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All Journal Munaddhomah: Jurnal Manajemen Pendidikan Islam Research Horizon
Mada Sutapa
Universitas Negeri Yogyakarta, Indonesia
Religion Arts Humanities Economics, Econometrics & Finance Education Law, Crime, Criminology & Criminal Justice Social Sciences Other

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Integrating Personal Mastery and Team Learning through Strategic Curriculum Design: A Systematic Literature Review Tegar Adi Satria; Mada Sutapa
Research Horizon Vol. 6 No. 2 (2026): Research Horizon - April 2026
Publisher : LifeSciFi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54518/rh.6.2.2026.1115

Abstract

This study aims to systematically examine how curriculum functions as a strategic tool in developing personal mastery and team learning within the context of 21st-century education. The central issue addressed is how effective curriculum design can foster reflective individual growth and support the development of collaborative learning cultures. Qualitative research design using a systematic literature review approach was employed, analyzing articles published between 2018 and 2025 from Google Scholar and Scopus databases. The findings reveal that curriculum designs integrating approaches such as mastery learning, team-based learning, and problem-based learning effectively enhance students’ conceptual understanding, self-directed learning, and collaborative skills. Adaptive and reflective curricula supported by futures literacy and sustainability-oriented frameworks contribute to the development of lifelong learning and organizational learning cultures. The study concludes that curriculum functions as a strategic instrument capable of orchestrating both individual and collective learning processes. It emphasizes the need for flexible, student-centered, and collaborative curriculum models to foster resilient and adaptive educational systems in response to global challenges.
Islamic Values-Based Management and Teacher Performance in Madrasah Aliyah: Commitment and Spiritual Intelligence Qolbi Khoiri; Ajamalus Ajamalus; Mada Sutapa; Dimas Kurnia Robby; Maydi Aula Riski
Munaddhomah: Jurnal Manajemen Pendidikan Islam Vol. 7 No. 3 (2026): Progressive Management of Islamic Education
Publisher : Prodi Manajemen Pendidikan Islam Pascasarjana Institut Pesantren KH. Abdul Chalim Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31538/munaddhomah.v7i3.2850

Abstract

This study examines the relationship between Islamic Values-Based Management (IVBM) and teacher performance in Madrasah Aliyah, with organizational commitment as a mediating variable and spiritual intelligence as both a direct predictor and a moderating variable. Using a quantitative explanatory design, data were collected from 297 teachers of public and private Madrasah Aliyah in Padang and Bengkulu, Indonesia. The data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) with SmartPLS 4.0. The findings show that IVBM has a strong and significant effect on organizational commitment. Organizational commitment and spiritual intelligence also have significant positive effects on teacher performance. However, the direct effect of IVBM on teacher performance is not significant when organizational commitment and spiritual intelligence are included in the model. The indirect effect of IVBM on teacher performance through organizational commitment is significant, indicating that organizational commitment serves as the main mechanism through which Islamic managerial values are linked to teacher performance. The moderating effects of spiritual intelligence are not significant, suggesting that spiritual intelligence functions more clearly as a personal resource that directly supports teacher performance rather than as a boundary condition in the proposed model. Multigroup analysis shows no significant differences in structural relationships across institutional status or location. This study contributes to Islamic education management literature by demonstrating that Islamic values become organizationally effective when they are institutionalized in governance practices and internalized as teachers’ commitment to madrasah goals.
Co-Authors Ajamalus Ajamalus Dimas Kurnia Robby Maydi Aula Riski Qolbi Khoiri Tegar Adi Satria