PROCEEDING OF INTERNATIONAL CONFERENCE ON EDUCATION, SOCIETY AND HUMANITY
Proceedings of the International Conference on Education, Society and Humanity published by the Postgraduate program of Nurul Jadid University, Probolinggo, Indonesia. The proceeding published articles of interest to education practitioners, teachers, education policy makers, and researchers. This proceeding encompasses research articles, original research reports, reviews in education, society and Humanity in any fields including: Education Management, Learning Strategy, Educational Philosophy, Instructional Technology, and Education Policy, Gender Issues, Business Studies, Communication Studies, Cross-Cultural Studies, Economics, Linguistics, Psychology, Sociology, etc. E-ISSN : 2986-5832, P-ISSN : 2986-6979 Indexed By:
TRANSFORMATION OF LMS-BASED LEARNING EVALUATION MANAGEMENT TO IMPROVE STUDENT ASSESSMENT ACCOUNTABILITY
This study aims to analyze the application of Learning Management System (LMS)-based learning evaluation management in improving student grade accountability. This study uses a qualitative approach with a literature study method to examine the concept, strategy, and implementation of LMS-based learning evaluation management. Data were obtained from various scientific literature, including journal articles, books, proceedings, and relevant scientific documents. Data were analyzed interactively through data reduction, data presentation, and conclusion drawing, and validated using source triangulation to ensure the credibility and objectivity of the study. The results of the study indicate that LMS-based evaluation management, which includes digital question bank planning, synchronized online exam implementation, and automatic grade processing, can minimize human error and subjectivity in the assessment process. The digital footprint feature in the LMS provides authentic evidence of student learning activities and evaluation implementation. In addition, the transparency of assessment results that can be accessed by students and parents contributes to increasing public trust and accountability of educational institutions. The integration of LMS in learning evaluation governance not only encourages the digitalization of the assessment process but also transforms the evaluation system to be more credible, transparent, and accountable. This research recommends strengthening educators' digital capacity, standardizing technology infrastructure, and developing LMS-based evaluation policies as strategies to optimize educational quality in the era of digital transformation.
EARLY CHILDHOOD SEXUALITY EDUCATION MANAGEMENT BASED ON OUTCOME-BASED EDUCATION (OBE): HARMONIZING HIFDZUN NASL VALUES IN ISLAMIC EDUCATIONAL INSTITUTIONS
Sexuality education in Islamic educational institutions is frequently hindered by the stigma of “taboo” and a lack of systematic evaluation instruments. This study aims to analyze the implementation of the Outcome-Based Education (OBE) framework within the management of early childhood sexuality education at TK Aisyiyah Pembina Piyungan. Employing a qualitative approach with a case study design, data were gathered through in-depth observations, interviews, and documentation reviews, and subsequently analyzed using the interactive model of Miles, Huberman, and Saldana. The findings indicate that the planning phase successfully reformulated the curriculum by establishing measurable learning outcomes based on hifdzun nasl (safeguarding lineage and honor). In the organizing stage, the school restructured a student-centered learning ecosystem. The actuating stage was optimized through the integration of adaptive educational media, while the controlling function implemented a continuous improvement mechanism to ensure the accountability of children's self-protection competencies. This study demonstrates that no dichotomy exists between Islamic values and modern management; rather, OBE integration strengthens Islamic identity while simultaneously enhancing the professionalism of educational services.
ENHANCING STUDENTS' ACADEMIC ACHIEVEMENT THROUGH THE IMPLEMENTATION OF ADAPTIVE AND SUSTAINABLE CURRICULUM MANAGEMENT
This study aims to analyze the implementation of curriculum management in improving students' academic achievement. The study employed a qualitative approach using a library research design through the analysis of various relevant literature sources, including books and scholarly journal articles. The findings indicate that curriculum management, which encompasses systematic planning, implementation, and evaluation, plays a strategic role in enhancing the quality of learning and students' academic achievement. Curriculum planning that is responsive to students' needs, interests, and talents can create more relevant and effective learning experiences. Curriculum implementation supported by teachers' competencies and the integration of enrichment programs such as academic competitions, research activities, and other scholarly programs has been shown to improve students' academic performance. Furthermore, continuous curriculum evaluation serves as a reflective mechanism for improving the learning process and ensuring alignment between educational goals and outcomes. Therefore, integrated and adaptive curriculum management is a key factor in creating a competitive educational ecosystem and optimally supporting the enhancement of students' academic achievement.
IMPROVING ENVIRONMENTAL AWARENESS OF MADRASAH STUDENTS THROUGH GUIDANCE AND COUNSELING MANAGEMENT
The widespread environmental damage of today increasingly emphasizes the importance of environmental awareness. The lack of environmental awareness demonstrated by students in their daily school environment indicates a low level of environmental awareness. This study examines the implementation of Guidance and Counseling (GC) services in fostering environmental responsibility among students at Madrasah Aliyah Nahdlatul Muslimin during the 2025/2026 academic year, analyzes the contribution of GC services to the development of students’ environmental care character, and identifies the supporting and inhibiting factors affecting the implementation of GC services in promoting environmental responsibility.This study employed a qualitative approach using a descriptive research design. Data were collected through interviews, observations, and document analysis and were analyzed using data reduction, data display, and conclusion drawing techniques. The findings reveal that GC services were implemented through personal, social, academic, career, group counseling, crisis intervention, and mediation services. Improvements in students' environmental character were reflected in maintaining classroom and school cleanliness, caring for plants, supporting school greening programs, utilizing waste segregation facilities, and maintaining hygiene through adequate sanitation facilities. Supporting factors included exemplary behavior of teachers, adequate facilities, stakeholder collaboration, and active student participation. Conversely, the major barriers were the lack of systematic integration between GC programs and environmental education, students' limited environmental awareness and behavioral consistency, insufficient counseling time, and the influence of external environmental factors.
THE INFLUENCE OF SUPERIOR ACCREDITATION IMPROVEMENT MANAGEMENT ON THE IMPROVEMENT OF ISLAMIC SCHOOL INSTITUTIONS
This research aims to examine the influence of superior accreditation management on improving Islamic school institutions in Indonesia. Through a systematic literature review (SLR) approach to 40 relevant scientific sources published in 2021-2024, this research analyzes how the implementation of structured accreditation management contributes to improving the quality of governance, human resource competence, learning quality and institutional competitiveness. The results of the study prove that comprehensive accreditation management, including strategic planning, organizing human resources, visionary leadership, continuous quality control, and digitalization of governance significantly encourages overall improvement of Islamic School institutions. The quality culture formed through the accreditation process is the foundation for sustainable institutional transformation. The implications of this research point to the need to integrate accreditation management as the main strategy for developing the capacity of Islamic education institutions in the competitive era.
MADRASAH PRINCIPAL’S MANGERIAL COMPETENCE IN ENHANCING STUDENT INTEGRITY DURING THE IMPLEMENTATION OF COMPUTER-BASED TESTS (CBT)
This study examines the contribution of Madrasah Principal’s mangerial Competence to strengthening students' academic integrity during Computer-Based Testing (CBT). Although CBT offers efficiency and accuracy in assessment systems, digitalization introduces new challenges in the form of technology-based cheating, such as the unauthorized use of dual devices. Utilizing a qualitative approach through library research, data were gathered from various scholarly journals and reference books, and subsequently evaluated using content analysis. The findings indicate that digital security systems require comprehensive managerial intervention from institutional leaders to function optimally; thus, this study formulates three primary managerial pillars to maintain student honesty within the CBT ecosystem. These three pillars encompass integrated planning and organizing that balances digital infrastructure readiness with the embedding of Islamic educational values as a moral foundation; the expansion of academic supervision into proactive hybrid monitoring to close loopholes for manipulation in digital exams; and a synergy between technological protection and religiosity that pairs security software, such as Safe Exam Browser, with the internalizations of religious values to foster students' internal moral control (Moral Action). Overall, this study underscores the crucial role of the madrasah principal as a moral architect capable of blending sophisticated technological innovation with religious values to create an honest, credible, and accountable digital evaluation ecosystem
ISLAMIC DIGITAL TRANSFORMATIONAL LEADERSHIP: A CONCEPTUAL RECONSTRUCTION OF EDUCATIONAL MANAGEMENT IN THE DIGITAL ERA
Digital transformation has brought significant changes in the management and leadership systems of education, including in Islamic educational institutions. The development of digital technology requires Islamic educational institutions to be able to build adaptive, innovative, and technology-based organizational governance without losing their spiritual identity and Islamic values. However, the transformational leadership model that has been used in education management is still considered to have limitations because it is more oriented to organizational effectiveness and has not integrated the spiritual dimension and digital governance comprehensively. This research aims to reconstruct transformational leadership in the management of Islamic education in the digital era through the integration of spiritual leadership and digital governance. The research uses a conceptual model-based Systematic Literature Review (SLR) approach by analyzing various relevant scientific articles, academic books, and international reports in the range of 2000–2025. The analysis was carried out through the stages of identification, selection, synthesis, and interpretation of literature to build a conceptual model of Islamic education leadership in the digital era. The results of the study show that the study of transformational leadership, spiritual leadership, and digital governance is still partially developed and has not been fully integrated in the context of Islamic education. This research produces the "Islamic Digital Transformational Leadership" model that integrates three main dimensions, namely transformational leadership as a driver of organizational change, spiritual leadership as an ethical and moral foundation, and digital governance as a technology-based education governance framework. The model contributes to building Islamic educational leadership that is adaptive to digital transformation, humanistic, innovative, and remains oriented to Islamic spiritual values. This research makes a theoretical contribution to the development of Islamic education management as well as a strategic foundation for the development of Islamic educational institution governance in the digital era.
TRANSFORMATIONAL LEADERSHIP OF THE SCHOOL PRINCIPAL IN IMPROVING EDUCATOR QUALITY IN THE DIGITAL MODERNIZATION ERA AT SLB AT TANHID PAKEL, TULUNGAGUNG
The current complex and global nature of digital development is driving significant digital transformation across various sectors of life, including education. This situation places the school principal at the forefront of managing change and enhancing educational quality in the digital era. This study aims to comprehensively analyze the transformational leadership of the school principal in improving educational quality in the digital era, using a case study at SLB At Tanhid Pakel, Tulungagung. Specifically, the study examines strategic transformational leadership measures and their impact on educational quality. A qualitative case study approach was employed. Data were collected through interviews, observations, and documentation, and subsequently analyzed using the Miles and Huberman interactive model—comprising data condensation, data display, and conclusion drawing—with triangulation used to ensure data validity. The results indicate that the principal implemented digital transformation through the formulation of a school digital vision, mapping of teacher competencies, strengthening of technological infrastructure, creation of an innovation culture, and development of an adaptive curriculum. Transformational leadership was shown to have a significant impact on enhancing teacher competence, optimizing digital learning, improving student achievement, fostering a collaborative work culture, and ensuring school readiness to face educational challenges in the digital era.
TRANSFORMATIONAL LEADERSHIP AS A CATALYST FOR TEACHER PERFORMANCE AND EDUCATIONAL INNOVATION IN THE DIGITAL AGE
This study aims to analyse the transformative leadership of the headteacher in enhancing teacher performance and educational innovation in the digital age at MTs Hidayatus Sholihin Turus-Gurah-Kediri. The study employs a qualitative approach using a case study design. Data were collected through in-depth interviews, observations and documentation involving the headteacher, deputy headteacher, teachers, school administrators and pupils. Data analysis was conducted using the interactive model developed by Miles, Huberman and Saldana, comprising the stages of data collection, data condensation, data presentation, and the drawing and verification of conclusions. The research findings indicate that the headteachers have implemented transformative leadership through the development of a shared vision, the provision of motivation, intellectual stimulation, professional development for teachers, and guidance on the use of digital technology. These strategies have led to improvements in teachers’ digital competence, discipline, innovation , collaboration and performance. The implementation of transformative leadership is supported by the commitment of madrasah heads, a collaborative work culture, and the availability of technological resources; however, it still faces challenges in the form of disparities in teachers’ digital competence, infrastructure limitations, and resistance to change. The implications of this research suggest that transformative leadership is an effective approach in supporting digital transformation and improving the quality of education in madrasahs
UNDERSTANDING BARRIERS TO DIGITAL TRANSFORMATION IN MADRASAH: A CASE STUDY ON INFRASTRUCTURE, DIGITAL COMPETENCE, AND SERVICE QUALITY
Digital transformation is a strategic necessity for madrasas to improve the effectiveness of governance, learning, and the quality of educational services. However, its implementation still faces various obstacles that affect the overall success of digitalization. This study aims to identify and analyze obstacles to digital transformation, focusing on digital infrastructure, human resource digital competence, and the quality of educational services. The study used a qualitative approach with a case study design. Data were collected through in-depth interviews, participant observation, and documentation studies with madrasah principals, teachers, education personnel, operators, and students. Data analysis used an interactive model that included data condensation, data presentation, triangulation of sources and techniques, and member checking. The results show that limited digital infrastructure, low digital competence of teachers and education personnel, and the dominance of an administrative orientation in digitalization are the main obstacles to digital transformation. Furthermore, the integration of Islamic values into digital learning content remains suboptimal, thereby hindering substantive improvement in the quality of educational services. This research offers a new perspective: digital transformation in madrasas must be understood as the integration of technological, human resource, and educational service capacities within a human-centered and value-based framework. These findings have implications for developing digital transformation policies that are more adaptive, sustainable, and oriented toward improving the quality of educational services.
Copyright (c) 2026 Muhammad Munawir Pohan
SEXUAL VIOLENCE, BULLYING, AND RECOVERY MANAGEMENT IN AN ISLAMIC EDUCATIONAL ENVIRONMENT: CHALLENGES IN THE ERA OF DISRUPTION
Violence must not be normalised. The phenomena of sexual violence and bullying in Islamic educational institutions are serious problems that require not only preventive measures but also an effective recovery management system. This study aims to analyse the implementation of recovery management for victims of sexual violence and bullying in Islamic educational institutions, as well as to formulate a Collaborative Recovery Management model from the perspective of Islamic Educational Management. This study employs a descriptive qualitative approach, using survey data collected from institutional leaders, teachers, students, and parents. Data were collected via open-ended questionnaires and analysed using thematic analysis through the processes of data reduction, coding, categorisation, interpretation and triangulation. The results indicate that recovery management has shifted from a reactive approach to a more integrated system involving institutional protection, psychosocial support and collaboration amongst educational institutions, families and the community. School administrators have implemented mechanisms for reporting, victim protection, confidentiality, parental involvement and the enforcement of sanctions, whilst teachers act as initial counsellors, providing emotional support, early identification and ongoing monitoring. Students feel a sense of safety not only through the existence of rules but also through supportive relationships with teachers and peers. However, the normalisation of verbal bullying, low rates of victim reporting, inconsistent teacher competencies and limited access to professional psychological services are still observed. This study concludes that effective recovery management requires the integration of institutional governance, psychosocial recovery, and collaboration amongst all stakeholders. Therefore, this study proposes a Collaborative Recovery Management model as a conceptual contribution to strengthening the system for recovery from violence in Islamic educational settings.
