At Tadbir: Islamic Education Management Journal

The Role of the Headteacher in Promoting Religious Moderation in Primary Schools

2026-04-30T15:21:57+07:00

This study aims to analyse the strategic role of headteachers’ leadership in promoting religious moderation at primary school level, as well as to explore strategies for internalising this concept and the factors influencing them. This study employs a qualitative approach using a case study design. Data was collected through in-depth interviews with headteachers and teachers, participatory observation of school activities, and documentation. Data analysis was carried out through the stages of data condensation, data presentation, and drawing conclusions based on Miles, Huberman’s and Saldana interactive model. The research findings indicate that headteachers fulfil a multidimensional role as vision articulators, cultural architects and instructional leaders. The internalisation of the value of moderation is carried out systematically through pedagogical integration in learning, the fostering of inclusive interactions, and the strengthening of symbolic capital through leading by example. The key enabling factors were found to be the collective commitment of the school community and a supportive organisational climate. However, this process faces external challenges in the form of family backgrounds and external environmental influences that are sometimes at odds with the school’s values. This study underscores the importance of synergy between structural and cultural approaches in educational leadership to ensure the sustainability of efforts to promote religious moderation in primary schools.

Strategi Kepemimpinan Kepala Sekolah dalam Mewujudkan Lingkungan Belajar Berkualitas melalui Pengelolaan Sarana Pendidikan

2026-04-30T15:21:15+07:00

This study aims to analyze the principal's managerial leadership strategy in managing infrastructure to create a quality learning environment at SMA Primaganda. The research focus covers three main stages: needs-based planning, management implementation, and evaluation and supervision strategies. This study uses a qualitative approach with a case study design. Data were collected through in-depth interviews with the principal, vice-principal for infrastructure, teachers, and students, and supported by intensive field observations. The results show that: 1) Infrastructure planning is carried out in a participatory manner by applying a "vision filter" to ensure every procurement is aligned with the school's quality goals; 2) Management implementation emphasizes clear delegation of authority and internalization of the value of responsibility to all school members; 3) Evaluation is carried out through walking around management techniques that allow for early detection and responsive facility repairs. This study concludes that the effectiveness of infrastructure is not only determined by physical sophistication but by strategic leadership capable of integrating infrastructure with a quality culture. The implications of this research provide a facility management model for educational institutions in optimizing limited resources to achieve a conducive learning environment.

The Role of Madrasah Heads’ Academic Supervision in Enhancing Teachers’ Creativity

2026-05-06T08:19:26+07:00

Academic supervision in madrasahs is often perceived as an administrative task and therefore does not yet fully encourage teachers’ creativity. This study aims to analyse the implementation of academic supervision by madrasah heads in enhancing teachers’ creativity, as well as to identify the factors that support and hinder this process. The research employs a qualitative approach using a case study design.The data were collected through interviews, observation and documentation, and were subsequently analysed using the Miles and Huberman interactive model, employing triangulation techniques.The research findings indicate that the implementation of academic supervision takes place through three main stages: participatory planning, a humanistic approach to implementation, and reflective evaluation. Planning is carried out through open dialogue to build teachers’ psychological readiness. During implementation, the headteacher acts as a discussion partner who encourages teachers to experiment with innovative teaching methods and resources. The evaluation was conducted in a collaborative manner, focusing on practical solutions and sustainable capacity-building. Enabling factors included supportive leadership, the availability of technological facilities, and a collaborative culture, whilst the main barriers were time constraints and the digital literacy gap. This study proposes a collaborative, participatory-humanistic model of academic supervision as an implementation framework that emphasises dialogue, mentoring and ongoing reflection to systematically and contextually enhance teachers’ creativity within the madrasah environment.

