DAAR EL-IDARAH: Journal of Islamic Education Management
DAAR EL-IDARAH: Journal of Islamic Education Management is a research journal published by Lembaga Penerbitan, Penelitian dan Pengabdian Kepada Masyarakat(LP3M) of Institut Badri Mashduqi, Probolinggo, East Java, Indonesia. It is a peer-reviewed journal that publishes original scientific articles in the fields of management, administration, and educational leadership from various countries. This journal covers conceptual and empirical research that focuses on the management and organization of educational institutions. The journal's scope includes organizational behavior in education, educational leadership, public relations, human resource management, financial management, organizational development, and social issues in educational management. In addition, this journal also accepts studies on strategic educational planning, quality assurance and accreditation, curriculum management, digital transformation of educational institutions, educational innovation, school marketing and branding, risk and crisis management, implementation of educational policies, institutional governance, stakeholder engagement, and sustainability management in education. Journal title DAAR EL-IDARAH: Jurnal Manajemen Pendidikan Islam English Title DAAR EL-IDARAH: Journal of Islamic Education Management Language English and Indonesia Frequency 2 issues per year (June and December) DOI https://doi.org/10.66931/jmpi Online ISSN 3124-0445 Print ISSN 3124-0453 Editor in Chief Malikul Habsi, M. Pd. Publisher Lembaga Penerbitan, Penelitian, dan Pengabdian kepada Masyarakat (LP3M) of Institut Badri Mashduqi Probolinggo Jawa timur Indonesia Citation Analysis Google Scholar, Dimension, Crossref Garuda.
Lembaga Penerbitan, Penelitian, dan Pengabdian kepada Masyarakat (LP3M) of Institut Badri Mashduqi Probolinggo Jawa timur Indonesia
The School Principal's Management Strategies for Improving Students' Academic Achievement
This research was conducted at SMAN 1 Tanjungbalai, the type of research carried out was qualitative research methods. This research approach uses a descriptive approach. The subjects in this study were principals, teachers/employees, and students. In collecting data, researchers used observation, interview, and documentation methods, while data analysis was carried out by means of data reduction, data presentation, and triangulation. This study aims to find out how the planning, organizing, implementation, and supervision are carried out by school principals and to find out how the process of implementing and evaluating school principals in improving student achievement at SMAN 1 Tanjungbalai. The results of the research carried out are: the management function carried out by the principal is to use planning, organizing, implementing, and supervising. Furthermore, the strategy carried out by the principal is to plan programs for students starting from the lesson plans and extracurricular activities, while for teachers to make guided activities and guidance. In the process of implementation, the principal determines school policies, motivates educators and staff performance personnel, allocates human resources, and develops a culture of local school wisdom. Then in the evaluation process the principal monitors all the results of activities that have been carried out from the predetermined plans, measures individual and school performance, takes corrective steps. The strategy also contributed to strengthening the values of Islamic Religious Education
Principal Strategy, School Management, Achievement, Students
Copyright (c) 2026 DAAR EL-IDARAH: Journal of Islamic Education Management https://creativecommons.org/licenses/by-nc-sa/4.0
Beyond Traditionalism: Media Technology and the Digital Transformation of Nahdlatul Ulama Boarding School
This study focuses on analyzing the role of media technology in the development of Nahdlatul Ulama (NU) Islamic boarding schools (pesantren). It employs an extensive literature review of journal articles, undergraduate theses, master's theses, dissertations, and relevant online sources. The study is conducted within the paradigm of da'wah communication. The collected data were analyzed using the interactive data analysis model developed by Miles and Huberman. The findings reveal that digital media technology has transformed areas of conflict and institutional development, including shifting the traditional social role of the kyai toward a more gender-inclusive model. Women in NU Islamic boarding schools are increasingly provided with broad access to digital media skills and knowledge, enabling them to contribute to boarding school development. Furthermore, the development of NU Islamic boarding schools should continue to be strengthened through the convergence of digital media and technological innovation. The construction of NU Islamic boarding schools demonstrates that digital media technology can serve as a productive space by integrating traditional Islamic values with modern technological practices. In this regard, media technology is utilized to build a positive digital presence that supports the promotion of da'wah and Islamic education.