RECRUITMENT AND CADRE DEVELOPMENT MANAGEMENT FOR (KITAB KUNING) TEACHERS BASED ON THE AMTSILATI METHOD: CENTRAL JAVA REGION 1 COORDINATOR OFFICE
The role of the Amtsilati Coordinator in managing the recruitment and development of Amtsilati teachers is crucial for the success of improving the quality of education using the Amtsilati method in Central Java Region 1. This study attempts to examine the strategies, mechanisms, and effectiveness of the management of the Amtsilati Regional Coordinator of Central Java 1 in two main aspects: teacher recruitment and cadre development. This study applies a descriptive qualitative approach with data collection methods through literature reviews, review of Amtsilati Coordinator guideline documents, and documentation of the Central Java 1 Regional Coordinator program activities. This study reveals that the Amtsilati teacher recruitment system in the Central Java 1 Regional Coordinator is implemented through three mechanisms: the submission of Assigned Teachers from the Central Amtsilati Center, the utilization of Alumni who are willing to serve, and internal Korwil cadre development. The impact of the cadre development program is seen in the increase in the competitive quality of the institution, which is marked by the growth in the number of students, the increase in students' ability to read yellow books quickly, increased achievement, a high level of alumni satisfaction, and a positive response from parents. Obstacles that are still encountered include the limited number of qualified teachers and the need for more intense communication to distribute teachers optimally. This study recommends the need to strengthen the intensive teacher development program as a strategy for developing Amtsilati in the Central Java 1 Regional Coordinator.
THE CONCEPT OF TRANSFORMATIONAL LEADERSHIP IN EDUCATIONAL INSTITUTION LEADERS
Leaders in educational institutions play a crucial role in the development of these institutions. Consequently, a leader must possess a genuine spirit of leadership. Transformational leadership focuses on efforts to inspire, motivate and develop team members in order to bring about positive change within the organisation. This type of leadership involves leaders who are able to articulate a clear vision, create an environment that supports innovation, and attend to the needs of individuals so that they can reach their full potential. This study aims to explore and understand the nature of transformational leadership. It employs a descriptive and analytical approach through a comprehensive literature review to collect, sort, and analyse relevant literature. The findings indicate that the key characteristics of transformational leadership comprise four main components: idealised influence, inspirational motivation, intellectual stimulation, and individualised consideration. It is hoped that this research will provide in-depth insights into leadership theory and offer guidance to practitioners on enhancing leadership effectiveness within their organisations.
Copyright (c) 2026 Muhammad Ardli Mubarok
BEYOND ACADEMIC ACHIEVEMENT: OBE-BASED EDUCATION MANAGEMENT IN IMPROVING GRADUATES' EMPLOYABILITY SKILLS
The purpose of this study is to examine Outcome-Based Education (OBE) based educational management and its impact on the employability skills of university graduates. In Outcome-Based Education, graduates' learning outcomes are placed at the center of the educational process. Therefore, labor market demands serve as the primary guide in the formulation of curriculum, teaching methods, and assessment. The analysis in this study covers the role of Outcome-Based Education in higher education and employability skills. The method used is a descriptive qualitative approach, which involves collecting and analyzing data drawn from books, papers, articles, and other relevant documentation. The role of OBE in higher education and employability skills is derived through data reduction, data presentation, and conclusion. This study found that OBE-based educational management strengthens graduates' employability skills, problem-solving abilities, critical thinking, and leadership. Additionally, OBE addresses employability skill gaps through project-based learning, collaboration, and industry placements. The study also identified that the barriers to employability in OBE include constant curriculum changes, technological shifts, and faculty readiness. Therefore, it is clear that universities need to implement Outcome-Based Education with the aim of strengthening their educational management systems to produce competitive graduates and educate graduates who.
RECLAIMING THE FUTURE: KNOWLEDGE, POWER, AND JUSTICE REWRITTEN
This study aims to analyze the relationships between knowledge, power, and justice within education systems and local governance. It employs a qualitative approach using a case study design. Data were collected through observation, in-depth interviews, focus group discussions (FGDs), and document analysis, and subsequently analyzed using thematic analysis. The findings indicate that the dominance of formal knowledge leads to the epistemic exclusion of local knowledge, while the centralization of power creates disparities in access and community representation in decision-making processes. Consequently, community participation tends to be merely symbolic, and local knowledge has not received adequate recognition within the formal system. The study concludes that strengthening epistemic justice requires recognizing the plurality of knowledge, substantially increasing community participation, and fostering more inclusive governance. These findings are expected to inform the development of more democratic and equitable education and governance policies.
Copyright (c) 2026 Muhammad Zaynul Abrori
BRIDGING THE DIGITAL DIVIDE IN EDUCATION: A SYSTEMATIC REVIEW (SLR-PRISMA) OF DIGITAL INCLUSION STRATEGIES
This study examines the management of sports extracurricular activities as a strategic medium for students' mental refreshment during intensive Al-Qur'an memorization programs. The background of this research is based on the phenomenon of high cognitive load and the risk of psychological burnout faced by students in tahfidz-based Islamic educational institutions. Such conditions require a management system capable of balancing spiritual demands with mental health and physical fitness. This study aims to describe in-depth the management processes, including synchronous schedule planning, resource organization, implementation of contextual sports activities, and the evaluation of students' mental readiness. Using a library research method with a qualitative approach, the results indicate that well-structured extracurricular management functions as a stress-relief medium and concentration enhancer. Through POAC management functions (Planning, Organizing, Actuating, and Controlling), sports are proven to provide positive impacts on emotional stability, which supports memorization success. Overall, harmoniously integrated curriculum management significantly supports the holistic development of students in both physical and spiritual aspects.
Copyright (c) 2026 Hanny Widya Fatmawati
TRANSFORMATION OF ISLAMIC EDUCATION MANAGEMENT-BASED FORMAL EDUCATION GOVERNANCE: AN INTEGRATIVE MODEL OF INSTITUTIONAL RECOGNITION, QUALITY, AND IDENTITY
This article develops a conceptual governance model for formal education in pesantren from the perspective of Islamic Education Management. The study responds to a phenomenological gap in which stronger legal recognition of pesantren has not automatically produced quality-oriented, accountable, and identity-sensitive governance. Using qualitative library research, the article analyzes official regulations, books, and recent journal articles through document analysis and thematic synthesis. The findings show that governance transformation involves six interconnected dimensions: institutional legality, curriculum integration, human resources, quality assurance, financing, and public accountability. The values of tauhid, amanah, syura, adil, ihsan, and maslahah operate as ethical controls and managerial principles. The proposed model consists of institutional diagnosis, strategic planning, participatory implementation, and continuous evaluation. The article contributes an integrative framework that links legal recognition, quality governance, and pesantren identity so that formalization strengthens, rather than weakens, the educational character of pesantren.
COMMODIFICATION OF KNOWLEDGE IN THE DIGITAL ECOSYSTEM: A LITERATURE STUDY ON SHIFTING ACCESS TO EDUCATION AND THE SOCIAL JUSTICE EMERGENCY CRISIS
This literature study research analyzes the phenomenon of knowledge commodification in the digital education ecosystem and its implications for access to education and social justice. The rapid transition to educational technology (EdTech) and platform-based learning has shifted the paradigm of education from a public good to a highly commercialized digital commodity. This research aims to evaluate the trend of digital privatization in education, examine the shift in access to learning materials, and respond to emerging education equity emergencies. Using a qualitative literature matrix methodology, data were collected from 20 reputable academic journals published in the last five years, national education statistics reports, and critical sociological frameworks integrated with Islamic educational values. The results show that market-driven digital platforms exacerbate the "digital abyss" and create stratified access to quality education, where premium knowledge is hidden behind paid walls. The study also integrates the Qur'anic instructions on justice in the dissemination of knowledge, and argues that commercial exclusivism violates fundamental human rights in education. The research concludes that the commercialization of digital education poses a critical threat to social justice, thus requiring a strict regulatory framework and institutional commitment to openly accessible public pedagogy.
COLLABORATIVE LEADERSHIP MODEL IN ACADEMIC GOVERNANCE OF PRIVATE ISLAMIC UNIVERSITIES
This study aims to analyze collaborative leadership practices and formulate a leadership model developed within the academic governance of Sekolah Tinggi Agama Islam Darud Da’wah wal Irsyad (STAI DDI) Pinrang. The study employed a qualitative approach with a single-case study design. Informants were selected purposively and included institutional leaders, academic unit heads, lecturers, administrative staff, and other institutional actors involved in academic decision-making. Data were collected through semi-structured interviews, non-participant observations, and document analysis. Data analysis is carried out interactively through the stages of data condensation, data presentation, conclusion drawn, and verification, while data validity is carried out through triangulation of sources and techniques as well as member checking. The findings reveal that the collaborative leadership model at STAI DDI Pinrang is constructed through the integration of four main dimensions: facilitative and relational leadership, participatory academic decision-making, the internalization of prophetic values and ethical role modelling, and strengthened accountability through continuous evaluation and internal quality assurance. The model was not formally or normatively designed but emerged contextually through leadership practices that reduced hierarchical distance, built trust, expanded stakeholder participation, and fostered collective responsibility. The integration of these dimensions resulted in academic governance that was more collaborative, accountable, adaptive, and oriented toward continuous improvement. This study proposes a prophetic value-based collaborative leadership model that may serve as a relevant framework for strengthening academic governance in private Islamic higher education institutions.
TRANSFORMATIVE LEADERSHIP MODEL OF THE PRINCIPAL TO IMPROVE TEACHER PERFORMANCE AT MAFAZAH ISLAMIC JUNIOR HIGH SCHOOL, BOGOR
This research was motivated by a lack of direction and motivation, as well as by the need to organize and evaluate the performance of Al-Qur'an teachers at Mafazah Islamic Middle School, Bogor. This research aims to ensure that school principals play a role in improving teacher performance through effective leadership. This research uses descriptive quantitative methods with a sample of 48 teachers. Data were collected through questionnaires and analyzed using validity, reliability, normality, linearity, and simple regression tests in SPSS 26. The results showed that the principal's leadership was charismatic, while the teacher's performance was in the medium category. The correlation test shows a significant relationship between principal leadership and teacher performance (sig 0.03), with a contribution of 17.4% (R square). In conclusion, the principal's leadership influences teacher performance, even though it is in the moderate category. More effective leadership strategies are needed to optimize the quality of Al-Qur'an learning.
ANALYSIS OF THE HABITUATION OF RATIB SANTRI BUKI DHIKR AND ITS INFLUENCE ON THE SPIRITUAL AND EMOTIONAL INTELLIGENCE OF CONGREGATION MEMBERS
The increasingly complex dynamics of modern life have contributed to various emotional and spiritual challenges, highlighting the need for educational approaches that balance intellectual, emotional, and spiritual development. One such approach is the habituation of Ratib Santri Buki dhikr. This study aims to analyze the influence of Ratib Santri Buki dhikr habituation on the spiritual and emotional intelligence of its practitioners. The research employed a qualitative library research method. Data were collected through document studies from various academic sources, including books, scientific journals, research articles, and other relevant documents. Data analysis was conducted using content analysis techniques to identify, interpret, and synthesize findings from previous studies. The results indicate that the habituation of Ratib Santri Buki dhikr contributes significantly to the enhancement of spiritual intelligence by strengthening self-awareness, fostering closeness to Allah, creating inner peace, and helping individuals find deeper meaning in life. Furthermore, the practice also improves emotional intelligence by enhancing emotional regulation, reducing stress, increasing patience, and encouraging wiser responses to life’s challenges. Therefore, the habituation of Ratib Santri Buki dhikr can be regarded as a holistic Islamic educational method that effectively develops both spiritual and emotional intelligence in a balanced manner.
THE MODERNIZATION OF ISLAMIC EDUCATION: AZYUMARDI AZRA'S PERSPECTIVE
This research began with numerous discussions on the relationship between education and modernization in various Islamic communities. Azyumardi Azra, as an educator, provides a different perspective on the modernization of Islamic education compared to the thoughts that are usually used as references. The main objectives of this research are to examine (1) What is Azyumardi Azra's perspective on the concept of Islamic education; (2) What is Azyumardi Azra's view on modernization in Islamic education; (3) How modernization relates to elements of Islamic education, such as goals, curriculum, and educational institutions. The method applied in this research is library research, by analyzing relevant texts regarding Azyumardi Azra's thoughts on Islamic education. The data is processed through content analysis, which aims to find the meaning of the thoughts of these figures from an internal-textual and external-textual perspective, while paying attention to the socio-historical context that underlies their thoughts, so that objective conclusions can be drawn regarding views on the modernization of Islamic education in general. The findings of this study indicate that (1) Azyumardi Azra views Islamic education as a process of individual formation based on the teachings of Allah given to Muhammad SAW to become a caliph and achieve happiness in this world and the hereafter; (2) Azyumardi Azra views the modernization of Islamic education as an effort to reformulate Islamic educational thinking and reorganize systems and institutions to fit the concept of modernity that is in harmony with Islamic principles; (3) Azyumardi Azra believes that modernization in the aspect of Islamic education is closely related to the goals, curriculum, and institutions of education.
TRANSFORMATION OF EDUCATIONAL FINANCING SYSTEMS THROUGH FINANCIAL MANAGEMENT DIGITALIZATION IN MADRASAH
The The advancement of digital technology has driven significant transformations in various aspects of educational management, including financing systems in madrasahs. The digitalization of financial management has become a strategic approach to promoting more effective, efficient, transparent, and accountable financial governance. This study aims to analyze the transformation of the educational financing system through the digitalization of financial management in madrasahs, as well as to examine its benefits, challenges, and implementation strategies. This study employed a library research method with a qualitative approach. Data were collected through documentation of scientific literature, books, journal articles, educational regulations, and relevant previous studies. Data analysis was conducted using content analysis to identify concepts, patterns, and findings related to the digitalization of educational financial management. The findings reveal that the transformation of the educational financing system in madrasahs has occurred across all stages of financial management, including planning, implementation, reporting, monitoring, and evaluation. The implementation of digitalization through various technology-based financial systems and applications has improved administrative efficiency, transaction recording accuracy, transparency in fund utilization, and accountability in financial management. Furthermore, digital systems support data-driven decision-making and strengthen supervisory functions through the availability of systematically documented audit trails. However, the implementation of financial digitalization still faces several challenges, including limited digital literacy among human resources, unequal technological infrastructure, and the need to adapt to new working cultures. Therefore, strengthening human resource competencies, providing adequate technological infrastructure, developing integrated financial information systems, and ensuring continuous policy support are essential factors for the successful transformation of educational financing. The digitalization of financial management has proven to be a strategic instrument for fostering professional, transparent, and accountable financial governance in madrasahs while remaining aligned with the Islamic values of trustworthiness (amanah) in educational management.
DIGITAL-BASED MANAGEMENT OF NEW STUDENT ADMISSIONS IN MADRASAH ALIYAH
The management of new student admissions is an important component in improving the quality of educational institutions, including Madrasah Aliyah. In the digital era, the implementation of digital-based admission systems has become a strategic solution to increase efficiency, transparency, and accessibility in the admission process. This study aims to analyze the management of digital-based new student admissions in Madrasah Aliyah and to identify its benefits and challenges in educational management. This research uses a qualitative approach through library research methods. Data collection techniques were conducted using documentation from books, scientific journals, and other relevant academic sources. Data analysis was carried out using content analysis to interpret and synthesize information related to digital-based admission management. The results show that the implementation of digital-based admission systems in Madrasah Aliyah can improve administrative efficiency, provide wider access for prospective students, and create transparency in the selection process. However, several challenges remain, including technological infrastructure limitations, digital literacy among education stakeholders, and the need for continuous system development.
