strict supervision, capacity-building, and spiritual enrichment to foster a progressive educational environment in Islamic schools.
Copyright (c) 2025 Zuhair Mubarrak Hazaa, Abdul Aziz, Zainal Abidin, Maruli Tumangger, Indra Gunawan https://creativecommons.org/licenses/by-nc-sa/4.0
Transformational Leadership and Its Impact on the Psychological Well-being of School Members
This study explores the role of school principals in creating a work environment that supports the psychological well-being of school members. However, it is often overlooked in leadership practices. Using a qualitative case study approach, data were collected through observation and in-depth interviews with principals, vice principals, teachers, and education staff. Thematic analysis revealed that transformational leadership practices—exemplary behaviour, spirituality-based motivation, openness to innovative ideas, and personal attention—contribute significantly to a harmonious and supportive work environment. Principals also facilitated career development, provided emotional support, and ensured adequate facilities, thereby strengthening psychological well-being, including positive interpersonal relationships, autonomy, personal growth, and a clear sense of life purpose. The findings highlight that integrating transformational leadership with spiritual values not only fosters a favourable school climate but also contributes to long-term teacher commitment and educational quality. This study contributes to the literature by demonstrating how leadership practices concretely influence psychosocial dynamics within schools, filling the gap in previous studies that often emphasise only stress and burnout perspectives.
Copyright (c) 2025 Juliastuti Purwanti, Achadi Budi Santosa, Muhammad Zuhaery, Emmanuel Etim Uye https://creativecommons.org/licenses/by-nc-sa/4.0
Enhancing Primary Students’ Critical Thinking through School Quality Management Practices and Deep Learning
This study aims to explore how integrating school quality management principles with an immersive learning approach affects elementary school students' critical thinking skills. Using a quasi-experimental design, 80 fifth-grade students from a public elementary school were assigned to an experimental and a control group. The experimental group received instruction aligned with quality management principles and immersive learning, while the control group experienced conventional instruction. Validity and reliability tests confirmed the instrument's suitability (CVI = 0.93; α = 0.87). Results showed a significant improvement in the experimental group (t = 10.518, p < 0.001; N-gain = 0.56, moderate) compared to the control group (N-gain = 0.22, low). This study is innovative because previous research generally examines school quality management or immersive learning separately and at higher education levels, whereas this study integrates both in elementary education. Theoretically, this study extends the educational management literature by validating the pedagogical dimensions of quality management. Practically, this study provides guidelines for schools to align quality management practices with classroom-based immersive learning to develop students' critical thinking.
Copyright (c) 2025 Asmoni Asmoni https://creativecommons.org/licenses/by-nc-sa/4.0
Dialogic Leadership in Managing Islamic Boarding Schools for the Digital Generation
This study explores the role of dialogic leadership in managing Islamic boarding schools and its contribution to preparing students for the challenges of the digital era. Dialogic leadership emphasizes participatory communication and shared decision-making, enabling leaders, teachers, and students to design innovative learning strategies collaboratively. The findings reveal that this leadership model increases learning efficiency by up to 30% and significantly enhances students' digital competencies, especially in using technology as a learning tool. However, key obstacles persist, including limited infrastructure and insufficient teacher readiness in adopting digital pedagogy. The study highlights the importance of aligning Islamic values — such as discipline, cooperation, and sincerity — with modern educational innovations to foster inclusive, future-oriented learning. Integrating tradition with technology not only strengthens students' religious character but also equips them with critical thinking and digital literacy skills. The practical implications suggest the need for structured technology training for teachers, curriculum reform oriented toward digital learning, and investment in adequate educational facilities. These efforts are crucial to transform Islamic boarding schools into adaptive and progressive institutions that nurture a generation competent in both religious and technological domains.was used
Copyright (c) 2025 Ade Aspandi, Unang Nuansah, Nur Luthfiyani Fajrin Mima, Muhammad Abdul Zalil, Aep Saepudin https://creativecommons.org/licenses/by-nc-sa/4.0
Islamic Values in Mathematics Education: A Bibliometric Analysis with Emphasis on Educational Management Trends
This study aims to analyze the integration of Islamic values in mathematics education through a bibliometric approach, with a focus on trends in educational management. The background of this research lies in the growing attention to value education within the context of holistic education, alongside the lack of systematic mapping regarding the relationship among the concepts of "Islamic", "Mathematics", and "Education." Utilizing VOSviewer software, bibliographic data from scientific publications over the past ten years were analyzed to identify keyword networks, thematic trends, and the intensity of author contributions. The visualization results indicate that mathematics education serves as a central node, closely connected to Islamic values, student-centered learning, and blended learning, signaling a strong integration of spiritual values with modern learning approaches. Moreover, the linkages with STEM and science education demonstrate that Islamic value-based education is highly compatible with the direction of globalized education. The heatmap visualization also reveals authors' contributions to key themes, showing a balanced tendency between specialization and generalization. This study concludes that the development of holistic mathematics education management must integrate cognitive, affective, and spiritual aspects cohesively, while promoting contextual, adaptive, and value-based policies and curricula.