Instructional Strategies in Islamic Religious Education for Students with Intellectual Disabilities: A Case Study of Tanjungbalai State Special School
Children with special needs have characteristics and potentials that they have had since birth. In education, all children have the right to receive knowledge with special attention. Tanjungbalai City State Special School accepts students with special needs with intellectual disabilities who have IQ below average. The lack of level of understanding and concentration in communicating and absorbing knowledge is a special thing in itself. As teachers, they must make efforts so that students who have learning difficulties, especially PAI subjects, can be solved with the right strategy. This research is related to learning strategies for children with special needs with intellectual disabilities in PAI subjects at Tanjungbalai City State Special School. The purpose of this study is to describe PAI learning strategies in children with special needs with intellectual disabilities, to describe the implications and evaluation of PAI learning, and to describe PAI learning strategies. describe the supporting and inhibiting factors of learning strategies for children with special needs with intellectual disabilities in PAI subjects. This type of research is qualitative descriptive field research. Tools used in data collection in accordance with the problem to be studied include observation, interview and documentation techniques. The data sources used are primary data and secondary data. Meanwhile, in analyzing data, researchers use Miles, Hiberman, Saldana analysis techniques, which include data collection, data reduction, data presentation, and conclusions. The results showed that: 1) The learning strategy used is a demonstration strategy, this strategy emphasizes practice, the second is a behavior modification strategy which is to change student behavior in the right direction. lehi good by giving praise, and the third is a fun strategy that is playing, singing and telling stories (BMC), this strategy can foster students' enthusiasm so that does not feel bored and bored. 2) The implication of PAI learning for children with intellectual disabilities in Tanjungbalai City State Special School is that there are changes and progress of students in learning, so that it can be applied in daily life. Then for the evaluation carried out, namely in the form of written, practical and oral tests. This implementation is adjusted to the level of student ability. 3) Supporting factors that support the success of learning are students, families, especially the role of parents, and teachers. While the inhibiting factors in learning are student learning problems in their thinking skills, adjustment to the environment, and simple language and The child's speech is less clear.
Islamic Religious Education Learning Strategy
Islamic Religi Children with Special Needs
Philosophical Foundations of Islamic Education Policy: Ontological, Epistemological, and Axiological Perspectives
This study examines the philosophical foundations of Islamic education policy through ontological, epistemological, and axiological perspectives using a qualitative literature review approach. The review synthesizes peer-reviewed journal articles, academic books, conference proceedings, and research reports relevant to Islamic educational philosophy and educational policy. The analysis involved literature reduction, thematic categorization, conceptual synthesis, and theoretical interpretation to identify major philosophical patterns and research gaps. The findings indicate that ontology provides the Islamic worldview and educational purpose, epistemology integrates revelation, reason, empirical inquiry, and contextual interpretation as legitimate sources of knowledge, while axiology establishes ethical values that guide curriculum development, educational governance, leadership, and policy implementation. The study further reveals that these three philosophical dimensions function as an integrated framework rather than independent concepts, ensuring coherence between educational objectives, knowledge construction, and ethical practice. The proposed framework contributes to the theoretical development of Islamic education policy and offers practical guidance for policymakers in designing philosophically grounded, ethically responsible, and contextually responsive educational policies.
Copyright (c) 2025 DAAR EL-IDARAH: Journal of Islamic Education Management https://creativecommons.org/licenses/by-nc-sa/4.0
The Role of the Madrasah Principal in Fostering Ideal Leadership at MAN 4 Banyuwangi
This study aims to comprehensively analyze the strategic role of the madrasah principal in establishing an ideal Islamic educational leadership model at MAN 4 Banyuwangi. Employing a qualitative approach with an explanatory case study design, data were gathered from six key informants—comprising the madrasah principal, vice-principals of curriculum, student affairs, and public relations, as well as educational support staff—through in-depth interviews, passive participant observation, and documentary studies. Data trustworthiness was ensured using source and technique triangulation, while data analysis applied the interactive analysis model of Miles, Huberman, and Saldaña continuously. The findings reveal that the ideal leadership at MAN 4 Banyuwangi is realized through the tactical integration of Islamic prophetic values (amanah, 'adl, shura, and uswah) with modern transformational-participative leadership styles. The principal successfully transformed traditional administrative-bureaucratic functions into those of an inclusive change leader by actively involving teachers in strategic policy formulation. Furthermore, the principal’s interpersonal approach and exemplary behavior (uswah) proved effective as a catalyst for educators' intrinsic motivation, navigating the financial rigidities imposed by state budget allocation (DIPA) regulations. The internalization of these spiritual values has significant implications for cultivating a solid, religious, and quality-driven organizational culture that is adaptive to the socio-cultural challenges of a society in transition. This research offers a theoretical contribution to constructing a contemporary value-based leadership model within Islamic educational institutions.
Typology and Styles of Educational Leadership and Their Implementation in Educational Institutions
Educational leadership is a critical factor in determining program effectiveness, learning quality, and school culture, yet challenges like low management efficiency and weak educator collaboration persist. This study examines various educational leadership styles, typologies, and their practical implementation within educational institutions. Employing a qualitative library research methodology, data were gathered from diverse scientific literature sources, including books and journal articles, and analyzed using content analysis to understand leadership patterns deeply. The results identify five primary contemporary leadership styles: instructional, transformational, distributional, participatory, and adaptive-integrative. While each style possesses distinct characteristics and focuses, they collectively complement one another to support organizational effectiveness. This study concludes that the success of educational leadership depends heavily on the leader's ability to flexibly integrate these various styles according to institutional contexts and needs. Such strategic integration plays a crucial role in improving learning quality, strengthening professional collaboration, and supporting seamless adaptation to changes within the modern educational landscape.