Transformational Leadership of Headteachers in Facilitating the Transformation of Pesantren-Based Schools

2026-05-11T08:58:21+07:00

This study was motivated by the importance of developing an educational model that focuses not only on academic aspects, but also on character building and religious values. The aim of this study is to analyse the role of the headteacher’s transformational leadership in transforming formal schools into pesantren-based institutions. A qualitative approach using a case study design was employed. The research was conducted at SMA Primaganda Jombang, involving the headteacher, teachers, students, and boarding school supervisors as informants. Data collection techniques included in-depth interviews, observation, and documentation, whilst data analysis utilised an interactive model comprising data reduction, data presentation, and drawing conclusions. Data validity was tested through triangulation of sources and techniques. The results of the study indicate that the headteacher’s transformational leadership plays a crucial role in the success of boarding school-based school transformation. This role is evident through the headteacher’s exemplary conduct in religious life, the articulation of a vision that emphasises a balance between academic achievement and moral values, the promotion of values-based learning innovation, and a personalised approach to mentoring teachers and pupils. The transformation has taken place not only in structural aspects but also in changes to the school culture, improved discipline, and the development of pupils’ character. This study concludes that transformational leadership, which integrates managerial and spiritual dimensions, is a key factor in the success of boarding school-based education. Therefore, this leadership model can serve as an alternative in developing a more holistic and character-based education.

Strategies for Strengthening Organisational Culture to Enhance Institutional Competitiveness

2026-05-11T09:01:12+07:00

Organisational culture is one of the strategic factors that plays a role in improving the quality and competitiveness of educational institutions. However, research on strengthening organisational culture remains largely fragmented and has not yet systematically integrated the dimension of values with the mechanisms for their implementation. This study aims to analyse and synthesise various pieces of literature on organisational culture and to formulate a strategic model for strengthening organisational culture within the context of educational institutions. This study employs a literature review approach, analysing various relevant academic sources, including books and articles from national and international journals. The findings indicate that organisational culture does not directly influence the performance and competitiveness of educational institutions, but rather through mediating variables such as instructional practices, school climate and professional commitment. Furthermore, the effectiveness of organisational culture is also influenced by contextual factors such as environmental demands and institutional characteristics. Based on a synthesis of these findings, this study formulates an alignment-based model for strengthening organisational culture, comprising four key dimensions: the articulation of core values, the internalisation of values, the institutionalisation of systems, and organisational adaptation and learning, with leadership as the primary driving factor. This research makes a conceptual contribution by integrating the dimensions of values, practices and organisational systems into a single, comprehensive strategic framework. It is hoped that the resulting model will serve as a guide for educational institution managers in developing an organisational culture that is effective, adaptive and competitive in the face of the dynamic changes in the educational environment.

Perceptions of Students on the Islamic Religious Education Programme Regarding the Course on Learning Evaluation

2026-06-18T10:41:40+07:00

The paradigm shift in learning evaluation requires students not only to understand the concept of evaluation but also to be able to implement it in learning practice. This study aims to describe the perceptions of students on the Islamic Religious Education programme regarding the Learning Evaluation course. The study employed a quantitative descriptive approach, with data collected via a questionnaire distributed to 11 fourth-semester students selected through purposive sampling. The data were analysed using descriptive analysis techniques. The results indicate that the majority of students held positive perceptions of the ‘Learning Assessment’ course. Students demonstrated a good understanding of the functions, principles and role of assessment in learning and felt that the learning process and the lecturer’s explanations helped them to understand the design and application of assessment instruments. Nevertheless, the students’ level of readiness to implement learning evaluation in teaching practice remains in the ‘fairly ready’ category. These findings indicate a gap between the students’ conceptual mastery and their practical readiness to carry out learning evaluation. Therefore, it is necessary to strengthen practice-based learning through simulations, microteaching and exercises in designing evaluation instruments so that the students’ evaluative competencies can develop more optimally

Al-Qiyādah Al-Maḥbūbah: A Love-Based Leadership Model for Improving the Performance of Islamic Educational Organisations in the Digital Age

2026-06-12T14:50:37+07:00

Digital transformation has introduced new challenges for Islamic educational organizations, particularly in balancing organizational effectiveness with the preservation of humanistic and spiritual values. This study aims to construct Al-Qiyādah Al-Maḥbūbah as a love-based leadership model for enhancing the performance of Islamic educational organizations in the digital era. The research employed a qualitative approach using library research and content analysis methods. The data sources consisted of scholarly literature on Islamic leadership, spiritual leadership, servant leadership, compassionate leadership, and digital leadership. Data were analyzed through an interactive model involving data condensation, data display, and conclusion drawing. The findings reveal that Al-Qiyādah Al-Maḥbūbah is built upon three main pillars: Mahabbah Leadership, Rahmah Organizational Culture, and Khidmah-Oriented Leadership. Its implementation in the digital era is supported by three strategic approaches, namely Digital Humanization Strategy, Collaborative Empowerment Strategy, and Digital Spiritual Engagement Strategy. The model contributes to improving work motivation, organizational commitment, employee loyalty, collaborative organizational culture, and the sustainable competitiveness of Islamic educational institutions. This study offers a novel conceptual framework of love-based leadership that integrates Islamic values, humanistic approaches, and digital transformation into a comprehensive leadership model.