Copyright (c) 2025 Prima Cristi Crismono, Hamdanah Hamdanah, Mahnawawe Yakoh https://creativecommons.org/licenses/by-nc-sa/4.0
The Impact of Leadership, Reward Systems, and Teacher Commitment on the Effectiveness of Islamic Senior High Schools: A Path Analysis Approach
This study examines the influence of school Leadership, reward systems, and teacher commitment on the effectiveness of private Islamic Senior High Schools (Madrasah Aliyah) in one province in Indonesia. This study aims to determine the individual and simultaneous contributions of these three variables in improving institutional effectiveness. Using a quantitative, survey-based approach, this study involved 91 teachers: 30 in the pilot study and 61 in the main sample. Data were collected through a structured questionnaire and analyzed using path analysis to assess the direct and indirect effects between variables. The findings revealed that school Leadership, reward systems, and teacher commitment each had a positive and significant impact on madrasah effectiveness. Among these variables, teacher commitment emerged as the most dominant factor. Together, the three variables accounted for 97.3 percent of the variance in madrasah effectiveness. These results highlight that the managerial and human dimensions play a crucial role in improving the performance of Islamic educational institutions, particularly in archipelagic regions characterized by diverse geographic and social conditions. This study provides practical implications for madrasah leaders and policymakers in designing Leadership strategies, reward mechanisms, and commitment-strengthening programs to improve the quality of education continuously.
Copyright (c) 2025 Fahrina Yustiasari Liriwati, Zulhimma, Zulhammi, Armizi https://creativecommons.org/licenses/by-nc-sa/4.0
Improving Graduate Quality and Public Satisfaction through Internal Quality Assurance
This study analyzes the implementation of Internal Quality Assurance Standards (SPMI) in pesantren to identify its impact on graduate quality and community satisfaction. The research design used a mixed-method sequential explanatory approach. The quantitative phase involved 457 respondents and was analyzed using SmartPLS to examine the influence of SPMI on graduate quality and community satisfaction. The qualitative phase was conducted through in-depth interviews with kiai (Islamic scholars), teachers, and alums to interpret the quantitative results and explore the value-based quality practices of pesantren. The quantitative results showed that SPMI had a more substantial influence on graduate quality (β = 0.72; R² = 0.52), while the most dominant influence on community satisfaction was found in pesantren (β = 0.70; R² = 0.51). Qualitative findings confirmed these results by identifying integrative curriculum practices, spiritual-moral guidance (ta'dib), life skills development, and the social contributions of pesantren. These findings confirm that SPMI in pesantren is not merely an administrative instrument but a systemic strategy that integrates academic, spiritual, moral, and social dimensions. This study provides new insights into variations in SPMI implementation in pesantren and offers a quality assurance model that is contextual and aligned with Islamic scientific traditions.
Copyright (c) 2025 Riki Habibi, Badrudin, Anis Malik Thoha, Bambang Samsul Arifin, Mohamad Erihadiana https://creativecommons.org/licenses/by-nc-sa/4.0
Inspiring Excellence: How Transformational Leadership Shapes Supervision in Islamic Religious Education
This study examines the implementation of transformational leadership in the supervision of Islamic Religious Education (PAI) at Madrasah. While transformational leadership has been widely discussed in general educational settings, its application specifically in PAI supervision remains underexplored. The research employs a descriptive qualitative case study, using observations, interviews, and document analysis to gather data. The study finds that supervisors at Madrasah serve as role models and inspirational figures, motivating teachers and students to strive for higher educational standards. Supervisors also foster teacher innovation and creativity by encouraging new teaching methods tailored to student needs, providing mentorship, and offering training opportunities. Support teacher professionalism by helping educators overcome challenges and facilitating continuous professional development. The findings contribute to the understanding of how transformational leadership practices can be applied within the unique context of Islamic Religious Education. This study emphasizes the need for leadership that not only manages but also inspires and empowers educators to create a positive learning environment.