The Philosophy of Islamic Education Policy: An Ontological, Epistemological, and Axiological Analysis of Islamic Religious Education Policy
This study aims to analyze the philosophical foundations of Islamic Religious Education (IRE) policy through the integrated perspectives of ontology, epistemology, and axiology using a qualitative literature review approach. Data were collected from peer-reviewed journal articles, scholarly books, conference proceedings, and institutional reports related to Islamic educational philosophy and educational policy. The literature was analyzed using thematic analysis to identify conceptual patterns, theoretical relationships, and emerging perspectives. The findings indicate that ontology explains the nature and purpose of Islamic education based on the principles of tawhid and holistic human development; epistemology emphasizes the integration of revelation, reason, empirical inquiry, and critical reflection in educational policymaking; while axiology highlights Islamic ethical values as the normative foundation for educational objectives, curriculum development, and institutional governance. This study contributes to the development of Islamic education policy theory by proposing an integrated philosophical framework that bridges fragmented philosophical discussions and provides practical guidance for designing value-based, philosophically coherent, and contextually relevant Islamic Religious Education policies
Pesantren Management Based on the Entrepreneurial Eco-Theology Model: Strategies for Achieving the SDGs Through Sustainable Business Innovation
This systematic literature review explores the integration of pesantren management with an entrepreneur eco-theology model as an innovative strategy to realize the Sustainable Development Goals (SDGs). By combining Islamic environmental ethics, pesantren education, and sustainable business innovation, this model offers a holistic approach to development that balances economic growth, environmental sustainability, and social justice. Based on an analysis of 116 scholarly articles, this study synthesizes five key pillars: Islamic eco-theology, pesantren-based conservation, sustainable social entrepreneurship, Islamic finance integration, and green strategy implementation (such as precision agriculture and circular economy). The synthesis confirms that pesantrens hold a strategic position as agents of ecological change through the moral authority of kyais, santri social capital, and economic independence. Real-world practices from pesantrens such as Biharul Ulum Agroecology and ath-Taariq demonstrate that environmental theology transformed into sustainable business actions can mitigate environmental crises.while alleviating poverty. This review yields an integrative conceptual framework and recommends integrated curriculum development and pesantren business incubators as practical guidance for policymakers.
Rethinking Policy Paradigms: From Technocratic Governance to Value-Based and Socially Just Policies
Global educational policies are increasingly dominated by technocratic governance that prioritizes quantitative metrics, standardization, and performative accountability. While structured to elevate quality, this rigid approach inadvertently marginalizes the humanistic, spiritual, and social justice dimensions within faith-based institutions such as madrasahs. This qualitative case study aims to deconstruct the impacts of technocratic governance and propose an alternative framework through the conceptualization of a Vibrant Social-Justice Policy Framework. Data were gathered through in-depth interviews, participatory observations, and documentary analysis involving madrasah leaders, educators, and policy stakeholders. The study focuses on three main trajectories: analyzing the structural distortions of metrics-based regulations, exploring the internalization of value-based policies, and reconstructing socially just educational practices at the grassroots level. The findings indicate that purely technocratic mandates trigger professional alienation among teachers and displace the core spiritual identity of madrasahs. However, through strategic bottom-up value negotiations, madrasahs can successfully integrate spiritual-humanist values and distributive justice into their daily operations. This integration restores pedagogical autonomy and fosters a more inclusive quality ecosystem without compromising administrative relevance. This study contributes a novel theoretical lens to the sociology of Islamic educational policy and offers humanistic regulatory recommendations for policymakers.
Knowledge Authority and Value Degradation in the AI Era Rethinking Islamic Education
The rapid advancement of Artificial Intelligence (AI) has not only transformed information access but has also shifted traditional knowledge authority toward algorithm-driven systems. Within Islamic education, this phenomenon triggers an epistemological dilemma and raises concerns regarding the degradation of moral values and academic character among learners. This study aims to analyze how AI transforms knowledge authority in Islamic education, identify the manifestations of value degradation it causes, and propose a reconstruction of the Islamic educational paradigm to integrate AI ethically and responsibly. This study employed a qualitative literature review approach, utilizing the interactive thematic analysis model of Miles, Huberman, and Saldaña. Peer-reviewed journal articles from Scopus, Web of Science, ERIC, and Google Scholar databases published between 2020 and 2026 were critically analyzed and synthesized from a philosophical-epistemological perspective. The findings indicate that AI has shifted teacher authority from an information ownership paradigm (information authority) toward an interpretive and ethical guidance paradigm (interpretive and ethical authority). Furthermore, excessive dependence on AI potentially triggers the degradation of essential educational values such as intellectual struggle (mujāhadah), the ethics of seeking knowledge (adab al-'ilm), truthfulness (ṣidq), and responsibility (amānah). To address this, this study proposes a reconstruction of the Islamic educational paradigm through a value-based AI integration framework, where teachers are repositioned as epistemic mentors and AI is utilized strictly as a supportive instrument. Theoretically, this study extends the discourse on educational technology by offering a theological-philosophical synthesis that preserves the authenticity of scholarly lineage (sanad) and morality in the digital era.