Copyright (c) 2026 Frans Angger Bagus Sancoko
ARTIFICIAL INTELLIGENCE-BASED SMART LEARNING MANAGEMENT IN STRENGTHENING ENGLISH LANGUAGE COMPETENCIES OF MADRASAH STUDENTS
The rapid development of Artificial Intelligence (AI) has transformed education toward more adaptive, personalized, and technology-driven learning systems. This study aims to analyze the concepts, implementation, opportunities, and challenges of AI-based smart learning management in strengthening the English language competence of madrasah students. This research employed a qualitative approach using a library research method. Data were collected from national and international journal articles, books, and other relevant scholarly sources. Data were analyzed through content analysis, including data reduction, categorization, interpretation, and conclusion drawing. The findings indicate that AI-based smart learning management enhances English language learning through personalized instruction, instant feedback, adaptive learning, and broader access to digital learning resources. AI technologies such as ChatGPT, speech recognition systems, intelligent tutoring systems, and adaptive learning platforms support the improvement of listening, speaking, reading, and writing skills. Effective implementation requires the integration of educational management functions, including planning, organizing, actuating, and controlling, supported by teacher competence, digital infrastructure, and institutional policies. Despite challenges related to digital literacy, human resource readiness, and ethical concerns, AI has significant potential as an innovative instrument for improving English language learning in madrasahs.
DYNAMICS OF HUMAN RESOURCE MANAGEMENT AND THEIR IMPLICATIONS FOR THE PERSONAL COMPETENCIES OF EARLY CHILDHOOD EDUCATION TEACHERS
Teacher personality competence is a crucial variable in Early Childhood Education (ECE) because children learn through the process of imitating role models. However, in practice, the development of this competence is often neglected compared to pedagogical and professional aspects. This study aims to analyze the urgency of ECE teacher personality competence from the perspective of Islamic Education Management (IEM) and to formulate a comprehensive Human Resource Management (HRM) strategy for its reinforcement. The method used is library research with a qualitative descriptive approach and content analysis techniques. The result show that teacher personality competence is the main foundation of character education, reflecting the traits of shiddiq, Amanah, tabligh and fathonah. Effective HRM strategies must include character-based recruitment using Behavioral Event Interview (BEI), mental spiritual development through mentoring and coaching, and performance appraisal systems that monitor the consistency of role modelling and teacher mental health. The conclusion of this study confirms that the integration of modern management with Islamic values creates an ecosystem that supports teachers in becoming uswatun hasanah for early childhood.
TRANSFORMATIONAL LEADERSHIP STRATEGY IN STRENGTHENING MADRASAH CULTURE AND IMPROVING THE QUALITY OF EDUCATIONAL SERVICES
Strengthening madrasah culture has become an urgent necessity amid increasing public demands for the quality of Islamic educational services. Many madrasahs face challenges in establishing a consistent, adaptive, and service-oriented culture, thereby requiring a leadership approach capable of driving change in a visionary and participatory manner. The urgency of this study lies in the need for an implementative model of transformational leadership that can strengthen madrasah culture while simultaneously improving the quality of educational services in a sustainable way. This study aims to describe the implementation of the principal's transformational leadership strategies in strengthening madrasah culture and to analyze their contribution to improving the quality of educational services. The research employed a qualitative approach using a case study design. Data were collected through in-depth interviews, observations, and documentation, and were analyzed using data reduction, data display, and conclusion drawing techniques through source and method triangulation. The findings reveal that the madrasah principal implemented transformational strategies through inspirational motivation, individualized support, reinforcement of the madrasah's cultural vision, and the strengthening of collaboration. These strategies were effective in fostering a religious, disciplined, and service-oriented madrasah culture, which in turn contributed to improvements in both academic and non-academic educational services. The findings confirm that transformational leadership serves as a strategic approach to developing a quality-oriented madrasah culture. This study highlights the importance of visionary leadership as a fundamental foundation for enhancing the quality of educational services in madrasahs.
BEYOND SCHOOL LEADERSHIP: TRANSFORMING MADRASAH PRINCIPALS' LEADERSHIP TO FOSTER A CULTURE OF PEACE AMID THE CRISIS OF INTOLERANCE
The growing crisis of intolerance, bullying, and ideological polarization has expanded the role of madrasah principals beyond conventional school management toward fostering a culture of peace. This study aims to examine the transformation of madrasah principals’ leadership in promoting a culture of peace amid contemporary educational challenges and to identify strategic responses to intolerance within madrasah. A qualitative library research design was employed by analyzing academic literature, educational policies, and relevant regulations using content analysis. The findings reveal that effective leadership transformation requires principals to integrate transformational, moral, and peace-oriented leadership into institutional governance. This transformation is supported by the Regulation of the Minister of Education, Culture, Research, and Technology of the Republic of Indonesia Number 13 of 2022, which emphasizes safe, inclusive, and violence-free learning environments. However, principals continue to face challenges, including institutional resistance, digital intolerance, and ideological polarization. The study argues that moving beyond traditional school leadership toward peace leadership enables madrasah principals to strengthen institutional resilience, promote social cohesion, and cultivate a sustainable culture of peace. This study contributes a conceptual perspective that redefines the strategic role of madrasah principals as peace leaders in contemporary Islamic education.
SOCIAL MEDIA-BASED PUBLIC RELATIONS MANAGEMENT IN IMPROVING SCHOOL BRANDING IN MADRASAH ALIYAH
This study aims to analyze the evolution of research on the digital divide in In this fast-paced digital era, Islamic Senior High Schools (Madrasah Aliyah) now find themselves at a crossroads between preserving traditional values and responding to global innovation. School branding is no longer simply about a logo or slogan, but about building a narrative that touches the hearts and builds public trust. This paper examines a public relations management strategy that utilizes social media not merely as a broadcasting tool but as a bridge for empathetic dialogue. Through authentic content planning, warm interactions, and visual consistency, Islamic senior high schools can transform their image into a modern, competitive institution, while remaining rooted in their religious identity. The analysis shows that public relations management with a humanistic approach on social media effectively strengthens public loyalty and reinforces the school's branding position amidst the dynamic competition in education.
ARTIFICIAL INTELLIGENCE AND THE FUTURE OF ISLAMIC EDUCATION: OPPORTUNITIES, CHALLENGES, AND ETHICAL IMPLICATIONS
The technological revolution driven by artificial intelligence (AI) has penetrated the realm of education, including Islamic educational institutions, presenting both strategic opportunities and multifaceted challenges that demand value-based responses grounded in Islamic principles. This study aims to map the strategic potential of AI, analyze barriers to its integration, and formulate an ethical framework based on maqāṣid al-syarī'ah and the concept of maṣlaḥah as normative guidance for responsible technology utilization in Islamic education. This research employs a qualitative approach through library research design, utilizing descriptive-interpretive content analysis of reputable academic sources published between 2021 and 2025. Findings reveal that AI offers significant potential for personalized learning, institutional administrative efficiency, and broader access to value-based Islamic education. Nevertheless, persistent challenges including digital infrastructure disparities, insufficient technological literacy among educators, and the threat of algorithmic bias remain considerable obstacles that require systematic resolution. From an ethical standpoint, AI utilization demands a robust normative foundation to prevent technology from displacing the spiritual values and character development that are central to Islamic education. This study concludes that AI integration must be implemented responsibly, strategically, and in alignment with the holistic objectives of Islamic education, ultimately nurturing a generation of Muslims who excel intellectually while remaining firmly grounded in spirituality and morality.
INTEGRATION OF MANAGEMENT OF RELIGIOUS ACTIVITIES AND LITERACY TO IMPROVE THE QUALITY OF RELIGIOUS CHARACTER
The digital transformation in the contemporary era demands that madrasas adapt their curricula to ensure educational relevance while simultaneously addressing the challenges of moral disruption and the erosion of students' spiritual values. This study aims to formulate a model for integrating religious activities with literacy in madrasahs and to analyze the implementation of the Planning, Organizing, Actuating, and Controlling (POAC) management functions in enhancing the quality of students' religious character. Employing a library research method with a qualitative approach and content analysis, this study examines various reputable literatures to construct a comprehensive conceptual model. The results indicate that policy fragmentation between religious programs and literacy can be overcome through a Total Quality Management (TQM) approach, which unifies spiritual substance with digital literacy skills into a cohesive learning ecosystem. The disciplined implementation of POAC, ranging from vision alignment and cross-role collaboration to the use of a dual monitoring system (physical logs and digital portfolios), has proven effective in transforming religious routines into a holistic educational ecosystem. This integration model positions religious values as the primary filter in digital literacy management, thereby producing graduates who are not only excelling in ritual obedience but also possess critical, adaptive, and high-integrity literacy amidst the challenges of the times.
Copyright (c) 2026 Muhammad Fauzul Fikri
OPTIMIZATION OF STUDENT MANAGEMENT IN ENHANCING THE BRAND IMAGE OF MADRASAH
This study examines the optimization of student management in enhancing the brand image of madrasah through a library research approach. It aims to describe and analyze the planning, organizing, actuating, and controlling of student management that contribute to the improvement of the madrasah's image. Data were collected through documentation of primary literature (scholarly journals published 2020–2025) and secondary literature (textbooks published 2015–2025 and education policy documents), then analyzed using the content analysis technique of Miles, Huberman, and Saldaña, comprising data condensation, data display, and conclusion drawing and verification. The findings indicate that: (1) effective planning involves collective discussion, a focus on service quality and student admission, and continuous evaluation; (2) organizing is carried out according to job descriptions, cultivates a problem-solving discussion culture, and builds external cooperation; (3) actuating includes providing direction, role modelling, and support for teaching staff's professional development; (4) controlling is conducted through academic supervision using standardized instruments accompanied by constructive feedback. The study concludes that the systematic and integrated optimization of the four student management functions contributes significantly to strengthening the madrasah's brand image.
SOCIAL MEDIA MANAGEMENT IN OPTIMIZING THE BRANDING OF ISLAMIC EDUCATIONAL INSTITUTIONS
In the ever growing digital era, Islamic educational institutions are required to be able to adapt to changes in information and communication technology in order to maintain their existence and increase their competitiveness. Social media has become one of the most influential communication instruments in shaping public perception and trust in an institution, including Islamic educational institutions. However, many madrasah have not made optimal use of social media as a planned and systematic means of branding. The purpose of this research is to study the method of optimizing social media as a branding tool for Islamic educational institutions in the midst of competition between educational institutions in the modern era. Social media is considered not only as a source of information but also as a strategic tool to improve the public's image, reputation, and trust in Islamic educational institutions. A qualitative approach to literature is used in this study; Data collection techniques are used to conduct a review of relevant scientific books and journals, which are then analyzed through content analysis. The results show that the consistency of digital identity, educational and religious content, and responsive two-way communication are the factors that determine the success of branding. Therefore, the regular use of social media and based on Islamic principles is the key to strengthening the madrasah brand in a sustainable manner.
INTERNALIZATION of AKHLAKUL KARIMAH VALUES as CORE VALUES for QUALITY ASSURANCE in CONTEMPORARY ISLAMIC BOARDING SCHOOLS
This study aims to analyze the strategy of internalizing akhlakul karimah values as core values in the Islamic boarding school education quality assurance system to address the challenges of moral disruption in the contemporary era. Using a qualitative approach with an explanatory case study design, data were collected through in-depth interviews with caretakers, heads of quality assurance, and asatidz, as well as participant observation and documentation. The data were analyzed using an interactive model and data verification using triangulation. The results of the study indicate that Darussalam Blokagung Islamic Boarding School has successfully integrated akhlakul karimah indicators into academic and non-academic quality standards through the “SPI-Plus” (Islamic Boarding School-based Internal Assurance System) mechanism, where student graduation and teacher performance evaluation are not only measured from cognitive aspects, but also from the consistency of ethical behavior, compliance ( ta’dhim ), and community service. The distinction of this study lies in the deconstruction of the western Total Quality Management (TQM) concept which tends to be secular-materialistic into a Sufi-transcendental TQM model that places spiritual piety as the main indicator of institutional quality. The theoretical contribution of this research enriches the treasury of Islamic education management by offering a new formula for contemporary quality assurance, while its practical contribution provides a reference for replication for thousands of Islamic boarding schools in Indonesia in formulating quality standards that do not lose their salaf identity, while having a strong impact on increasing the competitiveness of graduates with character at the national level.
INTEGRATING ECONOMIC SELF-RELIANCE INTO ISLAMIC BOARDING SCHOOL EDUCATIONAL MANAGEMENT
This research was conducted to analyze the influence of integrating economic independence into education management within the pesantren (Islamic boarding school) environment as an effort to strengthen its functions as an institution for education, da'wah, and community empowerment. Amidst the challenges of globalization, pesantrens are required not only to serve as centers for religious knowledge transmission (tafakkuh fiddin) but also to be adaptive to contemporary developments by transforming into social entities that drive a self-reliant Sharia economic movement. This study employs a descriptive qualitative approach with library research method to examine the positive impacts and dissect the strategies for merging entrepreneurship curricula with productive business units. The results indicate that the integration of economic independence is implemented through three main pillars: the optimization of pesantren assets via business units (such as Kopontren/cooperatives, agriculture, livestock, services, and MSMEs), the development of an entrepreneurial spirit (santripreneur), and the utilization of digital technology within the pesantren financial ecosystem. The conclusion asserts that economic independence, when effectively integrated with pesantren education management, can reduce institutional reliance on external aid, enhance the quality of core educational facilities, and produce graduates who are economically independent without abandoning spiritual values.
THE INFLUENCE OF WORK MOTIVATION AND WORK COMMITMENT ON MADRASAH TEACHERS' LOYALTY
This study aims to describe the influence of work motivation and work commitment on the loyalty of teachers working in madrasahs. Employing a qualitative approach with library research as its primary research design, data were collected from relevant books, scientific journal articles, and academic sources. The collected data were then analyzed using Content Analysis to identify and interpret patterns and themes , complemented by triangulation to enhance credibility. The results indicate that teacher loyalty does not develop spontaneously but is simultaneously and significantly shaped by both work motivation and work commitment. Work motivation, consisting of intrinsic and extrinsic drives, encourages teachers to perform their duties with enthusiasm, discipline, and perseverance. Meanwhile, work commitment—encompassing affective, continuance, and normative dimensions—reflects teachers' emotional and moral attachment to the institution, driving them to comply with regulations and remain loyal despite various challenges. Within the madrasah context, these factors are deeply intertwined with spiritual values, sincerity, and the intention to regard teaching as an act of worship. Consequently, the relationship among work motivation, work commitment, and teacher loyalty is mutually reinforcing , collectively contributing to institutional stability, enhanced instructional quality, and a harmonious working environment. Based on these findings, it is highly recommended that madrasah management prioritize strategies to strengthen teacher motivation and commitment through inspirational leadership, fair reward systems, and the reinforcement of Islamic values.