A Quality Management Strategy Based on an Internal Quality Assurance System to Improve the Quality of Teaching

2026-06-16T13:49:18+07:00

Improving the quality of teaching at vocational secondary schools requires a quality management system capable of integrating the entire learning process. This study aims to analyse the implementation of the School-Based Quality Management System (SPMI) in improving the quality of teaching at SMKN Wonosalam, Jombang. The study employs a qualitative approach using a case study design. Data were collected through in-depth interviews, participatory observation and documentation, and were subsequently analysed using the interactive model developed by Miles, Huberman and Saldaña, comprising the stages of data condensation, data presentation and drawing conclusions. The research findings indicate that quality management strategies are implemented through quality control, academic supervision, periodic monitoring and evaluation, and continuous improvement within the SPMI framework. The implementation of these strategies still faces challenges in the form of teachers’ administrative discipline, the diversity of students’ prior abilities, and differences in the characteristics of each vocational programme. Improvements in the quality of teaching are achieved through strengthening teachers’ competencies via subject-specific teacher working groups (MGMP), learning communities (Kombel) and industry training; the transformation of learning towards project-based learning supported by digital technology; and the strengthening of the monitoring system and the creation of a conducive learning environment. This study confirms that the effectiveness of quality management in vocational schools depends not only on the application of the SPMI cycle, but also on the school’s ability to integrate quality assurance into daily teaching practices, thereby fostering a culture of quality that supports the continuous improvement of teaching quality

Strategi Transformasi Digital dalam Penguatan Motivasi Belajar Mahasiswa di Perguruan Tinggi Keagamaan Islam

2026-07-31T07:34:32+07:00

Digital transformation has become one of the strategies adopted by higher education institutions to improve the quality of learning. However, research examining digital transformation as an institutional strategy to support student motivation, particularly in faith-based higher education institutions, remains relatively limited. This study aims to analyse digital transformation strategies and identify the challenges faced in supporting student learning motivation. The research employs a qualitative approach using a case study design at the Faculty of Da’wah and Communication Sciences, PTIQ University, Jakarta. Data were collected through interviews, observations and documentation, and subsequently analysed using the interactive model developed by Miles, Huberman and Saldaña. The findings indicate that digital transformation strategies are implemented through curriculum updates, the optimisation of digital learning platforms, and the strengthening of lecturers’ and students’ digital competencies via ongoing training and mentoring. These strategies support the creation of a more flexible and interactive learning process and are seen as contributing to an increase in students’ motivation to learn. The main challenges faced include the uneven level of lecturers’ digital competencies, limitations in technological infrastructure, and institutional capacity. This study makes an empirical contribution by demonstrating that the implementation of digital transformation requires an integrated approach combining curriculum reform, the enhancement of digital skills, and institutional support to foster students’ motivation to learn

Students' Pedagogical Competence in the Implementation of Differentiated Learning

2026-08-31T04:25:57+07:00

The diversity of pupils’ characteristics in madrasah ibtidaiyah requires trainee teachers to possess pedagogical competences capable of accommodating differences in pupils’ readiness to learn, interests and learning profiles. One approach relevant to these needs is differentiated learning. This study aims to analyse the pedagogical competencies of students on the Primary Madrasah Teacher Education (PGMI) programme in implementing differentiated learning. The study employed a mixed-methods approach with an explanatory sequential design, involving 23 PGMI students at STIT Muhammadiyah Bojonegoro. Data were collected through questionnaires, observations of teaching practice, interviews and analysis of learning documents. The results of the study indicate that the students’ pedagogical competence falls within the ‘moderate’ category. In the questionnaire, content differentiation received the highest score of 3.43, followed by process differentiation at 3.35, whilst product differentiation was the lowest aspect with a score of 2.42. The observation results showed a similar pattern, with content differentiation at 83.91 %, process differentiation at 82.17 %, and product differentiation at 60.00 %. The findings indicate that students are relatively better prepared to apply differentiation in content and process, but still require further development in mapping learning needs, diagnostic assessment, product differentiation and reflection. This study provides an empirical contribution in the form of a mapping of PGMI students’ pedagogical competences in the implementation of differentiated learning, whilst also highlighting aspects of competence that are relatively well-developed and those that still require strengthening. These findings form the basis for strengthening practical experience, diagnostic assessment, lesson planning, microteaching and reflection in the education of prospective PGMI teachers.