A Cultural Management Model for Building an Anti-Bullying Environment in Islamic Boarding Schools: A Case Study of Pondok Pesantren Darussalam Paciran Lamongan
This study examines how pesantren culture management can be developed as a strategic model to build an anti-bullying environment for santri, using Pondok Pesantren Darussalam Paciran, Lamongan, as the case. Bullying among santri is often rooted not merely in individual behavior but in the organizational culture of the boarding school, including seniority patterns, weak supervision, and unwritten norms that normalize harsh treatment among peers. This research employs a qualitative case study approach, with data collected through in-depth interviews with the kiai, pengasuh, and santri, participant observation of daily boarding life, and documentation of pesantren regulations. Data were analyzed using the interactive model of Miles, Huberman, and Saldaña. The findings show that Pondok Pesantren Darussalam develops an anti-bullying culture through four interrelated components: internalization of Islamic values, exemplary leadership from the kiai, structured and participatory supervision, and an educative sanction system supported by a santri reporting mechanism. These components form an integrated cultural management model that shifts bullying prevention from reactive punishment toward proactive value-based culture building. The study concludes that deliberate pesantren culture management can significantly reduce bullying risk and strengthen a safe, brotherly, and educative santri environment.
Developing a Digital Islamic Education Model: Integrating Artificial Intelligence, Islamic Pedagogy, and Digital Learning Ecosystems
This study investigates the integration of Artificial Intelligence (AI) and the subsequent transformation of the digital learning ecosystem within Islamic Education (PAI) at SMA 01 Tiris. Operating within a qualitative intrinsic case study design, this research explores how modern educational technologies can be adopted without reducing the foundational spiritual and affective dimensions of traditional Islamic pedagogy. Data were comprehensively gathered using method triangulation—comprising semi-structured in-depth interviews with key institutional stakeholders, participant observations of digital classroom dynamics, and documentary analysis of digital curricula and artifacts. The collected data were analyzed interactively using the Miles, Huberman, and Saldaña framework, while scientific trustworthiness was secured via source triangulation, technical triangulation, and member checking. The empirical findings reveal that the mechanism of AI integration does not lead to institutional secularization; instead, it establishes a framework of "Guided Techno-Spiritual Symbiosis." Within this dual-layered model, AI successfully automates the profane-computational domain by providing cognitive scaffolding, while the human educator retains absolute jurisdiction over the sacred-transformational domain to nurture moral character (akhlak). Furthermore, the structural transformation of the digital learning environment introduces an "Ethical Digital Buffer" based on the prophetic principle of verification (tabayyun), which simultaneously stimulates high-order cognitive competence and digital literacy inside a controlled ethical framework. This study contributes a novel tekno-pedagogical blueprint for religious educational institutions, proving that technological modernism can be harmoniously anchored by transcendental values.
A Review of Student Deposit and Withdrawal Processes at the Bank Sumsel Babel UNSRI Cash Office
This study examines the deposit and withdrawal processes of student funds at the Bank Sumsel Babel Cash Office, Sriwijaya University. Using a qualitative descriptive approach, data were collected through direct observation, interviews with bank staff and students, and documentation of Standard Operating Procedures (SOPs). The findings indicate that transaction procedures have generally been implemented in accordance with banking standards and supported by an integrated core banking system. However, several challenges remain, including errors in transaction slip completion, long queues during peak hours, limited cash availability at certain times, and occasional system disruptions. The study concludes that while the services operate effectively overall, improvements in customer education, service efficiency, and technological infrastructure are needed to enhance service quality for students.
Deposit and withdrawal, Students, Bank Cash Office, Operational Procedures, Banking Service.