ISLAMIC BOARDING SCHOOL AND FORMAL SCHOOL CURRICULUM INTEGRATION MANAGEMENT IN STRENGTHENING ISLAMIC RELIGIOUS EDUCATION COMPETENCY AT IBS AL FIKRA
In the current educational era, the dichotomy between general sciences and religious studies, coupled with the limited time allocation for Islamic Religious Education (PAI) within the formal curriculum of boarding schools, necessitates strategic intervention. Consequently, this study aims to analyze the management of curriculum integration between the pesantren and formal school systems through the Madin Night Class program at IBS Al Fikra in strengthening students' PAI competencies. The research methodology employed is library research with a qualitative approach. Data were collected through documentation studies of the curriculum, syllabi, and activity schedules, which were subsequently analyzed using the content analysis technique. The findings indicate that IBS Al Fikra implements a systematic managerial strategy encompassing needs-analysis-based planning, curriculum mapping between formal Learning Outcomes (CP) and classical Islamic texts (Kitab Kuning), the technical execution of evening instruction, and evaluation via the imtihan system. This strategy is proven effective in bridging competency gaps across the cognitive, affective, and psychomotor domains. The novelty of this research lies in the utilization of the "night class" instrument as a managerial solution to address curricular hour shortages, thereby achieving graduate competency standards that exceed national requirements. This program successfully synergizes general intellectual intelligence with holistic religious spiritual depth.
STRENGTHENING SANTRI CHARACTER EDUCATION THROUGH THE MANAGEMENT OF KITAB NUSANTARA INSTRUCTION
This study aims to analyze the management of Kitab Nusantara learning as an instrument for strengthening the character education of santri. This research uses library research with a descriptive-analytical approach. Data were collected through documentation studies and analyzed using qualitative content analysis. The findings show that structured educational management through planning, organizing, implementation, and evaluation can transform classical Islamic texts into practical character formation instruments. The Amanati program through Kitab Huququl Arham learning strengthens the values of respect and obedience to parents (birrul walidain), empathy, compassion (rahmah), social responsibility, discipline, and integrity. The integration of intensive mentoring, family-based implementation during holidays, community daurah assignments, and reward-punishment systems encourages the transformation of moral knowledge into moral action. Thus, systematic management of Kitab Nusantara learning contributes significantly to creating santri with strong religious and social character.
DIGITAL-BASED QUALITY CULTURE RECONSTRUCTION: SPMI TRANSFORMATION TOWARDS SMART ACCREDITATION IN THE 5.0 ERA
This study aims to analyze the reconstruction of a digital-based quality culture through the development of the Smart Accreditation concept as a transformation strategy for the Quality Assurance System (SPMI). The study uses a qualitative approach with a literature review method for various regulations, books, and scientific articles published in the 2016–2026 period. Data were analyzed using content analysis and thematic analysis and validated through theoretical triangulation. The results show that the transformation towards Smart SPMI can gradually shift quality management from a conventional administrative system to an integrated digital ecosystem through Cloud Computing, Artificial Intelligence, Application Programming Interfaces (API), and performance indicator dashboards. This integration can improve data accuracy, accelerate decision-making, reduce administrative burdens, and build a quality culture oriented towards continuous improvement. In addition, the study formulates a conceptual model for Smart Accreditation that integrates digital maturity, transformational leadership, and organizational behavior change to support the sustainability of institutional quality. However, its implementation still faces challenges in the form of infrastructure readiness, human resource digital literacy, data integrity, and organizational cultural resistance. These findings provide conceptual and practical contributions for higher education institutions in building a more adaptive, transparent, and competitive quality assurance system in the Era of Society 5.0.
CLASSDOJO AS A TOOL FOR PROGRESSIVE ISLAMIC DA'WAH: AN ANALYSIS OF ELEMENTARY SCHOOL TEACHERS' COMPETENCIES AND CHALLENGES
This study aims to analyze the competencies of Muhammadiyah elementary school teachers in integrating progressive Islamic da’wah through the use of ClassDojo and to identify various challenges in its implementation. The study employed a descriptive qualitative approach with a case study design in Pacitan Regency. Data were collected through in-depth interviews, observations, focus group discussions, and document analysis involving 20 teachers, school principals or coordinators, and parents. The results show that most teachers view the reinforcement of spiritual values and character as an important part of learning and see ClassDojo as a potential tool to support the cultivation of positive behaviors, communication between the school and parents, and the reinforcement of Islamic values such as discipline, responsibility, empathy, and good manners. In terms of competencies, teachers demonstrated fairly strong proficiency in pedagogical, professional, and social aspects; however, strengthening spiritual competencies and digital literacy still requires further attention. This study also identified several implementation challenges, including limited access to the internet and devices, varying levels of teachers’ proficiency in operating the app, suboptimal support from school policies, as well as potential issues regarding ethics, privacy, and the dilution of the educational value of guidance when children’s behavior becomes overly focused on the point system. Thus, the use of ClassDojo within the framework of progressive Islamic da’wah holds great potential for strengthening character education in Muhammadiyah elementary schools, but it requires support in the form of teacher training, reflective pedagogical design, and ethical and context-appropriate governance of the digital platform’s use.
AI-DRIVEN EDUCATIONAL FINANCIAL GOVERNANCE : A SYSTEMATIC LITERATURE REVIEW ON THE TRANSFORMATION OF FINANCIAL MANAGEMENT AND RESOURCE ALLOCATION IN THE DIGITAL ERA
The digital transformation of educational institutions has necessitated a paradigm shift in governance, particularly in financial management. Traditional financial practices in educational institutions are increasingly inadequate in addressing the complexities of modern resource allocation, transparency, and sustainability. While the integration of Artificial Intelligence (AI) in education has predominantly focused on pedagogical enhancements, its application in educational financial governance remains underexplored. This study aims to systematically review the current literature on the integration of AI in educational financial management. Utilizing the PRISMA framework, a systematic search was conducted across major academic databases (Scopus, Web of Science, and DOAJ) for publications between 2019 and 2026. This review identifies three main dimensions of AI application: predictive budgeting and financial planning, automated auditing for transparency, and resource allocation optimization. Furthermore, the study highlights critical challenges, including data privacy concerns, algorithmic bias, and the digital divide among educational stakeholders. The research findings propose a conceptual framework for AI-driven financial governance, offering strategic insights for educational leaders to enhance financial sustainability and accountability. This review contributes to the paucity of literature on AI in educational administration and provides a roadmap for future empirical research.
MADRASAH FOR ALL A CRITICAL DISCOURSE AND POLICY ANALYSIS OF EDUCATIONAL ACCESS FOR NON-MUSLIM STUDENTS IN INDONESIA
This study examines the phenomenon of non-Muslim students enrolling in Indonesian madrasahs and analyzes the educational policies governing their admission, with particular attention to the implementation of their right to receive religious education according to their faith. This study employs qualitative library research using Fairclough's Critical Discourse Analysis (CDA) combined with Public Policy Analysis, which involves a review of Government Regulation No. 55/2007 and various related media sources. The results show that although the legal framework guarantees non-Muslim students the right to religious education, its implementation remains inconsistent. Consequently, many students continue to experience uncertainty and unequal treatment in the fulfillment of these rights. The findings indicate that these challenges can be overcome through more inclusive and adaptive policies, as well as raising awareness among stakeholders about the importance of diverse education in madrasahs. Recommendations include revising regulations to clarify admission procedures, developing inclusive curricula and training teachers in managing diverse classrooms, so that madrasahs can serve as agents of social change that support interfaith integration and tolerance in Indonesia.
DEVELOPING AN INTEGRATED LECTURER CAREER DEVELOPMENT MODEL FOR QUALITY ASSURANCE IN EXCELLENT STUDY PROGRAMS: EVIDENCE FROM INDONESIAN ISLAMIC HIGHER EDUCATION
Lecturer career development has become an essential component of quality assurance in higher education, particularly in institutions striving to achieve and sustain excellent accreditation. Nevertheless, previous studies have predominantly examined lecturer career development from an individual perspective, with limited attention to its role as an integrated institutional quality assurance strategy. This study aims to develop an integrated lecturer career development model that supports quality assurance in excellent study programmes within Indonesian Islamic higher education. Employing a qualitative case study approach, the research was conducted at the Faculty of Tarbiyah and Teacher Training, UIN Maulana Malik Ibrahim Malang. Data were collected through in-depth interviews, participant observation, and document analysis involving university leaders, faculty administrators, quality assurance personnel, heads of study programmes, and lecturers. The data were analysed using an interactive qualitative analysis process consisting of data reduction, data display, thematic analysis, and conclusion drawing. The findings reveal that lecturer career development is implemented through four interconnected dimensions: KARTA (Academic Policy and Academic Transformation Roadmap), DINAMIKA (Integrative Academic Quality Navigation and Implementation Design), SIKAD (Integrated Lecturer Academic Career System), and the Integrated Lecturer Academic Career Development (IKAD) Model, which are synthesised within the Input–Process–Output–Outcome (IPOO) framework. The proposed model integrates institutional policy, academic culture, quality assurance, lecturer competency development, monitoring, evaluation, and continuous improvement into a unified institutional system that supports sustainable quality assurance and excellent study programme performance. The study contributes to higher education management literature by repositioning lecturer career development as a strategic institutional quality assurance mechanism rather than merely an individual professional development process. The IKAD Model also offers a practical framework for strengthening sustainable academic quality management within Islamic higher education institutions.
THE EFFECTIVENESS OF THE LEARNING AND MINI-RESEARCH INTEGRATION PROGRAM IN IMPROVING THE QUALITY OF ISLAMIC EDUCATION: A STUDY AT THE ISLAMIC EDUCATION MANAGEMENT STUDY PROGRAM OF STAI DARUSSALAM KUNIR
This study analyzes the effectiveness of the Learning and Mini-Research Integration Program in improving the quality of Islamic education in the Islamic Education Management Study Program of STAI Darussalam Kunir. It focuses on research management, program implementation, and supporting and inhibiting factors. Using a descriptive qualitative approach, data were collected through interviews, observations, and documentation from LPPM, study program leaders, students, staff, and partner school principals, then analyzed through reduction, display, and verification with triangulation and member checking. The results show that the program is quite effective. Research management is conducted through structured planning, organizing, implementation, and evaluation. The integration of learning and mini-research creates more contextual learning by linking theory with field data. The program also improves students’ research skills, supports lecturers’ tridharma, strengthens academic culture, and benefits partner institutions. The main obstacle is students’ limited research competence, but this is supported by institutional policies, lecturer involvement, and partner networks. In conclusion, the program is an effective strategy to enhance the quality of Islamic education through research-based learning, improved student competence, and strengthened academic culture.
WEBSITE-BASED EDUCATIONAL MARKETING STRATEGIES TO INCREASE NEW STUDENT ADMISSIONS IN ISLAMIC BOARDING SCHOOLS
Digital transformation has revolutionized the marketing practices of Islamic educational institutions, requiring Islamic boarding schools to adopt digital platforms to expand their information reach. This comprehensive paper aims to theoretically analyze website-based marketing strategies for increasing the enrollment of new students by examining the 4Ps marketing mix framework as the foundation of the analysis. Using a descriptive qualitative method with library research, this study synthesizes academic literature, previous research findings, and digital documentation from Islamic boarding schools. The results indicate that implementing the Marketing Mix (4P) through the boarding school’s official website has successfully transformed conventional strategies into ones that are more transparent, accountable, and accessible. By highlighting the Amtsilati Method as a Unique Selling Point (Product), transparency in tuition and boarding fee structures (Price), online registration features as a virtual location (Place), and optimization of SEO and visual content (Promotion), the institution has been able to build a strong digital brand. This strategy has proven to be the primary catalyst in restoring the trend of new student enrollment, which had previously been fluctuating, with an increase of 21.9% to 350 students by 2025.
CHALLENGES OF ISLAMIC EDUCATION POLICY IN THE ARTIFICIAL INTELLIGENCE ERA: A LITERATURE REVIEW ON ETHICAL READINESS AND CURRICULUM
This study aims to critically examine the policy challenges facing Islamic education in the era of Artificial Intelligence (AI), with particular focus on ethical readiness and curriculum responses. Using a qualitative approach through systematic literature review, data were collected from reputable journal articles, academic books, proceedings, and policy documents published between 2022 and 2026, sourced from Google Scholar, Scopus, ERIC, and SINTA databases. Thematic content analysis was employed through open coding and thematic categorization to identify dominant patterns across the literature. The findings reveal that AI adoption in Islamic education in Indonesia is significantly hindered by weak regulatory frameworks, digital infrastructure disparities between urban and rural madrasahs, low digital competency among Islamic Religious Education (PAI) teachers, and insufficient ethical preparedness among educators. The Islamic ethical framework, particularly the maqāṣid al-sharī'ah approach, provides a robust foundation for governing AI use in Islamic educational contexts, while existing curriculum responses remain fragmented and unsystematic. This study concludes that the Ministry of Religious Affairs must urgently formulate AI governance regulations grounded in Islamic values, strengthen PAI teachers' digital literacy programs integrated with religious ethics, and promote integrative curriculum models that harmonize religious sciences with technological competencies, ensuring Islamic educational institutions produce morally grounded and technologically competent Muslim generations in the era of artificial intelligence.
ACADEMIC SUPERVISION OF MADRASAH PRINCIPALS IN IMPROVING THE QUALITY OF LEARNING
This research is motivated by the importance of academic supervision by madrasah principals in improving the quality of learning. The purpose of this study is to examine the concept and role of academic supervision by madrasah principals in improving the quality of learning in madrasahs, as well as to analyze the impact of academic supervision on improving the quality of learning and the quality of madrasahs as a whole. This study uses a library research method with a qualitative approach. Data collection techniques are carried out through documentation by reviewing various written sources such as books, journals, and scientific articles relevant to the research topic. Data analysis techniques use content analysis, namely by systematically identifying, categorizing, and interpreting the content of the data to gain a deep understanding. The results of the study indicate that academic supervision by madrasah principals plays a significant role in improving the quality of learning through directed planning, systematic implementation, and follow-up in the form of continuous coaching and evaluation. Thus, academic supervision is one of the strategic factors in improving teacher professionalism and the quality of learning.
Copyright (c) 2026 Muhammad Al Khawarizmi Harahap
DEVELOPMENT OF AN INTEGRATED DIGITAL GUIDANCE AND COUNSELING MANAGEMENT APPLICATION FOR STRENGTHENING STUDENTS' MORAL DEVELOPMENT IN ISLAMIC SENIOR HIGH SCHOOLS
The rapid advancement of digital technology has transformed educational management, including guidance and counseling (GC) services. However, many Islamic senior high schools still rely on fragmented and manual counseling administration, resulting in inefficient documentation, limited stakeholder collaboration, and inadequate monitoring of students' behavioral and moral development. This study aimed to develop an Integrated Digital Guidance and Counseling Management Application to improve counseling effectiveness while strengthening students' moral development. This research employed a Research and Development (R&D) approach using the ADDIE model, consisting of Analysis, Design, Development, Implementation, and Evaluation. Data were collected through observations, interviews, documentation, questionnaires, and expert validation involving counselors, teachers, school leaders, students, parents, and information technology experts. The developed web-based application integrates student profiles, counseling records, behavioral monitoring, disciplinary management, parent communication, reporting systems, and executive dashboards into a centralized information system. The implementation results indicate that the application improves administrative efficiency, facilitates collaboration among educational stakeholders, supports evidence-based decision-making, and enables continuous monitoring of students' behavioral and moral development. The novelty of this study lies in integrating digital counseling management with Islamic moral education within a comprehensive educational management system specifically designed for Islamic senior high schools. The application is expected to contribute to digital transformation in educational management and enhance the quality of guidance and counseling services.