Copyright (c) 2025 Umar Ali, Natsir B Kotten, Ramil Abbasov https://creativecommons.org/licenses/by-nc-sa/4.0
Implementing Universal Design for Learning in Islamic Education: Strategic Management for Children with Special Needs
This study aims to analyze the management strategies of Universal Design for Learning (UDL) applied in Islamic education to support children with special needs in schools. This research uses a qualitative, case-study approach. Data was collected through interviews, observations, and documentation. Data analysis is carried out using an interactive model comprising three main stages: data reduction, data presentation, and conclusion. The results showed that PAI teachers implemented the principles of UDL by utilizing various media and approaches, such as images, videos, Braille Qur'an, and sign language, to ensure that all students, including those with sensory, motor, and cognitive barriers, could access the material effectively. In addition, teachers provide flexibility in the learning pace and set learning goals tailored to individual students' abilities. The implication of this study is the importance of teacher capacity building in the use of adaptive media and educational technology, as well as continuous training to support the optimal implementation of UDL. This research also contributes to enriching the understanding of the application of UDL in religious education for children with special needs (ABK), thereby improving inclusivity and the quality of learning for students with diverse needs.
Copyright (c) 2025 Oktawini Ofiani, Hendra Harmi, Deri Wanto https://creativecommons.org/licenses/by-nc-sa/4.0
The Influence of Principal and Learning Community Learning Leadership on The Quality of Teacher Learning
This study aims to examine how the principal’s instructional leadership, the learning community, and their interaction affect learning quality. This study uses a quantitative approach with a correlational research design, data collection using psychological scales, and analyses using descriptive statistics, simple linear regression, and multiple regression. The study’s findings show that the principal’s instructional leadership significantly influences the quality of teacher learning, that the learning community has a significant impact on the quality of teacher learning, and that the quality of teacher learning is significantly influenced by both the learning community and the principal’s instructional leadership combined. This study provides implications: increasing quality learning requires synergy between school leadership and community learning; quality learning influences leadership and collaboration that form a culture of productive schools; and the Department of Education and Culture STEM should develop schools’ capacity and strengthen community studies.
Copyright (c) 2025 Kundi Astuti, Nurkolis Nurkolis, Lilik Aryanto https://creativecommons.org/licenses/by-nc-sa/4.0
Determinants of Lecturer Performance: Systematic Literature Review (SLR) Approach
This study aims to identify and map the key determinants of lecturer performance using a Systematic Literature Review (SLR) approach guided by the PRISMA protocol. A total of 30 Scopus-indexed scientific articles (Q1–Q4), published between 2015 and 2025, were systematically analyzed. The findings reveal seven dominant factors affecting lecturer performance: organizational commitment, job satisfaction, work motivation, lecturer competence, organizational culture, organizational citizenship behavior (OCB), and transformational Leadership. Among these, individual factors emerged as the most prevalent, followed by organizational culture and Leadership. These results indicate that lecturer performance is a multidimensional construct shaped by psychological, structural, and contextual dimensions. The study contributes theoretically by integrating diverse perspectives into a holistic conceptual framework and provides practical insights for developing human resource policies in higher education, particularly within private religious institutions. However, as a secondary literature analysis, the validity of these findings requires further empirical investigation within localized contexts, including the role of variables such as lecturer certification and Islamic Leadership.
Copyright (c) 2025 Asep Ganjar Sukarelawan, Eka Abdul Hamid, Ivan Fanani Qomusuddin, A-eshah Wemama https://creativecommons.org/licenses/by-nc-sa/4.0
Managing Crisis in Education: The Role of Digital Leadership and Social Media Communication
This study aims to analyze effective leadership strategies and practices in utilizing social media in a responsive, empathetic, and transparent manner during a crisis. Using a qualitative case study approach, the research involved in-depth interviews with 30 informants, direct observation, and documentation. Data were analyzed thematically with reference to theories of transformational leadership, digital communication, and crisis management. The results indicate that principals who actively manage social media communications, such as using quick-response features and delivering honest, empathetic messages, successfully build stakeholder trust and control the narrative amid uncertainty. This responsive and collaborative communication model strengthens social relationships and accelerates the adaptation of school community members. These findings align with the theory that effective crisis communication requires a leader's digital competence and interpersonal skills. This research contributes to the development of digital leadership and crisis management theory in education. It provides practical guidance in developing effective communication policies and training for schools in emergencies.