Constructing Ecological Identity in Islamic Higher Education: A Systematic Review of Green Branding and Sustainability Management
Environmental sustainability has emerged as a defining dimension of institutional legitimacy in higher education, driven by the global expansion of the Sustainable Development Goals (SDGs) and growing expectations for universities to demonstrate ecological responsibility. Within Islamic higher education, however, a persistent gap remains between rich theological doctrines concerning environmental stewardship and the limited institutionalization of ecological identity within governance and reputation management practices. This study aims to examine how ecological identity can be constructed through the integration of Eco-Islamic values, sustainability management, and green branding strategies. Employing a Systematic Literature Review (SLR) guided by the PRISMA protocol, the study synthesizes scholarly publications indexed in Scopus and SINTA between 2016 and 2026. The review reveals that existing scholarship largely treats Islamic environmental ethics, sustainability governance, and green branding as separate domains, resulting in fragmented conceptual understanding. In response, this study develops the Eco-Islam Green Branding Architecture, a novel conceptual framework that links theological values, institutional sustainability practices, and environmental communication within a unified model of ecological identity formation. The framework contributes both theoretically and practically by providing a pathway through which Islamic higher education institutions can cultivate authentic ecological legitimacy and advance toward the realization of a Sustainable Islamic University
Spiritual Leadership as an Antidote to Academic Burnout: A Conceptual Synthesis of Role Conflict Resolution in Islamic Educational Institutions
Academic burnout within Islamic higher education has evolved into a systemic psychosocial crisis driven by the intensification of global performativity regimes, where publication metrics, accreditation demands, and bureaucratic accountability structures generate persistent role conflict and ontological dissonance among academics whose professional identity is simultaneously anchored in moral, pedagogical, and spiritual responsibilities. Addressing this condition requires more than managerial adaptation; it necessitates a reconstruction of leadership itself. Employing a Critical Conceptual Synthesis design, this study undertakes a dialectical interrogation of dominant techno-managerial paradigms and systematically reconfigures Fry’s Spiritual Leadership framework as an alternative explanatory and organizational architecture. The synthesis identifies three principal role-conflict typologies idealism–pragmatism incongruence, temporal overload, and ambiguity of rewards and demonstrates that the integrated operationalization of Vision, Hope/Faith, and Altruistic Love functions as a structural mechanism capable of neutralizing Rizzo’s role conflicts while simultaneously mitigating Maslach’s dimensions of emotional exhaustion, depersonalization, and reduced professional accomplishment. The resulting framework advances a paradigmatic shift in Islamic Educational Management, repositioning institutional governance beyond secular corporate mimicry toward an ethical-spiritual model that prioritizes meaning, psychosocial resilience, communal belonging, and human flourishing as foundational conditions of sustainable academic life.
Artificial Intelligence Readiness in Educational Management
The development of Artificial Intelligence (AI) has driven significant transformation in educational systems, particularly in educational management, which requires organizational readiness and adaptive leadership to respond to digital change. However, the implementation of AI in Indonesia still faces several challenges, including low levels of digital literacy, limited technological infrastructure, and the lack of optimal leadership strategies in education. This study aims to analyze the level of AI Readiness in educational management and to examine leadership strategies and organizational readiness of schools in responding to AI-based educational transformation. This research employs a Systematic Literature Review (SLR) approach by analyzing relevant scholarly literature from reputable international journals and credible academic sources. The findings indicate that organizational readiness is influenced by several key factors, including human resource competencies, technological infrastructure, digital leadership, organizational culture, and policy support. In addition, digital leadership plays a crucial role in fostering innovation and strengthening sustainable organizational readiness. This study contributes by proposing an integrative conceptual model that combines AI Readiness, Digital Leadership, and Organizational Readiness as a strategic framework for developing AI-based educational management. The findings are expected to provide valuable insights for policymakers and educational practitioners in designing more adaptive and sustainable digital transformation strategies in Indonesia.
Transforming Educational Quality Through Strategic Financial Planning Management
This study investigates the financial planning process at MTs Daruttawabin, focusing on the planning stage of madrasah financial management an aspect underexplored in Islamic education governance research. Using a qualitative approach through interviews, observation, and documentation analysis of RKAM and financial reports, the study finds that financial planning follows a sequential process of needs identification, budget drafting, and management coordination, yet is constrained by heavy dependency on a single funding source (BOS), limited stakeholder participation, and weak long-term needs mapping. These findings contribute theoretically to Islamic educational management by affirming the relevance of participatory and transparency-based planning models, while practically offering a basis for redesigning madrasah financial governance through funding diversification and institutionalization of long-term planning mechanisms.
Classroom Management Model in Making Islamic Religious Education Effective
This study discusses the importance of classroom management in Islamic Religious Education (PAI) learning, given that effective classroom management plays a strategic role in creating a conducive, orderly, and religious learning environment. Such an environment is needed to support the achievement of PAI learning objectives, namely the formation of students’ noble character and morality. This study aims to analyze the concepts, strategies, and implications of classroom management in PAI learning through a literature study approach. The method used is a literature study by collecting and analyzing various primary and secondary sources relevant to the research topic. Primary sources include the Qur’an, hadith, and books of Qur’anic exegesis, while secondary sources consist of books, scientific journals, undergraduate research papers (skripsi), and articles related to classroom management and PAI learning. Data analysis techniques were carried out through reduction, categorization, and synthesis. The results show that classroom management in PAI learning can be implemented through strategies of arranging the physical classroom environment, managing humanistic and religious learning interactions, and applying discipline based on Islamic values. Teachers act as facilitators, motivators, and role models. Supporting factors include teacher competence and facilities, while hindering factors encompass students’ readiness and limitations in learning facilities.