EPISTEMOLOGICAL MANAGEMENT IN ISLAMIC EDUCATION INNOVATION: STRATEGIES FOR QUALITY ENHANCEMENT BASED ON THE DIGITAL ECOSYSTEM
This research aims to formulate an epistemological foundation for innovation in Islamic education management and actualize it into quality improvement strategies responsive to the challenges of digital transformation. This study employs a qualitative approach using a descriptive-analytical library research method. Primary data sources rely on articles from reputable national and international scientific journals. The collected data were examined using content analysis techniques and critical interpretation , validated to ensure credibility through source triangulation mechanisms and confirmability testing. The main findings conclude that digital transformation in Islamic education requires the reconstruction of management epistemology that fully integrates rational technological advancement with divine values. The digital ecosystem and Management Information Systems (MIS) must not be viewed as the ultimate goal, but purely as strategic instruments to boost academic service quality and shape students' characters holistically. The successful integration of digital governance heavily relies on organizational cultural readiness and digital literacy skills, supported by transformational leadership based on prophetic values. Without these strong cultural foundations and leadership capacities, technology adoption will only result in symbolic administrative modernization detached from the Islamic spirit, failing to provide essential quality improvements.
STRENGTHENING STUDENTS' RELIGIOUS CHARACTER EDUCATION THROUGH ISLAMIC BEHAVIOR HABITUATION PROGRAM MANAGEMENT
This study aims to analyze the concept of Islamic education management in developing students' religious character and to construct a conceptual framework for implementing Islamic behavioral habituation programs. The study employed a qualitative approach using a descriptive-analytical literature review method through content analysis technique. The findings indicate that the management of Islamic behavioral habituation programs requires a holistic, systematic, and integrative approach grounded in the integration of three main pillars: Islamic education management theory, behavioristic learning theory, and character education theory, oriented toward the tarbiyah goal of forming the insan kamil — a complete human being encompassing the dimensions of aqidah, ibadah, and akhlak. Operationally, the strengthening of religious character is carried out through the POAC management functions and five key strategies, namely curricular integration, modeling, the creation of a religious school culture, parental collaboration, and the reinforcement of students' intrinsic motivation. The conceptual framework for implementation comprises five components: an Islamic philosophical foundation, a periodically structured program design, leadership- and modeling-based implementation, institutional system support, and continuous evaluation encompassing cognitive, affective, and psychomotor aspects. The resulting conceptual framework is adaptive to the diverse contexts of schools across Indonesia and serves as a practical reference for designing Islamic behavioral habituation programs that are systematic, measurable, and effective.
AN OUTCOME-BASED INTERNATIONALISATION STRATEGY FOR THE ISLAMIC EDUCATION MANAGEMENT DEGREE PROGRAMME: ENHANCING GLOBAL RECOGNITION THROUGH CURRICULUM STANDARDISATION, QUALITY ASSURANCE AND RESEARCH PRODUCTIVITY AT UIN IMAM BONJOL PADANG
The internationalisation of Islamic higher education is a strategic priority for enhancing global recognition, academic reputation, international mobility and the competitiveness of graduates. However, in many Islamic Education Management programmes, internationalisation is still often understood as merely administrative and symbolic activities—such as signing international cooperation agreements, organising international seminars or academic visits—without being accompanied by systematic measurement of outcomes. This article aims to formulate an outcome-based internationalisation strategy for the Islamic Education Management Programme at UIN Imam Bonjol Padang through the integration of curriculum standardisation, quality assurance, and research productivity. This research employs a qualitative approach using a case study design. Data were collected through in-depth interviews, and an analysis of curriculum documents, quality assurance documents, cooperation agreements, research roadmaps, and lecturers’ publication reports. Analysis was conducted through data reduction, thematic coding, categorisation, triangulation of sources, and the development of a conceptual model. The findings indicate that outcomes-based internationalisation requires a shift from an activity-oriented approach to one focused on measurable academic achievements. Curriculum standardisation serves as the foundation for strengthening global relevance through the alignment of learning outcomes, the integration of global Islamic education issues, bilingual classes, and credit transfer opportunities. Quality assurance functions as an accountability mechanism that ensures internationalisation is documented, evaluated, and continuously improved. Research productivity is a key instrument in enhancing international academic visibility through reputable publications, research collaborations, citations, and global academic networks. The novelty of this article lies in the development of an outcomes-based internationalisation model at the degree programme level, specifically for the Islamic Education Management programme at UIN Imam Bonjol Padang, which integrates three strategic pillars as instruments for enhancing the global recognition of Islamic higher education.
OPPORTUNITIES AND CHALLENGES OF AI INTEGRATION IN ISLAMIC EDUCATION MANAGEMENT TOWARDS OBE CURRICULUM
Artificial intelligence (AI) is rapidly reshaping higher education, and Islamic Education Management (MPI) programs are no exception. At the same time, the global move towards Outcome-Based Education (OBE) demands a more measurable, student-centered approach to learning. However, little attention has been paid to how these two forces—AI and OBE—can work together within the unique context of Islamic higher education. This study seeks to fill that gap by exploring the opportunities and challenges of integrating AI into MPI programs transitioning towards OBE-based curricula. Using a library-based research method, this study draws on academic journals, conference proceedings, and policy documents published between 2020 and 2026. The findings suggest that AI holds considerable promise: it can personalize learning pathways, automate routine administrative tasks, support data-driven assessment of student outcomes, and strengthen institutional quality assurance for global recognition. However, these benefits are accompanied by real challenges, including inadequate digital infrastructure, limited AI competence among educators, concerns over data privacy and algorithmic bias, and a deeper tension between AI-driven efficiency and the spiritual, humanistic values at the heart of Islamic education. Beyond identifying these opportunities and challenges, this study offers practical guidance for MPI leaders, policymakers, and curriculum designers. It proposes a phased integration model with three key pillars: building human capacity, developing ethical AI frameworks aligned with Islamic values, and fostering institutional collaboration. Ultimately, this study argues that the path to global recognition for MPI programs lies not in rushing technological adoption but in pursuing a strategic, gradual, and value-centered transformation that preserves the essence of Islamic education while embracing the benefits of digital innovation.
USER SATISFACTION IN DIGITAL SCHOOL REPORTING: AN EMPIRICAL STUDY OF RDM QUALITY IN MADRASAH IBTIDAIYAH ACROSS MALANG CITY
This study aims to analyze the influence of system quality, information quality, and service quality on user satisfaction with the Madrasah Digital Report Card (RDM) at Madrasah Ibtidaiyah in Malang City. This study adopts DeLone and McLean’s Information System Success Model as its primary theoretical framework. The independent variables in this study are system quality, information quality, and service quality, while user satisfaction serves as the dependent variable. The research method employs a quantitative approach with a causal-associative research design. The sample consisted of 91 elementary madrasah teachers selected using purposive sampling. Data were collected via a Likert-scale questionnaire and analyzed using multiple linear regression with IBM SPSS Statistics version 23. Validity, reliability, normality, and heteroscedasticity tests were conducted on the collected data, followed by t-tests, F-tests, and R². The results indicate that information quality and service quality have a positive and significant effect on user satisfaction, whereas system quality does not have a significant effect. These findings suggest that user satisfaction is influenced by the quality of the information produced and the quality of the services provided, rather than by the characteristics of the system quality itself. Therefore, improving information quality and service quality should be a priority in supporting the successful implementation of the Madrasah Digital Report Card.
TEACHERS' ROLE IN FOSTERING A MODERATE, NATIONALIST GENERATION THROUGH HABITUATION AT SMP ISLAM MANBA’UL ULUM BUARAN JEPARA
This study aims to analyze the strategic role of teachers in shaping a moderate and nationalist generation through school culture habituation programs at SMP Islam Manba’ul Ulum Buaran Jepara. Utilizing a qualitative approach with a case study design, data were gathered through interviews, observations, and documentation, and then validated using data triangulation. The results indicate that the teachers' role has transformed from merely instructors into role models and embedded supervisors. Teachers systematically integrate moderate (wasathiyyah) Ahlussunnah wal Jama’ah Islamic religiosity and nationalistic spirit (nasionalisme) into school culture management through two main pillars: 1) School Culture-Based Routine Habituation Program: Facilitated by direct teacher guidance during the recitation of Nadham Aqidatul Awam & Asmaul Husna, congregational dhuha prayer, the tradition of handshaking, and post-dawn murojaah of the Qur'an to strengthen a tolerant (tawasuth) faith, the character of respect (ta'dzim), and a rahmatan lil 'alamin (blessing to all creation) mentality; 2) Value Internalization through Extracurricular Activities: Functioning as a social laboratory to balance students' intelligence through the dimension of Islamic cultural arts adaptive to local wisdom (Qiro'ah, Nasyid, Rebana, Calligraphy), the physical-sporting dimension of state defense (Volleyball, Scouts, Pencak Silat), and the digital literacy dimension (Computer). This integrative synergy is proven effective in breaking down the dichotomy between religious and national values, while simultaneously safeguarding students from the negative impacts of globalization and radicalism.
TRANSFORMING ISLAMIC EDUCATION MANAGEMENT PARADIGMS: INTEGRATING VALUES AND TECHNOLOGY AMIDST GLOBAL DISRUPTION
The rapid advancement of global disruption and digital technology presents a dual challenge for Islamic education institutions: preserving fundamental religious values while adapting to the demands of modern, efficient management. This study aims to analyze the transformation of Islamic education management paradigms from conventional bureaucratic models toward more adaptive, integrative, and humanist approaches. Employing a qualitative method with a library research approach, this study synthesizes recent scientific literature and empirical studies. Data analysis was conducted using content analysis to identify key strategic themes. The findings formulate three key paradigms: (1) Socio-cultural Adaptive Management, which emphasizes a cyclical mechanism of environmental scanning, value alignment, implementation, and evaluation; (2) Digital Islamic Management, which integrates data-driven decision-making with ethical foundations and spiritual leadership; and (3) The Humanist Paradigm, which reconstructs learning to focus on developing the students' natural potential and holistic character. The study concludes that the sustainability of Islamic education relies on a hybridization strategy that synergizes technological infrastructure sophistication with spiritual depth to produce competitive and integrous human resources.
Copyright (c) 2026 Rizki Tamlikhul Fajri
IMPLEMENTATION OF ACADEMIC SUPERVISION AND SCHOOL CULTURE IN QUALITY OF EDUCATION : A SYSTEMATIC LITERATURE REVIEW
The abstract The quality of education in educational institutions is felt to have not been maximized. Researchers are interested in examining how school culture and academic supervision are implemented and how they affect educational quality. The purpose of the study is to evaluate how well academic supervision functions within a company and how organizational culture affects educational quality. Increase the supervisors' understanding of leadership. An organized strategy of literature review was used in this investigation. locating data and information using Google Scholar, Mendeley, and journals. The findings indicated that the use of academic supervision and organizational culture in some studies had an impact on the enhancement of educational quality.
RESEARCH-BASED CO-CURRICULAR MANAGEMENT: A CONCEPTUAL FRAMEWORK FOR IMPROVING STUDENTS' ACADEMIC ACHIEVEMENT
This study examines the implementation of research-based co-curricular management in enhancing students’ academic achievement from an educational management perspective. A qualitative library research approach was employed by analyzing books, scientific journals, policy documents, and previous studies relevant to research-based co-curricular activities and student achievement. Data were analyzed using qualitative content analysis. The findings indicate that effective implementation is achieved through four core management functions: planning, organizing, implementation, and evaluation. These processes enable educational institutions to establish structured research programs that promote students’ critical thinking, analytical skills, creativity, collaboration, and problem-solving abilities. The study also identifies key supporting factors, including competent teachers, adequate facilities, institutional commitment, a supportive academic culture, and collaboration among schools, families, and communities. Overall, well-managed research-based co-curricular activities contribute significantly to improving students’ academic achievement while fostering scientific culture and strengthening twenty-first-century competencies. Therefore, research-based co-curricular management can serve as an effective strategy for sustainable educational quality improvement.
LECTURERS' ACCEPTANCE OF GENERATIVE AI FOR OBE-BASED CURRICULUM DEVELOPMENT IN ISLAMIC HIGHER EDUCATION: THE ROLES OF AI LITERACY, PERCEIVED USEFULNESS, AND TRUST
The integration of generative artificial intelligence (GenAI) into higher education has created new possibilities for supporting complex academic tasks, yet its adoption for outcome-based education (OBE) curriculum development remains underexplored, particularly within Islamic higher education contexts. This study examines the roles of AI literacy, perceived usefulness, and trust in shaping lecturers' acceptance of GenAI for OBE-based curriculum development. Drawing on an extended Technology Acceptance Model (TAM) framework, the study proposes a parallel mediation model in which AI literacy serves as an antecedent that influences behavioral intention both directly and indirectly through perceived usefulness and trust as distinct mediating mechanisms. A quantitative cross-sectional survey was conducted with 248 lecturers from Indonesian Islamic higher education institutions who were involved in curriculum development activities. Data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The results revealed that AI literacy significantly and positively influenced perceived usefulness (β = 0.562, p < 0.001) and trust (β = 0.527, p < 0.001). Both perceived usefulness (β = 0.353, p < 0.001) and trust (β = 0.328, p < 0.001) significantly predicted acceptance, while AI literacy also exerted a significant direct effect (β = 0.238, p < 0.001). Mediation analysis confirmed that perceived usefulness and trust function as complementary partial mediators, with the total indirect effect (β = 0.371, p < 0.001) accounting for 65.5% of AI literacy's total effect on acceptance. The model explained 47.2% of the variance in lecturers' acceptance. These findings contribute theoretically by extending TAM with AI literacy as a multidimensional antecedent and by empirically validating parallel cognitive and relational pathways to GenAI acceptance in a task-specific professional context. Practically, the study provides evidence-based recommendations for Islamic higher education institutions seeking to promote responsible GenAI adoption through comprehensive AI literacy development, simultaneous attention to utility demonstration and trust-building, and institutionalized human-in-the-loop verification protocols.
CONCEPTUALIZING AI-SUPPORTED EDUCATIONAL LEADERSHIP: A SYSTEMATIC LITERATURE REVIEW AND QUALITATIVE META-SYNTHESIS
The development of Artificial Intelligence (AI) has transformed educational leadership practices by improving decision-making, organizational governance, teacher professional development, and institutional transformation. Despite the significant increase in publications on AI in education, existing studies remain fragmented, generally discussing AI from separate perspectives, such as digital leadership, AI governance, teacher readiness, prompt literacy, and technology adoption. This study aims to synthesize research developments on AI-Supported Educational Leadership, identify key themes, uncover research gaps, and formulate an integrated conceptualization as a foundation for developing educational leadership theory and practice in the era of artificial intelligence. This study employed a Systematic Literature Review (SLR) approach, combined with qualitative meta-synthesis, following the PRISMA 2020 guidelines. A literature search was conducted through the Scopus database using keywords related to Artificial Intelligence and Educational Leadership. Articles were selected based on predetermined inclusion and exclusion criteria and analyzed using open coding, axial coding, and selective coding to produce a thematic and conceptual synthesis. The synthesis identified five main themes: strategic digital leadership, ethical AI governance, teacher readiness for AI, human-AI collaborative leadership, and strategic transformation of educational organizations. These five themes interact to form a conceptualization of AI-Supported Educational Leadership, which views AI as an organizational capability to strengthen leadership, organizational learning, institutional innovation, and the sustainability of educational performance. This study reveals that the existing literature remains dominated by the technology adoption perspective and has not fully explained the organizational mechanisms linking AI to the effectiveness of educational leadership. AI-Supported Educational Leadership is a leadership paradigm that integrates strategic leadership, responsible AI governance, teacher capacity development, organizational learning, and human-AI collaboration to support sustainable educational transformation. This perspective expands the concept of digital leadership by positioning AI as part of an organizational capability rather than merely an enabling technology. This study offers a conceptual synthesis that integrates various dimensions of leadership, organization, and artificial intelligence to conceptualize AI-Supported Educational Leadership. This conceptualization makes theoretical contributions to the development of the educational leadership literature while offering empirical research directions and strategic recommendations for educational leaders and policymakers to implement AI effectively, ethically, and sustainably.