Copyright (c) 2025 Zainal Abidin, Ahmad Qusairi, Fadhel Mubarak https://creativecommons.org/licenses/by-nc-sa/4.0
Enhancing Digital Competencies in Education: A Comprehensive Framework for Teacher Training and Leadership
The development of digital platform-based education requires teachers not only to master technology but also to design interactive, contextual, and pedagogically valuable digital learning experiences. This study aims to create a digital training framework to accelerate the professional growth of Islamic Religious Education teachers by integrating TPACK and Four-D. This study uses a qualitative case study approach. Data were collected through training observations, in-depth interviews, and documentation, then analyzed interactively. The results show that the increase in data-based competencies includes Canva media creation (85%), PowerPoint presentations (81%), Wordwall and Quizizz digital assessments (78%), Padlet collaboration (74%), Google Classroom class management (72%), and digital teaching simulations (69%). This study develops a Digital Training Leadership Framework grounded in practice, collaboration, digital projects, and the dissemination of teacher work, as a new contribution. The implications of this study recommend designing digital training based on dominant practices, continuous mentoring, and peer mentoring to strengthen the digital learning Leadership of Islamic Religious Education teachers.
Copyright (c) 2025 Adah Aliyah, Mahmud, Bambang Samsul Arifin, Asep Nursobah https://creativecommons.org/licenses/by-nc-sa/4.0
Women’s Transformational Leadership in Educational Institutions from A Gender Perspective
According to the Global Gender Gap Report 2025 (WEF), gender equality in Indonesia remains unequal globally, although women's roles in public leadership, including education, have been shown to increase institutional presence. However, previous research has not comprehensively analyzed the characteristics of women's transformational leadership. This study aims to examine the characteristics of women's transformational leadership from a gender perspective. The study used a qualitative approach through interviews, documentation, and observation, and analyzed the data using a multi-case study, including individual and cross-case analysis. The results show that the characteristics of women's transformational leadership include idealized influence with feminist role models grounded in religious values, inspirational motivation grounded in development, intellectual stimulation grounded in globalization, and individualized consideration grounded in personal growth. This research contributes to the development of knowledge on transformational leadership from a gender perspective. It provides practical recommendations for women's leadership models and a paradigm shift in gender bias in education.
Copyright (c) 2025 Yusnia Binti Kholifah, Muthia Umi Setyoningrum https://creativecommons.org/licenses/by-nc-sa/4.0
Branding Strategies for Strengthening the Identity of Islamic Higher Education Institutions
This study aims to examine how Islamic Religious Higher Education Institutions (PTKI) maintain their Islamic identity and institutional character amid the currents of digitalization and global competition through the implementation of brand image strategies. This research uses a qualitative case study approach, employing observation, interviews, and document analysis. The results indicate that PTKI successfully built a brand image by constructing a unique institutional narrative with distinct characteristics, strengthening networks through leaders, lecturers, and alums, and optimizing the use of digital media for communication and to broaden the institution's awareness. Furthermore, a comprehensive evaluation was conducted to assess the strategy's effectiveness. The findings of this study emphasize the importance of PTKI actively adapting to the demands of the times, without losing its ideological roots and traditional values. The implications of this research broaden the understanding of the application of brand image strategies in building institutional image, as well as the role of public networks in strengthening the existence of higher education in the digital era.
Copyright (c) 2025 Addin Arsyadana, Erwin Indrioko https://creativecommons.org/licenses/by-nc-sa/4.0
Entrepreneurship-Based Strategies for Developing Superior Islamic Boarding Schools
This study examines strategies to enhance the excellence of Islamic boarding schools by integrating entrepreneurship within the Islamic Education Foundation. This study focuses on the role of Trubus Business Center (TSB) as the main driver in creating an independent, adaptive, and superior pesantren ecosystem. Using a qualitative approach with case study methods, data were collected through interviews, observations, and institutional documentation. The results of the study show that three main strategies are carried out integratively, namely: (1) development planning based on local potential through the optimization of waqf land and productive business units; (2) improving the quality of teachers and education personnel through selective recruitment, continuous professional development, and empowerment in the management of pesantren businesses; and (3) the provision of adequate educational facilities and infrastructure, which is directly supported by the results of pesantren business units. These three strategies not only support the financial sustainability of the institution but also strengthen the academic, spiritual, and character dimensions of students holistically. These findings make a conceptual contribution to the development of a model of superior pesantren based on entrepreneurship and sustainable management that is contextual with local needs.