Islamic Religious Education (PAI) learning
Leadership And Entrepreneurial Ethics In Islamic Education
This study examines the synergy between leadership and entrepreneurial ethics in Islamic education as a strategy to improve the quality of educational institution management. Leadership from an Islamic perspective emphasizes not only the ability to organize and direct, but also requires exemplary conduct, trustworthiness (amanah), and justice in managerial processes. Meanwhile, entrepreneurial ethics based on Islamic values stress honesty, halal practices, responsibility, and excellent service in all economic activities. The integration of these two aspects can be observed in Islamic schools through the development of entrepreneurship programs managed professionally while remaining grounded in spiritual values, such as student cooperatives, skills training, and market day activities. This synergy not only supports the economic independence of schools but also serves as a medium for character building, fostering students who are creative, independent, and possess noble character. Therefore, the implementation of Islamic leadership combined with entrepreneurial ethics is able to create a religious, productive, and competitive educational environment, thereby contributing significantly to the sustainable improvement of the quality of Islamic educational institutions.
Islamic leadership, entrepreneurial ethics, Islamic education, school management, character building.
Leadership Strategies in Developing the Quality of Education at Al-Irsyad Kademanan Bondowoso Senior High School (MA) for the 2024-2025 Academic Year
Leadership strategies and educational quality development are two interconnected elements in creating a quality education system. Effective leadership can be the main driver in ensuring that education continues to evolve and meet the expected quality standards. This research aims to: (1) describe leadership strategy planning in developing the quality of education at MA Al-Irsyad Kademangan Bondowoso, (2) describe the implementation of leadership strategies in developing the quality of education at MA Al-Irsyad Kademangan Bondowoso, (3) describe the evaluation of leadership strategies in developing the quality of education at MA Al-Irsyad Kademangan Bondowoso. The research method used is a qualitative approach that generates naturalistic data in the form of natural explanations. Data collection methods include observation, interviews, and documentation. Data analysis methods are interactive, using Miles and Huberman's approach of data reduction, data presentation, and conclusion drawing. The research subjects are the principal, the vice-principal for curriculum, and the teachers. The results of this study indicate that: (1) the strategic leadership planning in developing the quality of education at MA Al-Irsyad Kademangan Bondowoso is first, the existence of a working meeting team, and second, the existence of a curriculum development team. (2) the implementation of strategic leadership in developing the quality of education at MA Al-Irsyad Kademangan Bondowoso includes the implementation of planned programs and extracurricular activities, as well as class management mentoring training, teaching modules prepared by each educator, learning innovation training, and psychological tests for teaching and administrative staff, and talk show activities. (3) the evaluation of strategic leadership in developing the quality of education at MA Al-Irsyad Kademangan Bondowoso includes self and madrasah evaluation, and learning evaluation
Leadership Strategies, Quality of Education
Harnessing Artificial Intelligence in Higher Education Research: Prospects and Challenges
The rapid growth of artificial intelligence (AI) has begun to reshape higher education worldwide, opening new opportunities for innovation in teaching, learning, and research. In Nigeria, where higher education research often struggles with limited funding, infrastructural deficits, and restricted access to global resources, the integration of AI offers both promise and uncertainty. This paper critically examines the prospects and challenges of harnessing AI in higher education research in Nigeria, with a view to identifying strategies that can support its responsible adoption. Adopting a position paper methodology, the study relies on a review and synthesis of secondary sources, including scholarly articles, policy documents, and institutional reports. The analysis was guided by thematic categorisation of opportunities and challenges, with emphasis on the Nigerian higher education context. The findings indicate that AI can enhance efficiency in research processes, broaden access to global scholarship, promote personalised and inclusive studies, and safeguard research quality. However, infrastructural weaknesses, limited technical skills, concerns over data privacy, algorithmic bias, and the absence of strong regulatory frameworks remain significant barriers to adoption. The paper concludes that the responsible integration of AI requires strategic investments in digital infrastructure, researcher capacity-building, ethical safeguards, and locally relevant AI tools. By addressing these issues, Nigerian universities can leverage AI to advance innovation, inclusivity, and sustainability in higher education research, contributing more effectively to national and global knowledge economies.