THE INFLUENCE OF PROPHETIC LEADERSHIP ON ACADEMIC SUPERVISION IN FACING THE DIGITAL ERA (A SEQUENTIAL EXPLANATORY MIXED METHOD APPROACH)
The head of the madrasah is required to carry out adaptive academic supervision in the transformation of learning in the digital era. This study aims to analyze the influence of prophetic leadership on academic supervision, as well as to explain the implementation of prophetic leadership values in carrying out academic supervision at MTsN 1 Tulungagung. This research uses a Sequential Explanatory Mixed Method approach. The quantitative phase was conducted through a survey of 39 teachers and analyzed using simple linear regression. The qualitative phase was conducted through in-depth interviews with the head of the madrasah, the vice principal of curriculum, and 3 teachers, participatory observation, and a documentation study to provide an in-depth explanation of the quantitative research results. The results of the study indicate that prophetic leadership has a positive and significant effect on academic supervision with a regression coefficient value of 0.729 (t = 6.587; p < 0.001). Qualitative findings reveal that the value of siddiq is realized through transparency and objectivity in supervisory activities; amanah through consistency in guidance; tabligh through dialogical communication and constructive feedback; and fathanah through the ability to analyze teachers' needs and adaptive innovation. The synergy of these four values enables academic supervision to remain oriented towards enhancing teachers' professionalism, even within the context of learning that is continuously undergoing digital transformation. This study confirms that in the context of madrasahs in the digital era, the success of academic supervision is determined not only by supervisory procedures but also by the quality of prophetic leadership of the madrasah principal.
Copyright (c) 2026 Hikmah Eva Trisnantari
TRANSFORMATIONAL LEADERSHIP OF SCHOOL PRINCIPALS IN THE IMPLEMENTATION OF ORGANIZATIONAL CITIZENSHIP BEHAVIOR (OCB) IN AN EFFORT TO IMPROVE ADMINISTRATIVE PERFORMANCE
This study aims to analyze the principal's transformational leadership through the application of Organizational Citizenship Behavior (OCB) to improve the performance of administrative staff at Darma Bakti Junior High School, Baitul Mukaromah Foundation. The study employed a qualitative approach with a case study design. Data were collected through observation, semi-structured interviews, and documentation studies. Data were then analyzed using the interactive model of Miles, Huberman, and Saldana, with validity tested through triangulation of sources, methods, and theories. The results indicate that the principal's transformational leadership in developing OCB is manifested through three main strategies: exemplary leadership, continuous coaching and evaluation, and building a collaborative work culture. The implementation of these strategies encourages the development of three dimensions of OCB in administrative staff: altruism (voluntarily helping coworkers), conscientiousness (willingness to accept additional responsibilities), and civic virtue (active participation in organizational activities). The implementation of OCB has a positive impact on improving teamwork and cohesiveness, work effectiveness, and the quality of school administrative services. These findings indicate that the principal's transformational leadership plays an important role in building an organizational culture that supports improving the performance of administrative staff through the internalization of OCB values.
THE EFFECT OF TRANSFORMATIONAL LEADERSHIP ON FACULTY PERFORMANCE THROUGH SELF-EFFICACY AND SELF-DIRECTED LEARNING IN THE ERA OF DIGITAL TRANSFORMATION AT RELIGIOUS HIGHER EDUCATION INSTITUTIONS
Faculty performance is a strategic indicator of higher education quality, particularly at religious universities that face structural, cultural, and academic challenges, as well as the demands of digital transformation in the delivery of higher education. This study aims to analyze the influence of transformational leadership on faculty performance by examining the mediating roles of self-efficacy and self-directed learning. This study employs an exploratory quantitative approach involving 116 faculty members at public religious universities in Indonesia. Data were collected via a structured questionnaire and analyzed using Structural Equation Modeling (SEM). The results indicate that transformational leadership has a positive and significant influence on faculty performance, both directly and indirectly through self-efficacy and self-directed learning. Self-efficacy was found to act as a psychological mediator that strengthens lecturers’ engagement in self-directed learning, thereby supporting their ability to adapt to the demands of technology-based teaching, research, and community service—which, in turn, leads to improved lecturer performance in fulfilling the Tri Dharma of Higher Education. These findings underscore the importance of transformational leadership focused on psychological empowerment and strengthening faculty members’ learning capacity in navigating the dynamics of digital transformation. This study provides an empirical contribution to the development of higher education management, particularly in formulating sustainable leadership strategies capable of strengthening the readiness of institutions and faculty members to navigate the digital era at religious universities.
TRANSFORMATIONAL LEADERSHIP IN ISLAMIC EDUCATION MANAGEMENT IN THE DIGITAL AGE: CHALLENGES AND IMPLEMENTATION STRATEGIES
The rapid advancement of digital technology has significantly transformed the management of educational institutions, including those in Islamic education, creating the need for leadership capable of managing organizational change while preserving Islamic values. This study aims to analyze the role of transformational leadership in Islamic education management in the digital era by identifying its major challenges, implementation strategies, and implications for sustainable educational governance. The study employed a qualitative descriptive approach using library research. Data were collected from books, peer-reviewed journal articles, and relevant policy documents related to transformational leadership, Islamic education management, and digital transformation, and were analyzed through data reduction, data display, and conclusion drawing. The findings indicate that transformational leadership plays a strategic role in strengthening organizational vision, enhancing digital competencies, promoting innovation, fostering collaborative organizational cultures, and integrating Islamic values into educational governance. The analysis also identifies limited digital literacy, inadequate technological infrastructure, organizational resistance to change, and digital governance as the primary challenges affecting successful digital transformation. The study contributes to the development of Islamic education management by proposing a comprehensive conceptual framework that integrates transformational leadership, digital transformation, and Islamic values as a foundation for sustainable educational governance.
TRANSFORMATIONAL LEADERSHIP OF MADRASAH PRINCIPALS IN DEVELOPING STUDENTS’ RELIGIOUS CHARACTER
This study uses transformational leadership as a theoretical lens to understand the practices of school principals, not just as a label. is motivated by the importance of developing students' religious character amidst the challenges of the digital era, especially in rural madrasas facing limited resources and minimal leadership training. MI Tarbiyatul Athfal in Gunungwungkal District, Pati Regency, became the locus of study because it was deemed successful in implementing religious values habituation despite limited conditions. The research objectives were to describe the role and leadership strategies of the principal, analyze supporting and inhibiting factors, and reveal their impact on the formation of students' religious character. The study used library research methods with a qualitative descriptive-analytical approach and content analysis techniques on internal madrasah documents and the latest scientific literature (2015–2025). The results show that the principal plays a role as a moral agent and spiritual leader through four dimensions: formulation of a religious vision, exemplary morals and worship, management of value habituation (Dhuha prayer, tadarus, daily etiquette), and collaboration with teachers and parents. The main strategy is sustainable habituation integrated into the school culture. Supporting factors include the principal's religious commitment and local environmental support, while the main obstacles are limited human resources, minimal training, and negative digital influences. This study proposes an adaptive, contextual model of religious leadership in semi-rural areas.
DEVELOPMENT OF CO-CURRICULAR MODULES BASED ON THE LOVE CURRICULUM IN MADRASAH ALIYAH
Curriculum Love Based is curriculum initiated by the Ministry of Religion and started implemented in madrasas at the end of 2025. Implementation of KBC can done in activity Intracurricular , co-curricular and extracurricular activities . Facts on the ground show that implementation activity Co-curricular activities in various Madrasah Aliyah are still face a number of constraint Because absence existence module . Because of this that madrasah requires guidelines systematic operations so that its implementation in harmony with objective curriculum Love -based . Research objectives This is to 1) develop module co-curricular 2) feasibility and practicality research module This is Research and Development (R & D) research with the ADDIE model development model . Subject in study This is madrasah principal and staff educators at the Kapuas Regency Islamic Senior High School. Research results This show that 1) The products produced is module co-curricular use curriculum based Love with theme Humanist Madrasah: Caring Fellow , Caring Environment with allocation 16 JP time using 3 panca love and 6 Dimensions Profile graduate (DPL) . module Co-curricular activities are very much needed in madrasas for support implementation curriculum based love 2) Developed module based on expert material get score 91% or very worthy and from media experts get score 86% with very worthy category . Meanwhile For 89% practicality with very practical category.
PAI LEARNING MANAGEMENT IN INSTILLING RELIGIOUS MODERATION VALUES IN HIGH SCHOOL
SMAS Taman Siswa Teluk Betung in Bandar Lampung has various types of students and various religions. SMAS Taman Siswa Teluk Betung is a plural school and indirectly they have religious tolerance. The aim of this study was to describe PAI learning management in instilling the value of religious moderation at SMAS Taman Siswa Telukbetung Bandar Lampung. This was case study research which was qualitative research that sought to find meaning, investigate processes, and gain in-depth understanding. This study found that PAI learning planning at Taman Siswa High School aimed to form good morals through psychomotor, cognitive and affective assessments with the values of religious moderation. Learning strategies included methods, techniques and media to facilitate student understanding and retain information from the teacher. The implementation of learning consisted of preliminary, core and closing activities. The introduction began with greetings and Lampung culture. Implementation of religious moderation values was carried out in PAI's core activities, such as group discussions and presentations. The closing activity was carried out by providing examples and guidance to students in applying the values of religious moderation in everyday life. Learning evaluation involved ongoing formative and summative assessment at the end of learning. The output of SMAS Taman Siswa was students who had good personalities, commendable morals, obey the rules, and prioritize values such as where the earth is stepped, there the sky is upheld. This research contributed to PAI learning management, especially to the value of religious moderation in high school.
A CROSS-DISCIPLINARY APPROACH IN DEVELOPING SCHOOL RULES TO FOSTER STUDENTS' ISLAMIC CHARACTER AT AN INDONESIAN ISLAMIC SENIOR HIGH SCHOOL (MAN 4 KEDIRI)
A cross-disciplinary approach in drafting regulations is an approach that combines various subjects from different groups to obtain new solutions that cannot be solved with one scientific discipline alone. This research is intended to analyze various scientific disciplines from different families in the preparation of rules and regulations using a cross-disciplinary approach and their impact on the formation of students' Islamic character. Data collection was carried out by observation, interviews and documentation studies. The data that has been recorded systematically is then condensed to make it easier to draw conclusions. The research results show that there are 8 different elements of scientific discipline, namely; PPKN, PAI, mathematics, language, biology, counseling guidance, sociology and law are contained in the madrasa regulations and summarized in the CAKEP book (Personality Notes). Compliance with the implementation of the agreed rules shows that students' Islamic character habits are increasing and can be seen in daily life in the madrasah environment.
INFLUENCE OF MADRASAH PRINCIPALS' TRANSFORMATIONAL LEADERSHIP ON TEACHER PROFESSIONALISM IN THE DIGITAL ERA: A SEQUENTIAL EXPLANATORY MIXED-METHODS STUDY
This study aims to analyze the influence of transformational leadership exercised by madrasah principals on teacher professionalism and to explain the mechanisms underlying this relationship. A Sequential Explanatory Mixed Methods approach was employed. The quantitative phase involved 43 teachers selected through total sampling, while the qualitative phase included the madrasah principal, vice principals, teachers, administrative staff, and students selected using purposive and snowball sampling techniques. Quantitative data were analyzed using Structural Equation Modeling–Partial Least Squares (SEM-PLS), whereas qualitative data were analyzed following the interactive model of Miles, Huberman, and Saldaña. The integration of quantitative and qualitative findings was conducted during the interpretation stage using connecting and merging techniques. The results revealed that transformational leadership exerted by the madrasah principal had a positive and significant effect on teacher professionalism (β = 0.744; p < 0.001), with an R² value of 0.554. The qualitative findings reinforced these results by demonstrating that teacher professionalism was fostered through the principal's exemplary leadership, vision internalization, technology-based competency development, and dialogic academic supervision, all of which contributed to the establishment of a sustainable learning culture. The study concludes that transformational leadership not only enhances teacher professionalism but also creates a learning ecosystem that continuously supports teachers' professional competence development within the madrasah context.
AI, SCIENTIFIC ARTICLES, AND PLAGIARISM : A CASE STUDY UIN JAKARTA STUDENTS
AI progress is not only impact positive for productivity performance academic but also has an impact negative like plagiarism and manipulation of research data . Research objectives This analyze AI use , productivity , and student plagiarism undergraduate and master's degrees at FITK UIN Jakarta. The research method mixture that is quantitative and qualitative . Data obtained through questionnaire namely a Google form filled in by 71 students and documents results research . Research results show student use sources online reference for write work scientific but No leave book print and libraries . AI advances are not will turn off book print and library . They also use ICT and AI assistance for make work scientific , will but a number of from they do plagiarism in a way aware . The use of AI must be accompanied by awareness ethics academic . The solutions offered is training ethics academic and skills write , strengthen role lecturers and policies campus like sanctions to deliberate plagiarism . Concern lecturers and campus can prevent plagiarism . Recommended campus build digital infrastructure at once add collection library with books new . Recommended study next focus about forms plagiarism in work scientific student.
ECO-AI BASED ISLAMIC EDUCATION MANAGEMENT: MPI 5.0 INNOVATION BASED ON OUTCOME-BASED EDUCATION TO ACHIEVE SUSTAINABLE ACADEMIC EXCELLENCE
The transformation of Society 5.0 presents a new dilemma for Islamic educational institutions, namely how to integrate artificial intelligence (AI) into academic governance without ignoring the principles of ecological sustainability and Islamic values. This article aims to formulate a conceptual model of Eco-AI Based Islamic Education Management as an innovation of the fifth generation of Islamic Education Management (MPI 5.0) based on the Outcome Based Education (OBE) paradigm to realize sustainable academic excellence. This study uses a library research method with a qualitative descriptive-analytical approach through a conceptual synthesis of Islamic education management, Green/Eco-AI, and OBE literature published between 2018 and 2026. The results of the study indicate that MPI 5.0 is a dialectical continuation of the digital transformation of madrasahs and Islamic boarding schools in the Society 5.0 era that places the values of shura and maqashid sharia as ethical controllers of AI utilization. The integration of OBE provides a framework for aligning graduate learning outcomes with sustainable quality indicators, while the Eco-AI principles encompass the dimensions of green in AI and green by AI, ensuring that the adoption of intelligent technologies does not increase the institution's carbon footprint. The proposed conceptual model consists of four interrelated pillars: Islamic ethical digital governance, an outcomes-oriented curriculum, energy-efficient AI infrastructure, and an environmentally friendly academic culture (eco-campus). This article contributes to the development of a new theoretical framework for managers of Islamic religious universities and Islamic boarding schools (pesantren) in designing adaptive, ethical, and sustainable digital transformation policies.