Copyright (c) 2025 Muhammad Iwan Abdi, Sabran https://creativecommons.org/licenses/by-nc-sa/4.0
How Leadership Perception and Interpersonal Communication Shape Academic Wellbeing: Evidence from Islamic Higher Education
This study examines the causal relationships between Leadership perception, interpersonal communication, work climate, and lecturers' job satisfaction. Rapid changes in Islamic higher education governance require a deeper understanding of how organisational dynamics shape academic Wellbeing and institutional performance. Using a quantitative, path-analytic approach, this research investigates both direct and indirect effects among the four variables. Data were collected from 100 lecturers selected through the Krejcie and Morgan sampling Table, using a structured Likert-scale questionnaire that had undergone validity and reliability testing. The findings indicate that Leadership perception and interpersonal communication significantly influence work climate, with interpersonal communication emerging as the strongest predictor. Leadership perception, interpersonal communication, and work climate each have significant direct effects on job satisfaction, with work climate making the most important contribution. The analysis also confirms that work climate partially mediates the relationship between Leadership perception and interpersonal communication toward job satisfaction. The structural model demonstrates strong explanatory power, accounting for 85 per cent of the variance in work climate and 87 per cent of the variance in job satisfaction. These results imply the essential role of supportive Leadership practices, open communication, and a cohesive work environment in enhancing lecturer satisfaction.
Copyright (c) 2025 Wirda Novita, Candra Wijaya, Abd. Mukti https://creativecommons.org/licenses/by-nc-sa/4.0
Enhancing Vocational Teachers' Competence: A Cisco Packet Tracer-Based Simulation Model for Network Administration
This study aims to improve teacher competence in network system administration subjects at vocational high schools by developing a Cisco Project Tracer-based simulation learning media and testing its feasibility, practicality, and effectiveness. This research employs the Research and Development method, adopting the ADDIE model. Quantitative data were analysed using a paired sample t-test and the N-Gain Score calculation. The expert validation results showed that the developed media achieved an average score of 89%, indicating "highly feasible". The effectiveness test indicated a significant increase in teacher competence, with an N-Gain Score of 0,61 (medium category). Teacher responses regarding the practicality of the media were also highly positive, with 90% agreeing that the media was easy to use and relevant to learning needs. These findings show that the developed simulation media are not only feasible but also effective and practical in enhancing teachers' pedagogical and professional competence. The study concludes that the Cisco Packet Tracer-based simulation media developed is valid, practical, and effective for improving the competence of Network System Administration teachers.
Copyright (c) 2025 Heriyanto, Dian Wulandari, Lisa Chandrasari Desianti https://creativecommons.org/licenses/by-nc-sa/4.0
Kyai's Collective Collegial Leadership Model in Education Management
Leadership in Islamic education is facing growing challenges that require a shift from single-authority systems toward more collaborative and participatory governance. This study aims to analyze how the collective-collegial leadership model of the kyai operates in managing Islamic educational institutions. Using a qualitative case study design, data were collected through in-depth interviews, field observations, and document analysis involving kyais, administrators, and committee members. The findings reveal three major themes: distributed authority that balances moral legitimacy and administrative efficiency; collaborative governance that ensures transparency, shared responsibility, and policy sustainability; and collective leadership that institutionalizes a unified organizational vision through formal documentation. The study’s novelty lies in integrating Islamic values of (deliberation), ukhuwah (brotherhood), and amanah (trust) into a structured model of participatory leadership. The results imply that leadership development in Islamic education should emphasize ethical collaboration, institutional documentation, and inclusive decision-making to achieve long-term organizational resilience.
Copyright (c) 2025 Ahmad Zulfa, Nursyam, Anis Khuamidi https://creativecommons.org/licenses/by-nc-sa/4.0