Between Standardization and Teacher Autonomy: Managing Arabic Language Learning Methods in Islamic Boarding Schools

2026-10-07T03:45:25+07:00

This study examines how an Islamic boarding school manages the tension between standardized Arabic language learning methods and teachers’ pedagogical autonomy. This issue is important because standardization is necessary to maintain consistency in learning materials, instructional stages, learning targets, and assessment, yet excessive uniformity may limit teachers’ capacity to respond to students’ diverse learning needs. This study aims to analyze how this tension is managed at Pondok Pesantren Karang Jati, Pamekasan. A qualitative case study design was employed. Data were collected through semi-structured interviews, classroom observations, and document analysis involving seven informants: one pesantren leader, one Arabic language coordinator, and five Arabic language teachers. The findings reveal that standardization is not implemented as absolute uniformity. Learning materials, instructional stages, targets, and assessment constitute relatively fixed components, whereas teachers retain discretion in explanations, examples, repetition, exercises, and instructional pacing. The study identifies bounded pedagogical autonomy, in which teacher autonomy operates within institutional boundaries and requires coordination when adaptations affect core instructional components. This finding contributes a perspective that standardization can not only constrain teacher autonomy but also define the organizational space within which professional pedagogical discretion can be exercised.

Leading Digital Transformation in Salaf Islamic Education: Negotiating Technology and Tradition

2026-10-10T07:31:10+07:00

Digital transformation in Salafi Islamic education presents leadership challenges, as the use of technology must be aligned with the traditions and institutional identity of the pesantren. This study aims to analyse how leaders navigate digital transformation within the context of Salafi Islamic education. The research employs a qualitative approach using a case study design at the Al-Anshoriyah Islamic Boarding School. Data were collected through interviews with three key informants the pesantren director, the chair of the board of trustees, and the headteacher as well as through observation and documentation. The data were analysed thematically by comparing information from the three data collection methods. The research findings identified three interrelated leadership practices: the selective adoption of technology, the gradual management of organisational change, and the negotiation between the utilisation of technology and the continuity of Salaf traditions. Key findings indicate that the continuity of traditional practices does not necessarily signify resistance to digitalisation, but can form part of leadership considerations in determining the scope of technological change. This study offers a perspective on ‘tradition-sensitive digital leadership’, which emphasises the role of leaders in aligning the use of technology with the identity and educational commitments of Islamic boarding schools. This perspective provides a contextual foundation for understanding digital transformation in Islamic educational institutions that uphold their institutional traditions.

Building Organisational Culture through the Application of Character Values in Primary Madrasahs

2026-10-12T13:50:13+07:00

Character education in madrasahs is not only concerned with the implementation of formal educational programmes, but also with the application of values in day-to-day organisational practice. This study analyses how character values are translated into organisational practice at MI Iantus Sholehin in Pamekasan. The study employs a qualitative approach using a case study design. Data were collected through interviews, observation and documentation, and were subsequently analysed thematically. The findings identified four interrelated practices: guidance from the headteacher, teachers setting a good example, the cultivation of behaviour, and the provision of guidance and correction regarding pupils’ behaviour. These practices demonstrate how the institution’s value orientation is applied in day-to-day educational activities through leadership guidance, educators’ behaviour, and consistent behavioural guidance. This study contributes to the field of Islamic educational management by framing character education as an organisational practice that links institutional expectations with day-to-day interactions, rather than merely as a formal programme. These findings underscore the importance of consistency in values and coordination amongst educators in supporting the development of a character-based organisational culture within madrasahs