AI-DRIVEN OUTCOME-BASED EDUCATION: AN ADAPTIVE CURRICULUM DEVELOPMENT MODEL TO PRODUCE GLOBALLY COMPETITIVE GRADUATES IN THE SOCIETY 5.0 ERA
This study aims to develop a conceptual model of Artificial Intelligence driven Outcome Based Education (AI-Driven Adaptive OBE) as a strategy for curriculum transformation in higher education to produce graduates who are competent, adaptive, and globally competitive in the Society 5.0 era. The research employs a qualitative approach combining systematic literature review and design science research (DSR), synthesizing findings from fifteen peer-reviewed studies, institutional reports, and policy documents published between 2020 and 2025 on artificial intelligence in education, outcome-based education, and Society 5.0. Data were analyzed through thematic content analysis to identify recurring patterns in AI applications for curriculum design, learning outcome mapping, and labor market alignment. The findings reveal five interrelated components that should be integrated into an adaptive curriculum model: (1) AI based labor market competency needs analysis, (2) dynamic AI based mapping and evaluation of graduate learning outcomes (CPL), (3) a continuously updated adaptive curriculum mechanism, (4) AI based learning analytics as an academic decision support system, and (5) integration of global competencies such as AI literacy, digital literacy, sustainability awareness, and twenty first century soft skills. The proposed model repositions curriculum development from a static, periodic process into a continuous, data driven, and evidence based cycle in which human academic authority remains the final decision maker. The study concludes that AI-Driven Adaptive OBE offers a viable pathway for higher education institutions, particularly in Indonesia, to close the persistent gap between curriculum output and industry expectations, while safeguarding pedagogical quality and academic integrity.
Copyright (c) 2026 Farah Sajidatul Fathinah
TRANSFORMATIONAL LEADERSHIP IN ISLAMIC EDUCATION MANAGEMENT IN THE DIGITAL ERA: STRATEGIES TO IMPROVE INNOVATION, QUALITY, AND COMPETITIVENESS OF EDUCATIONAL INSTITUTIONS
This research aims to analyze the role of transformational leadership in Islamic education management in the digital era and identify strategies that can be applied to improve the innovation, quality, and competitiveness of educational institutions. The research uses a qualitative approach with the library research method. Data sources were obtained from books, scientific journal articles, proceedings, and relevant academic documents regarding transformational leadership, Islamic education management, and digital transformation. Data collection techniques are carried out through documentation and literature review, while data analysis uses the Miles, Huberman, and Saldaña interactive model which includes data reduction, data presentation, and conclusion drawn. The results of the study show that transformational leadership plays an important role in encouraging educational innovation through the digitalization of learning, strengthening teachers' digital competencies, and developing an adaptive organizational culture. In addition, the application of inspirational motivation, intellectual stimulation, individual attention, and exemplary values based on Islamic values has been proven to be able to improve the quality of educational services and strengthen the competitiveness of Islamic educational institutions in the digital era. This study concludes that the integration of transformational leadership with Islamic values and the use of digital technology is an effective strategy to realize innovative, quality, and sustainable Islamic educational institutions.
ISLAMIC EDUCATION TRANSFORMATION MANAGEMENT THROUGH INTEGRATION OF TRADITIONAL AND MODERN EDUCATION IN CHARACTER BUILDING OF INDEPENDENT STUDENTS
This study aims to analyze the management strategy of Islamic education transformation in integrating traditional and modern education systems and to determine its contribution to the development of independent character of students management of Islamic education transformation through the integration of traditional and modern education in the formation of independent character of students. This study uses a qualitative method with a library research approach through a review of various literature, scientific journals, and references relevant to Islamic education management, Islamic boarding school integration, and character education. Data analysis was conducted descriptively through the stages of data reduction, information grouping, interpretation, and drawing conclusions. The results show that the transformation of Islamic boarding school education is carried out through a change management strategy that maintains traditional values such as the study of yellow books, the role model of kiai, moral development, and Islamic boarding school culture, and integrates them with a modern education system in the form of curriculum development, technology, and skills. This integration contributes to the formation of independent character of students through the habituation of discipline, responsibility, self-management skills, and leadership. This study concludes that the management of Islamic education transformation that balances traditional and modern values can make Islamic boarding schools into adaptive, quality educational institutions, and remains based on Islamic values.
IMPLEMENTATION OF THE LIVING QUR’AN: STRATEGIS FOR HABITUALIZING QUR’ANIC VALUES IN MADRASAH ALIYAH
This study aims to analyze the implementation of the Living Qur'an concept as a strategy for habituating Qur'anic values in Madrasah Aliyah. Living Qur'an is understood as a social practice that makes the Qur'an not only a normative text but also a guideline for life that is internalized in culture, customs, and the education system. This study uses a qualitative approach with a literature review. Data collection techniques were carried out through literature analysis, such as books, scientific articles, and research reports. Meanwhile, data analysis used content analysis. The results of the study show that the implementation of Living Qur'an is carried out through habituation strategies integrated into intracurricular, cocurricular, and extracurricular activities, such as the habit of reciting the Qur'an before learning, tahfidz programs, congregational prayers, Islamic holidays, and character building based on Qur'anic values. This strategy is supported by teacher role modeling, madrasah policies, and the creation of a conducive religious environment. The impact is evident in the improvement of students' religious character, discipline, responsibility, and the formation of an academic culture based on Qur'anic values. The implementation of Living Qur'an through habituation strategies is effective in shaping students' character holistically, covering spiritual, moral, and social aspects.
Copyright (c) 2026 Muhammad Abid Robiun Nuha
STRENGTHENING RELIGIOUS CHARACTER THROUGH RELIGIOUS EXTRACURRICULAR ACTIVITIES IN ISLAMIC BOARDING SCHOOL EDUCATIONAL INSTITUTION
This stu dy aims to identify the strengthening of students' religious character through religious extracurricular activities at SMA Al-Fattah Sukosari, Bondowoso. Religious character plays a crucial role in shaping students' personalities, which can be reinforced through religious activities outside formal lessons. This research uses a qualitative approach with a descriptive method. Data were collected through observation, interviews with guidance teachers and students, and documentation related to the religious extracurricular programs at the school. The results show that religious extracurricular activities such as religious study sessions, book studies, Quran memorization training, and joint worship have a significant role in shaping students' religious character. These activities help students understand and internalize religious values, which lead to improvements in discipline, responsibility, and mutual respect among peers. Furthermore, the strengthening of religious character is also influenced by the active role of teachers who guide and motivate students. Parental support is also an important factor in reinforcing the religious values taught at school. This study concludes that the religious extracurricular activities at SMA Al-Fattah Sukosari are effective in cultivating students' religious character. Therefore, the development and improvement of the quality of religious extracurricular activities are highly recommended to achieve more optimal results in shaping students who are not only intellectually intelligent but also possess noble character and religious values.
MANAGEMENT OF THE KITAB KUNING LEARNING HABITUATIONPROGRAM VIA THE SOROGAN METHOD AT THE MADRASAH ALIYAH LEVEL
This study aims to analyze the management of the Kitab Kuning learning habituation program through the sorogan method in Madrasah Aliyah as an effort to strengthen religious literacy competencies and book reading skills for students. The implementation of the sorogan method in the madrasah aliyah environment is a pedagogical innovation that integrates pesantren traditions with the formal education system. This study uses a qualitative approach with a literature study design. Data were collected from several literature sources, such as books and scientific articles. Data analysis was carried out through the stages of data reduction, data presentation, and systematic conclusion drawing. The results of the study show that the management of the Kitab Kuning learning habituation program through the sorogan method in madrasah aliyah is carried out through four management functions, namely: (1) planning, which includes setting objectives, integrating the program into the local content curriculum or extracurricular activities, preparing a regular schedule, and determining the books according to the students' ability levels; (2) organization through the division of tasks among supervising teachers and the grouping of students; (3) implementation that emphasizes individual reading practice in front of the teacher, immediate correction, and reinforcement of nahwu and sharaf rules; and (4) evaluation through periodic assessment of reading fluency, accuracy of i'rab, and understanding of meaning. Habituation programs are effective as a strategy for strengthening religious and academic character in Islamic high schools.
SUPERVISION STRATEGY OF MADRASAH HEADS IN DEVELOPING TEACHER PERSONALITY COMPETENCIES: A LITERATURE REVIEW OF ISLAMIC EDUCATION MANAGEMENT
This article aims to analyze the supervision strategies employed by madrasah principals in developing teachers’ personality competence through a comprehensive review of relevant literature. The study adopts a qualitative approach using a literature review design and content analysis of educational regulations, scholarly books, peer-reviewed journal articles, and related theses. The analysis reveals that effective principal supervision is implemented as a continuous developmental cycle consisting of needs assessment, systematic classroom observation, reflective professional dialogue, indicator-based evaluation, and sustainable follow-up actions. This supervision model not only improves teachers’ professional performance but also strengthens the five essential dimensions of personality competence: personal stability, emotional maturity, wisdom in decision-making, professional authority, and noble character that serves as a model for students and the school community. Furthermore, the findings indicate that successful supervision requires supportive leadership, constructive communication, and ongoing mentoring to foster teachers’ personal and professional growth. This article concludes that principal supervision should be positioned not merely as an administrative function but as an integrated managerial and moral strategy for systematically developing teachers’ personality competence and improving the overall quality of education in madrasahs.
Copyright (c) 2026 Muhammad Aris Kurniawan
TRANSFORMATIONAL LEADERSHIP DIMENSIONS IN DIGITAL LEARNING TRANSFORMATION FOR ISLAMIC EDUCATION QUALITY
Digital learning transformation has become a strategic agenda for improving the quality of Islamic education in the era of digital disruption. This study aims to formulate the contribution of transformational leadership dimensions to the implementation of digital learning for improving the quality of Islamic education. This study employed library research with a qualitative approach. Data were collected through documentation of national and international journal articles, proceedings, books, official reports, and relevant policy documents. The data were analyzed using content analysis through data reduction, concept categorization, meaning interpretation, synthesis of findings, and conceptual formulation. The findings show that the four dimensions of transformational leadership contribute to digital learning transformation. Idealized influence builds digital-ethical role modelling through integrity, data security, academic honesty, and respectful digital communication. Inspirational motivation strengthens an Islamic digital transformation vision by directing technology use toward learning quality, access, institutional service, and Islamic identity. Intellectual stimulation encourages reflective digital pedagogical innovation through creative digital content, collaborative applications, learning analytics, problem-solving, and ethical AI utilization. Individualized consideration ensures inclusive and sustainable transformation through teacher needs mapping, gradual training, coaching, professional learning communities, and personal support. This study concludes that digital learning transformation in Islamic education should not be understood merely as technology adoption, but as a value-based, competence-oriented, and system-supported process. Transformational leadership becomes a strategic framework for integrating Islamic values, teacher digital competence, institutional governance, and quality improvement.
TRANSFORMING HOTS-ORIENTED LEARNING THROUGH PROBLEM-BASED LEARNING AMONG MADRASAH IBTIDAIYAH STUDENTS: A LITERATURE REVIEW
Strengthening Higher Order Thinking Skills (HOTS) at the Madrasah Ibtidaiyah level is essential because basic education can no longer rely only on memorization, but must also develop students’ ability to analyze, evaluate, and create. This article aims to analyze the concept of implementing Problem-Based Learning (PBL) and its effectiveness in improving HOTS among Madrasah Ibtidaiyah students based on findings from previous studies. This study employed a literature review method using theoretical books, official documents, conceptual articles, classroom action research, and systematic reviews relevant to PBL, HOTS, and Islamic primary education. Data were collected through documentation and analyzed using content analysis through theme identification, classification of findings, comparison across literature, and synthesis. The review indicates that PBL is effective in improving HOTS when learning begins with contextual problems, followed by student organization, guided inquiry, solution presentation, and reflection on the learning process. The effectiveness of PBL is influenced by the quality of problems, teacher facilitation, group collaboration, student readiness, and the alignment of HOTS assessment. This article affirms that PBL can serve as a learning transformation strategy in Madrasah Ibtidaiyah that not only improves higher-order cognitive abilities but also develops students’ independence, collaboration, and responsibility
Copyright (c) 2026 Muhammad Sofyan Atsauri
THE RELEVANCE OF MADRASAH TEACHER COMPETENCIES IN THE GENERATIVE AI ERA: TRANSFORMING THE ROLE FROM INFORMATION SOURCE TO FACILITATOR OF WISDOM
The rapid development of Generative Artificial Intelligence (Gen-AI) has massively disrupted the educational landscape, sparking critical debates regarding the future relevance of the teaching profession. This article aims to assess the existence of madrasah teacher competencies in an era of instant digital information and to explore the empirical research gap that AI technology cannot replace. Utilizing a descriptive qualitative method with a conceptual study approach, this article analyzes the shifting paradigm of teaching in madrasahs. The findings indicate that while Gen-AI can provide cognitive information and scientific data within seconds, it possesses absolute limitations in the aspects of transferring values (transfer of values), spiritual guidance (tarbiyah), empathy, and moral role-modeling (uswatun hasanah). The competitive advantage of madrasah teachers lies in their transformative ability to shift from being mere "information sources" to becoming "facilitators of wisdom" (hikmah). Teachers play a vital role in guiding students' morals, fostering critical thinking, and contextualizing instant knowledge from AI with noble character values (akhlak karimah). The conclusion affirms that the role of madrasah teachers remains absolutely relevant in the AI era, provided there is a reorientation of competencies focusing on strengthening affective-spiritual aspects and adaptive technological literacy.
Copyright (c) 2026 M. Kholil Tsamrotul Fuad
APPLICATION OF COGNITIVE BEHAVIORAL THERAPY (CBT) THEORY TO IMPROVE SELF-EFFICACY AND MOTIVATION IN MEMORIZING THE QUR'AN
This research is motivated by the problem of low self-efficacy (self-confidence) in some students who memorize the Qur'an, which has an impact on decreasing motivation and memorization targets. Negative thoughts such as feelings of inadequacy, fear of forgetting, and mental fatigue often hinder the memorization process, as well as cognitive barriers (such as negative thoughts "memorizing is difficult" or laziness) experienced by students in the Qur'an memorization program. The purpose of this study is to explore and analyze the application of Cognitive Behavioral Therapy (CBT) theory as an intervention strategy to increase self-efficacy and motivation in memorizing the Qur'an. The method used is qualitative with a library research approach, which analyzes literature related to CBT, self-efficacy, and motivation to memorize the Qur'an. The results indicate that CBT, which combines cognitive and behavioral principles, is effective in changing dysfunctional thought patterns into more rational ones. The application of CBT techniques such as cognitive restructuring and behavioral techniques (disciplined recitation/repetition) can strengthen students' self-efficacy that they are capable of achieving memorization targets. This study concludes that CBT intervention has the potential to be an appropriate counseling approach in fostering the mentality of tahfidz students to be more disciplined, calm, and motivated.