Continuities and Transformations in Identifying Gifted Students: The Role of Technology and Equity
Gifted education has historically relied on narrow definitions of ability, often equating giftedness with high IQ scores and standardised test performance. While these measures provide clear benchmarks, they have been widely criticised for overlooking creativity, socio-emotional skills, and culturally diverse expressions of talent. The purpose of this research was to explore the continuities and transformations in gifted identification, with particular attention to the role of technology and equity. Specifically, the research asked how traditional markers of giftedness have persisted, how technological innovations have transformed identification practices, and what ethical and inclusivity challenges accompany these changes. Methodologically, the research adopted a qualitative desk research approach. A systematic review of scholarly publications, policy documents, and empirical studies published between 2015 and 2025 was conducted, complemented by key historical works. Thematic analysis was used to trace patterns of continuity, innovation, and ethical concern. The findings revealed that cognitive ability, creativity, problem-solving, and teacher judgment remain central in identification practices, reflecting their deep institutional embeddedness. At the same time, dynamic assessments, AI-driven adaptive platforms, and psychometric modelling represent a significant shift toward more individualised and process-oriented approaches. However, without safeguards, these innovations risk perpetuating inequities. It was concludes that gifted identification must be reframed as both a technical and ethical endeavour. Its contribution lies in offering a conceptual framework that balances innovation with equity, guiding policymakers and educators toward more inclusive and culturally responsive practices.
The Effect of Digital Literacy and Entrepreneurial Orientation on Business Performance of Ijuk Broom MSMEs in Tulungagung Regency
Digitalization has become a key driving force in the transformation of MSME businesses. In the rapidly developing digital economy era, Micro, Small, and Medium Enterprises (MSMEs) face both challenges and opportunities to sustain their operations and improve competitiveness. This study aims to examine the effect of Digital Literacy and Entrepreneurial Orientation on Business Performance among Ijuk Broom MSMEs in Tulungagung Regency. The research population consists of 50 Ijuk Broom MSME entrepreneurs in Tulungagung. Data were collected through the distribution of questionnaires and analyzed using multiple linear regression techniques. The findings indicate that Digital Literacy has a positive and significant effect on Business Performance, suggesting that the ability to utilize digital technology effectively contributes to improved productivity, marketing, and operational efficiency. Entrepreneurial Orientation also shows a positive and significant effect on Business Performance, reflecting the importance of innovation, proactiveness, and risk-taking in business development. Furthermore, Digital Literacy and Entrepreneurial Orientation simultaneously have a positive and significant influence on Business Performance. These results highlight the importance of strengthening digital capabilities and entrepreneurial mindsets to enhance the performance and sustainability of MSMEs in the digital era.
The Impact of Educator Salary Financing Schemes on Basic and Higher Education Quality in Indonesia
This study examines the relationship between educator salary financing policies and the quality of education at both basic and higher levels in Indonesia, with the primary objective of identifying how different salary financing schemes influence teacher welfare, motivation, and ultimately educational outcomes. Using a library research method, this study relies on primary sources such as government regulations and policy documents as well as secondary sources including scholarly articles, reports, and statistical data, with data analyzed through content analysis to explore patterns, comparisons, and critical interpretations. The findings show that educator salary financing plays a decisive role in shaping the overall quality of education, where adequate and sustainable financing schemes improve teacher welfare, performance, classroom engagement, and research productivity, while inadequate or uneven financing structures pose challenges in achieving national education goals. These results suggest that salary financing should be considered not merely as a budgetary expense but as a strategic investment in educational development. The implication of this study is the urgent need for policymakers to design equitable, transparent, and sustainable financing models that align with Indonesia’s long-term vision of improving educational quality.
When the Dignity of Teachers is Underestimated and the Allowance of the House of Representatives is Perpetuated, An Analysis of Inequality in Education Management
The paradox of education in Indonesia is clearly seen through the inequality between the budget for the political elite and the condition of vocational schools at the grassroots level. SMK Nurul Qarnain, a Visual Communication Design major established in 2023 with around 180 students, faces limited facilities, including the absence of a computer laboratory. The policy allows students to bring personal laptops as an adaptive solution that reflects the creativity of pesantren-based education management. Meanwhile, the large salaries and allowances of members of the House of Representatives and the discourse on teacher salaries cause fiscal injustice and weaken the legitimacy of public policy. The qualitative analysis of the case study shows that the limitations of facilities encourage managerial innovation, but still affirm the urgency of redistributing the education budget so that vocational schools receive proportionate support. These findings strengthen academic discussions on the relationship between fiscal justice, policy legitimacy, and the sustainability of vocational education in Indonesia.