Teachers’ Interpretations of Their Experiences Regarding Pedagogical Competence and the Implications for the Fulfilment of Pupils’ Rights to Education

2026-10-15T04:52:37+07:00

Pedagogical competence relates not only to a teacher’s ability to manage the learning process, but also to their efforts to understand pupils’ needs and provide equitable learning opportunities. The fulfilment of pupils’ right to learn in educational practice must be understood through teachers’ experiences in recognising pupils’ characteristics and adapting the learning process accordingly. This study aims to understand how teachers interpret their experiences of pedagogical competence and how this relates to the fulfilment of pupils’ right to learn at MA Al Islamiyah Danawarih. This study employs a qualitative approach with a descriptive phenomenological design. Data were collected through semi-structured interviews and observations involving three teachers from different subject areas. The results indicate that teachers interpret pedagogical competence as the ability to understand pupils’ characteristics and needs and to adapt teaching to the circumstances at hand. The fulfilment of pupils’ right to education is realised through the optimal utilisation of teaching time, providing opportunities for all pupils to participate, applying fairness in teaching and assessment, and providing support for pupils experiencing learning difficulties. Teachers also adapt teaching methods based on pupils’ characteristics, subject matter, classroom conditions, and available facilities. These findings indicate that teachers’ understanding of pedagogical competence is linked to teaching practices that are responsive to pupils’ needs and to efforts to provide equitable learning opportunities.

Management of Digital Radicalism Prevention within the Educational Ecosystem: An Analysis of Driving Factors, Patterns of Spread, and School Strategies

2026-10-17T06:26:27+07:00

Digital radicalism amongst school pupils poses a challenge to the education ecosystem as access to digital media which can be exploited to spread extremist ideologies continues to increase. This study aims to analyse the factors driving students’ vulnerability to digital radicalism, the patterns of dissemination of extremist ideologies via digital media, and prevention strategies through school management. This study employs a qualitative method using a literature review approach, involving the examination of books, scientific journals, research reports and policy documents. The data were analysed through the stages of data reduction, data presentation and drawing conclusions. The findings indicate that students’ vulnerability is influenced by the intensity of social media use, low digital literacy, an identity crisis, a need for social acceptance, an incomplete understanding of religion, and repeated exposure to extremist content. The spread of extremist ideologies occurs through attractively packaged content, propaganda and the formation of digital networks, the exploitation of social and national issues, and interaction within communities sharing similar views. From an educational management perspective, the prevention of digital radicalism requires the optimisation of planning, organising, implementing and monitoring functions, supported by the leadership of headteachers and synergy between schools, families and the community. This study emphasises that the prevention of digital radicalism requires an integrated approach to educational management and cannot be left solely to teachers of Islamic Religious Education.

Strategies for Islamic Education in Tackling Digital Radicalism in the Age of Social Media

2026-10-17T06:29:19+07:00

The development of social media has facilitated access to religious information, but it has also opened up opportunities for the spread of intolerant narratives, propaganda and radical ideologies in the digital sphere. This situation poses a challenge for Islamic Religious Education (PAI) in equipping pupils to engage with religious information critically and responsibly. This study aims to analyse the forms of digital radicalism, the challenges faced by PAI, the preventative strategies that can be implemented, as well as the factors that support and hinder their implementation. The study employs a descriptive qualitative approach using a literature review method. Data were obtained from relevant academic publications and analysed using content analysis through the stages of information selection, theme grouping, interpretation, and drawing conclusions. The findings indicate that digital radicalism can develop through the dissemination of intolerant narratives, hate speech, propaganda, and religious information lacking adequate context. Relevant Islamic Education (PAI) strategies include strengthening digital literacy, instilling the principle of tabayyun, developing critical thinking skills, fostering religious moderation, promoting dialogic and contextual learning, and utilising social media to disseminate educational content. The implementation of these strategies requires competence and exemplary behaviour on the part of teachers, support from families and the school environment, and the availability of learning facilities. Meanwhile, time constraints, a lack of facilities, and inconsistent guidance may hinder their implementation. This study emphasises that the prevention of digital radicalism through Islamic Education requires an integrated and sustainable approach, although the effectiveness of each strategy still needs to be tested through empirical research.