ECOTHEOLOGY-BASED ENVIRONMENTAL AWARENESS HABITUATION: AN ISLAMIC EDUCATION MANAGEMENT APPROACH IN FACING THE GLOBAL CRISIS
This study aims to analyze and formulate an ecotheology-based management model for environmental awareness habituation as a strategic solution framework for Islamic educational institutions in responding to the threat of the global climate crisis. This study employs a qualitative approach with a library research design. The primary and secondary data sources are focused on reputable journal articles and authoritative texts discussing Islamic education management and environmental theology. Data were collected through literature documentation, analyzed using a descriptive-critical content analysis technique, and validated through literature source triangulation. The findings indicate that the habituation of environmental care character cannot grow organically; rather, it requires systemic intervention by integrating prophetic values into the four management functions (POAC). The formulated model encompasses: strategic planning based on the khalifah fil ardh vision, organizing through green leadership as a collective amanah, actuating zero waste routines as an implementation of macro thaharah, and controlling that converts physical punishment into ecological sanctions based on the principles of hisab and muraqabah. In conclusion, this "Ecotheology Habituation Management" governance framework is able to deconstruct institutional paradigms to transform religious dogma into concrete, structured, institutionalized, and sustainable earth-saving actions
TRANSFORMATIONAL LEADERSHIP IN THE IMPLEMENTATION OF BILINGUAL LEARNING AT MIN 2 JEPARA: A QUALITATIVE CASE STUDY
This study analyses the role of transformational leadership in implementing bilingual learning within the framework of the Merdeka Curriculum at Madrasah Ibtidaiyah Negeri (MIN) 2 Jepara, a state Islamic primary school in rural Central Java. The research addresses how a madrasah principal mobilises leadership to sustain an English-medium bilingual programme that integrates global competence with Islamic values amid constrained linguistic and material resources. A qualitative single-case study design was employed, drawing on semi-structured interviews with five key informants (the principal, the bilingual-class coordinator, the vice-principal for curriculum, and bilingual teachers), participant observation in bilingual classrooms, and document analysis. Data were examined through thematic analysis and triangulated across sources. The findings indicate that the principal’s transformational leadership, operating through idealised influence, inspirational motivation, intellectual stimulation, and individualised consideration, functioned as the decisive mechanism converting a policy aspiration into a working classroom practice. Leadership effects were realised indirectly, mediated by teacher capacity built through continuous in-house training, professional learning communities, and technology-enabled pedagogy, rather than through structural mandate. The principal reframed limited English proficiency among teachers and students from a deficit into a shared developmental project, while embedding Islamic values into English instruction through practices such as English Morning and value-laden vocabulary, producing synergy rather than dichotomy between globalisation and religious identity. The study contributes a religio-cultural, rural extension to transformational-leadership theory and offers transferable strategies for resource-limited madrasahs. The single-site design limits statistical generalisation but supports analytical generalisation to comparable Islamic schools.
THE ROLE OF TEACHERS’ PROFESSIONAL COMPETENCE IN IMPROVING THE QUALITY OF TAHFIDZ AL-QUR’AN LEARNING AT MIN 2 JEPARA
This study aims to describe and analyse the role of teachers’ professional competence in improving the quality of Tahfidz Al-Qur’an (Qur’an memorization) learning at Madrasah Ibtidaiyah Negeri (MIN) 2 Jepara, Central Java, during the 2025/2026 academic year, including its supporting and inhibiting factors and the resulting improvements. Although tahfidz programs have expanded rapidly within Indonesia’s formal madrasahs, many tahfidz teachers possess strong memorization but limited pedagogical and professional competence, which weakens the consistency, accuracy, and durability of students’ memorization. The research uses a qualitative descriptive (case-study) design. Data were collected through non-participant observation, structured interviews with the madrasah principal, the deputy head of curriculum, and tahfidz teachers, and documentation. Source triangulation was used to establish data validity, and the data were analysed using the Miles and Huberman interactive model (data collection, data reduction, data display, and conclusion drawing/verification). The findings indicate that teachers’ professional competence operates through four interrelated functions: mastery of Qur’anic material (mutqin memorization, tajwid, makharij al-huruf), command of tahfidz methods (talaqqi, tikrar, tasmi’, and scheduled muroja’ah), design of developmentally appropriate learning strategies, and continuous, criterion-based evaluation of memorization. Supporting factors include a structured curriculum, a Qur’anic school climate, and parental involvement, whereas inhibiting factors include heterogeneous student ability, time and facility constraints, and uneven home support. Strengthening professional competence is associated with improved fluency, tajwid accuracy, memorization strength, and Qur’anic character. The study contributes a competence-based model for assuring tahfidz learning quality in primary madrasahs.
TRANSFORMATION OF EXPERIENTIAL LEARNING THROUGH THE HUNTING TOURIST PROGRAM IN FULL DAY SCHOOL CLASSES
The madrasah education system with a full day school model faces challenges of learning saturation due to long duration and monotonous conventional methods, thus requiring learning innovations capable of creating meaningful, contextual, and enjoyable learning experiences. In response to this condition, the Hunting Tourist Program was developed as an experiential learning transformation model that utilizes interaction with tourists as an authentic learning resource. This study examines the transformation of experiential learning through the Hunting Tourist Program in the full day class. The research objectives are to describe program implementation, analyze its impact on students’ language competencies, and identify management factors contributing to program effectiveness. This study employs a library research method with a qualitative content analysis approach. Data were collected through documentation and literature review comprising scientific journal articles, books, and relevant prior research. The findings indicate that experiential learning through the Hunting Tourist Program successfully shifted the learning paradigm from teacher-centered to student-centered, enhanced students’ language competencies (multilingual communication skills), critical thinking, social intelligence, and character development. This program aligns with Kolb’s experiential learning cycle and supports the Merdeka Curriculum’s objectives in developing holistic learner competencies, while offering an innovative solution to overcome learning boredom in the full day school system.
Copyright (c) 2026 Muhammad Khoirul Mala
GUIDANCE AND COUNSELING MANAGEMENT STRENGTHENING STUDENTS’ CHARACTER EDUCATION
Education should not only transfer academic knowledge but also develop students' moral awareness, social responsibility, and character resilience. However, schools continue to face disciplinary problems, weak responsibility, and negative student behavior, while guidance and counseling services are often managed reactively and have not been fully integrated into a systematic managerial framework. This study aims to analyze guidance and counseling management in strengthening students' character education and to formulate an adaptive conceptual model based on the functions of planning, organizing, actuating, and controlling. This research employed a qualitative library research design. Data were collected through documentation of relevant books, journal articles, theses, dissertations, and policy documents related to guidance and counseling management and character education. The data were analyzed using content analysis through data reduction, thematic categorization, interpretation, and conceptual synthesis. The findings show that guidance and counseling management contributes to character strengthening through needs-based program planning, collaborative organization involving school stakeholders, direct implementation of individual, group, and classical services, and measurable evaluation of character outcomes. The literature also indicates that actuating is the most dominant aspect, while controlling and evaluation remain underdeveloped. The study proposes an adaptive, cyclical model consisting of value-based orientation, needs-based planning, system-based organizing, character-oriented actuating, and sustainable controlling. This model positions guidance and counseling as a strategic school system for developing discipline, responsibility, honesty, empathy, and noble character.
INTEGRATIVE CURRICULUM MANAGEMENT IN IMPROVING THE QUALITY OF FORMAL EDUCATION AT DAARUSY SYIFA AL ISLAMI ISLAMIC BOARDING SCHOOL KUDUS ACADEMIC YEAR 2025/2026
This study aims to analyze the management of the integrative curriculum in an effort to improve the quality of formal education at Daarusy Syifa Al Islami Islamic Boarding School (Pondok Pesantren) Kudus in the 2025/2026 academic year. The research focus includes the core aspects of management: planning, organizing, implementing, and evaluating a curriculum that seamlessly combines national education standards with the distinct religious values of an Islamic boarding school. This study employs a qualitative approach with a case study design. Data were collected through field observations, in-depth interviews with the school leadership, educators, and students, as well as an extensive study of curriculum documentation. The results indicate that the integrative curriculum management at Daarusy Syifa Al Islami Islamic Boarding School has been implemented systematically through the synchronization of the academic calendar, professional collaboration among general and religious educators, and the thematic integration of scientific subjects with Islamic religious values. Periodic and participatory evaluations have proven effective in maintaining educational quality and enhancing students’ competitiveness in both academic and non-academic fields. The conclusion of this study confirms that an integrative curriculum managed with professional management can be a viable solution in balancing intellectual mastery and spiritual maturity, thereby producing graduates who are competitive, possess strong character, and remain committed to Islamic traditions
THE ROLE OF KYAI’S LEADERSHIP IN STRENGTHENING SANTRI’S DISCIPLINARY CHARACTER BASED ON REWARD AND PUNISHMENT
The disciplinary character of santri constitutes a critical foundation within pesantren-based Islamic education, essential for molding individual character, responsibility, and moral integrity. This study aims to investigate the strategic role of a Kyai's leadership in conceptualizing, planning, and implementing a balanced system of rewards and punishments to cultivate sustainable internal discipline among santri. Conducted at Pondok Pesantren Daarusy Syifa Al-Islami in Kudus, Central Java, this research utilizes a qualitative descriptive approach, departing from traditional pure library methods to capture empirical data through field triangulation. Data collection techniques comprise semi-structured interviews with the Kyai, administrators, teachers, and santri, alongside direct field observation and comprehensive documentary analysis. The findings reveal that the Kyai exercises a vision-driven, transformational style of leadership, serving as a primary moral model and strategic architect. The implementation of rewards includes social praise, public acknowledgment, and motivational privileges, which reinforce positive behavior. Conversely, punishments are executed through educational, non-physical sanctions designed to induce behavioral reflection and regular self-correction rather than mere superficial compliance. The integration of these dual approaches successfully bridges external compliance with internal moral consciousness, ensuring that discipline becomes a core personal value aligned with the national character-building framework.
Copyright (c) 2026 Ashni Fannida Istina’ima Putri
ISLAMIC VALUE-BASED SPORTS LEARNING MANAGEMENT IN SHAPING STUDENTS' DISCIPLINARY CHARACTER
This study aims to analyze how sports learning management, integrated with Islamic values, contributes to the formation of students' disciplinary character. Sports are often viewed merely as physical activities; however, with proper management based on Islamic values, they become an effective medium for character education. The research method employed is descriptive qualitative through literature review and field observations. The focus of the study includes instructional planning that incorporates sports ethics (adab), implementation emphasizing the teacher's role model (uswatun hasanah), and behavioral evaluation based on principles of honesty and responsibility. The findings indicate that structured learning management—ranging from habituating prayer times during practice intervals to strict adherence to fair play rules—significantly enhances student discipline. In conclusion, the integration of Islamic values in sports management creates an educational ecosystem that not only strengthens the physical aspect but also builds moral integrity and systemic compliance in students.
DIGITAL TRANSFORMATION AS A STRATEGIC INNOVATION IN ISLAMIC EDUCATION GOVERNANCE IN THE ERA OF SOCIETY 5.0
This study aims to analyze the role of digital transformation as a strategic innovation in Islamic education governance in the era of Society 5.0. The research employs a library research method by reviewing books, scientific articles, and national and international journals related to digital transformation and Islamic education governance. Data were analyzed using content analysis through the stages of identification, classification, interpretation, and synthesis of relevant literature. The findings indicate that digital transformation plays a strategic role in Islamic education governance by shifting from a mere administrative support system to a key driver of governance reform that enhances effectiveness, efficiency, transparency, and accountability. It also supports data-driven decision-making, improves the quality of educational services, and expands access to educational information through integrated digital systems. Furthermore, digital transformation should be understood as a holistic process that integrates technological advancement with Islamic values and human-centered principles in line with the Society 5.0 paradigm. However, its implementation faces challenges such as limited technological infrastructure, low digital literacy, resistance to organizational change, and insufficient integration of Islamic ethical values in digital governance systems. Therefore, strengthening institutional policies, digital competencies, leadership capacity, and value-based governance frameworks is essential to ensure sustainable transformation in Islamic education. The study concludes that digital transformation is not only a technological innovation but also a paradigm shift in Islamic education governance toward a more adaptive, ethical, and human-centered system.
Copyright (c) 2026 Andini Naziela El-Khusna
DIGITAL TRANSFORMATION AND INNOVATION IN ISLAMIC EDUCATION: ADDRESSING THE CHALLENGES OF THE CYBER-PEDAGOGY ERA
Digital transformation in Islamic education is no longer merely an option, but a necessity to maintain relevance in the era of cyber-pedagogy. This study aims to analyze the integration of digital technology in learning at Islamic educational institutions and its impact on curriculum innovation and teaching methods. Using a literature review method, data was collected from various reputable scientific literature indexed on the SINTA and Scopus platforms. The results indicate that digital transformation in Islamic educational institutions manifests through the implementation of cloud-based learning management systems (LMS), the use of interactive artificial intelligence (AI) media, and the digitization of Islamic educational materials. These innovations have successfully improved administrative efficiency, expanded access to learning resources, and increased student engagement. However, the main obstacles faced include digital infrastructure gaps between regions, limited technological competencies among teachers, and challenges in maintaining the authenticity of the internalization of moral values in a virtual setting. This study concludes that the success of digital-based Islamic educational innovation requires synergy between infrastructure readiness, the enhancement of educators’ cyber-pedagogy competencies, and a curriculum adaptation that strikes a balance between science and technology (iptek) and religious values (imtaq).
MERITOCRACY IN SCHOOL QUALITY AND EDUCATIONAL QUALITY: ISLAMIC VOCATIONAL SCHOOLS IN BENGKULU CITY
This study aims to analyze the implementation of a meritocratic system within school quality governance and its impact on enhancing educational quality in Islamic vocational schools in Bengkulu City. In this context, meritocracy emphasizes the management of quality assurance documentation, teacher competence, and student achievement based on actual ability (merit) rather than subjective factors or nepotism. The study employs a descriptive qualitative approach, utilizing case studies of several leading Islamic schools in Bengkulu City. Data were collected through interviews, observations, and document analysis. The findings indicate that Islamic schools consistently applying meritocratic principles—specifically in educator recruitment, performance assessment, and the standardization of religious facilities—successfully boosted graduate quality and the competitiveness of the madrasah. Key challenges include limited independent budgets and varying interpretations of quality assurance regulations. In conclusion, meritocracy serves as a crucial pillar for transforming Islamic education in Bengkulu City from a quantity-based model to one focused on quality.
DEVELOPMENT OF A READING LITERACY INSTRUMENT FOR 15-YEAR-OLD STUDENTS BASED ON THE ALIBACA INDEX AND PISA CONTEXT AMONG LOW SOCIOECONOMIC GROUPS
The Sustainable Development Goals (SDGs) comprise 17 global goals for sustainable development, including SDG 4: Quality Education, which emphasizes inclusive, equitable, and quality education for all. Reading literacy is a fundamental competency for achieving this goal. This study aimed to develop and examine the construct validity of a reading literacy instrument for 15-year-old students based on the Alibaca Index and the PISA context among students from low socioeconomic backgrounds. A quantitative approach was employed involving 164 students as respondents. Construct validity was examined using Confirmatory Factor Analysis (CFA) with the Maximum Likelihood estimation method. The measurement model consisted of five constructs: Proficiency, Access, Alternatives, Culture, and Reading Literacy. The CFA results yielded χ² = 607.801, df = 395, and p < .001, while the baseline model yielded χ² = 1,712.629 with df = 435. Factor covariances ranged from −0.129 to 0.186, with all relationships statistically non-significant (p > .05). These findings indicate that the proposed constructs demonstrate relatively low associations and distinct characteristics. The developed instrument provides a contextual framework for assessing reading literacy by considering students’ proficiency, access, alternative literacy resources, cultural context, and socioeconomic background. It may support the development of reading literacy improvement programs aligned with SDG 4 in Indonesia.