Educational Management Fiscal Justice Vocational School
Strategic Leadership in Islamic Education: Enhancing School Effectiveness through Faith-Based Management Approaches
This study explores the role of strategic leadership in Islamic education as a driver of school effectiveness through faith-based management approaches. Islamic education carries a dual mission: achieving academic excellence while fostering moral and spiritual values. Thus, leadership requires not only managerial competence but also the integration of Islamic principles such as amanah (trust), adl (justice), and ihsan (excellence). Adopting a qualitative library research approach, this paper reviews theoretical perspectives and prior studies on educational leadership to analyze how strategic leadership aligns institutional goals with both contemporary demands and Islamic values. The findings indicate that faith-based strategic leadership strengthens school culture, enhances teacher performance, and supports student achievement by combining modern management practices with religious ethics. The study concludes that strategic leadership rooted in Islamic principles enriches educational management by embedding ethical and spiritual dimensions into leadership practices. This integration enables Islamic schools to remain academically competitive while preserving their religious mission, providing valuable insights for leaders and policymakers committed to advancing effective and value-driven education.
Quality Assurance in Islamic Education A Comparative Study of Accreditation Standards and Sharia Based Educational Values
Quality assurance in education is essential to ensuring accountability, transparency, and continuous improvement across institutions worldwide. In Islamic education, this process requires a dual focus: compliance with national and international accreditation standards and the preservation of Sharia-based values that emphasize ethics, spirituality, and holistic human development. This study employed a qualitative, comparative approach using document analysis, literature review, and thematic analysis to explore the intersection of accreditation requirements and Islamic educational principles. Findings reveal that quality assurance in Islamic education encompasses curriculum integrity, teaching and learning quality, governance, student development, and community engagement. Accreditation standards provide structure, accountability, and competitiveness, while Sharia values enrich education with moral and spiritual dimensions. The results show that both frameworks complement one another, fostering graduates who are academically competent and spiritually committed. However, challenges persist, including financial constraints, human resource limitations, and the difficulty of integrating secular and religious curricula. The study concludes that a balanced, integrated model of quality assurance rooted in both accreditation standards and Sharia principles offers a sustainable pathway for Islamic educational institutions, ensuring their credibility, integrity, and contribution to society.
The Role of Ethical Leadership in Strengthening Organizational Culture within Islamic Higher Education
This study explores the role of ethical leadership in strengthening organizational culture within Islamic higher education institutions. Ethical leadership, which emphasizes integrity, justice, accountability, and spiritual guidance, is essential for aligning academic excellence with Islamic values. Unlike secular institutions that often prioritize managerial efficiency, Islamic higher education requires leadership that functions not only as an administrative tool but also as a moral compass. Using a qualitative research design, data were collected through interviews, observations, and document analysis from academic leaders, administrators, and faculty members. The findings reveal that ethical leadership manifests in several key dimensions, including integrity and transparency, justice and fairness, spiritual and moral role modeling, accountability and stewardship, and community engagement. These dimensions significantly contribute to building trust, fostering collaboration, integrating academic and spiritual values, and strengthening institutional legitimacy. However, challenges such as limited financial resources, resistance to reforms, and pressures from globalization and government policies remain obstacles to implementation. The study concludes that ethical leadership serves as a fundamental driver of sustainable organizational culture in Islamic higher education. By embedding Islamic ethical principles into governance and institutional practices, leaders can balance global academic demands with faith-based commitments, ensuring both resilience and credibility.
Integrating Digital Transformation in Islamic Educational Institutions: Challenges and Opportunities for Sustainable Management
Digital transformation has become an essential aspect of modern education, including in Islamic educational institutions. These institutions face the dual responsibility of adopting technological innovation while maintaining their spiritual and moral foundations. This study aims to explore the challenges and opportunities of integrating digital transformation for sustainable management in Islamic education. Using a qualitative approach, data were gathered through interviews, observations, and document analysis. The findings show that digital transformation offers opportunities such as wider access to education, more effective management, and improved collaboration among stakeholders. At the same time, it presents challenges including limited infrastructure, digital literacy gaps, financial constraints, and the need to align technology with Islamic values. The study highlights the importance of leadership in balancing innovation with faith-based principles, ensuring that digital transformation supports both institutional sustainability and the holistic development of learners.
digital transfor-mation, Islamic education, sustaina-ble management
Social Media Management Strategies of Islamic Boarding Schools in Enhancing Public Trust
This study examines social media management strategies employed by Islamic boarding schools (pesantren) in enhancing public trust. As pesantren increasingly engage with digital platforms, social media has become a vital tool for branding, transparency, and communication with stakeholders. Using a qualitative approach through literature review and case analysis, this research identifies key strategies such as consistent content creation, value-based messaging, and interactive engagement with audiences. The findings reveal that effective social media management not only improves the public image of pesantren but also strengthens trust by showcasing accountability, educational achievements, and community service. Moreover, challenges such as limited digital literacy and resource constraints are highlighted as factors that need to be addressed. This study contributes to the understanding of how pesantren can optimize social media to build credibility, foster community relations, and sustain institutional development in the digital era.