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All Journal J-PAI: Jurnal Pendidikan Agama Islam Journal of Islamic Education
Sulalatun Nikma
Universitas Sunan Gresik
Religion Education Other

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Model Kepemimpinan Situasional Hersey, Blanchard, dan Nicholls dalam Perspektif Kepemimpinan Pendidikan Islam Fatimatul Baroroh; Sulalatun Nikma
Journal of Islamic Education Vol. 4 No. 1 (2026): May 2026 In Press
Publisher : Yayasan Pondok Pesantren Sunan Bonang Tuban

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61231/szy7pc65

Abstract

: Leadership is a critical factor in determining the success of educational institutions, including within the context of Islamic education. The increasingly dynamic changes in the educational environment require leaders of educational institutions to possess the adaptability to adjust their leadership styles to the organizational conditions and characteristics of the human resources under their leadership. One relevant approach to addressing these challenges is the situational leadership model developed by Paul Hersey and Ken Blanchard and refined by Nicholls. This study aims to analyze Hersey and Blanchard’s situational leadership concept, the level of follower readiness, the leadership styles derived from this model, and its relevance from the perspective of Islamic educational leadership. The research method employed is a literature review (library research) involving the examination of various relevant scientific literature, including books and journal articles. Data analysis was conducted using a descriptive qualitative approach through the process of collecting, selecting, and interpreting literature sources related to situational leadership theory and Islamic educational leadership. The results of the study indicate that the situational leadership model emphasizes the importance of alignment between leadership styles and the level of follower readiness in carrying out specific tasks. The level of followers’ readiness is classified into four categories—low to high—which determine the application of the telling, selling, participating, and delegating leadership styles. This approach provides flexibility for leaders to adjust directive and supportive behaviors according to organizational conditions and members’ needs. From an Islamic education perspective, the situational leadership model aligns with leadership values such as trustworthiness, responsibility, justice, and consultation. The integration of situational leadership theory with Islamic leadership values is expected to create an adaptive, humanistic, and effective leadership model that enhances the quality of management and the performance of Islamic educational institutions.
Identity Vulnerability and Religious Meaning Reconstruction among Street-Connected Children: Toward a Restorative Islamic Education Achmad Alfaridzih; Fafika Hikmatul Maula; Sulalatun Nikma; Husniyatus Salamah Zainiyati; Achmad Muhibin Zuhri
J-PAI: Jurnal Pendidikan Agama Islam JPAI Vol. 13 No. 1 Juli-Desember 2026
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/jpai.v13i1.43778

Abstract

Street-connected children are often viewed through poverty, while stigma, social exclusion, and religiosity remain underexplored. This study examines how social marginalization, religious meaning-making, and Islamic education intersect in their lived experiences. Using Interpretative Phenomenological Analysis (IPA), the study involved 15 street-connected children and 10 supporting informants across four urban areas in East Java, Indonesia. Findings were interpreted through social psychological, sociological, and Islamic educational perspectives. Participants’ experiences of social rejection, limited recognition, and stigma were conceptualized as Identity Vulnerability, while religion emerged as a source of hope, acceptance, and meaning through Religious Meaning Reconstruction. Based on these IPA findings, the study inductively proposes Restorative Islamic Education as a conceptual orientation for restoring hope, identity, and human dignity. The study contributes to Islamic education scholarship by extending its focus beyond religious knowledge and behavioral formation toward a more relational, contextual, and humanizing orientation for socially vulnerable learners.
Co-Authors Achmad Alfaridzih Achmad Muhibin Zuhri Fafika Hikmatul Maula Fatimatul Baroroh Husniyatus Salamah Zainiyati