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All Journal Indonesian Journal of Educational Science (IJES) Alinea: Jurnal Bahasa, Sastra, dan Pengajaran MUMTAZ: Jurnal Pendidikan Agama Islam
Saihan
Universitas Islam Negeri Kiai Haji Achmad Siddiq Jember, Indonesia
Religion Humanities Education Languange, Linguistic, Communication & Media Other

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The Performance Of Madrasah Principals As Supervisors In Fostering Teacher Professionalism At Islamic Educational Institutions Qodiriyah; Samsul Arifin; Saihan
Indonesian Journal of Educational Science (IJES) Vol. 8 No. 2 (2026): Indonesian Journal of Educational Science (IJES) : July 2026
Publisher : Universitas Sulawesi Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31605/ijes.v8i2.6394

Abstract

This study aims to examine the performance of madrasa principals as supervisors in fostering teacher professionalism in Islamic educational institutions through a multi-case study at MA Nurul Islam Bades and MA Syarifuddin Lumajang. A qualitative approach with a multi-case design was employed to explore the processes of planning, implementation, and follow-up of academic supervision. Data were collected through in-depth interviews, observations, and document analysis, and analyzed using an interactive model involving data reduction, display, and conclusion drawing. The findings reveal that the two madrasas demonstrate both convergent and divergent supervisory practices. In the planning and implementation stages, MA Syarifuddin Lumajang adopts a more structured and formal approach based on measurable performance indicators, while MA Nurul Islam Bades applies a flexible and context-responsive approach grounded in teachers’ practical needs. Both institutions employ humanistic and collaborative supervision; however, MA Nurul Islam emphasizes a familial-cultural approach, whereas MA Syarifuddin integrates professional and procedural systems. In terms of follow-up supervision, MA Nurul Islam prioritizes personal mentoring, dialogic feedback, and spiritually grounded guidance, while MA Syarifuddin develops systematic programs, including training, formal evaluations, and structured professional learning communities. These findings indicate that teacher professionalism is enhanced through the integration of personal, systemic, and spiritual dimensions. Therefore, this study proposes an integrative supervision model that is adaptive, collaborative, and value-based as an effective strategy to improve teacher professionalism in Islamic educational contexts.
Transformational Leadership the quality Development of Ma'had Al-Izzah International Islamic Boarding School the Stone Town Sudirman; Moh. Khusnuridlo; Saihan; Lailatul Usriyah
MUMTAZ : Jurnal Pendidikan Agama Islam Vol. 6 No. 1 (2026): June 2026
Publisher : Program Studi Pendidikan Agama Islam, Fakultas Tarbiyah, Institut Agama Islam (IAI) Ibrahimy Genteng Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69552/mumtaz.v6i1.3788

Abstract

This study is motivated by the importance of transformational leadership in improving the quality of modern Islamic boarding school-based education that integrates spiritual values, academic culture, professionalism, and a global orientation. Ma’had Al Izzah International Islamic Boarding School in Batu City is challenged to develop an excellent and adaptive educational system while maintaining its traditional Islamic boarding school values. This study aims to analyze the implementation and evaluation system of transformational leadership in the institution’s quality development. This research employed a qualitative approach with a case study design. Data were collected through in-depth interviews, observations, and documentation involving the principal, board of directors, teachers, dormitory supervisors, and various institutional activities. The analysis was conducted based on the perspective of transformational leadership within the context of modern Islamic education. The findings reveal that transformational leadership at Ma’had Al Izzah is implemented through strengthening the institutional vision, fostering a quality-oriented culture, integrating Islamic and academic curricula, developing students’ character, and enhancing human resources based on exemplary conduct, discipline, and quality orientation. The leadership evaluation system is carried out systematically through supervision, program evaluation, institutional coordination, and continuous improvement to ensure the effectiveness and sustainability of educational quality.
Transformation of Pesantren Literacy Through the Sorogan Method in Reading Kitab Kuning Abdillah As’ad; M Khusna Amal; Saihan; Alex Haris Fauzi
Alinea: Jurnal Bahasa, Sastra dan Pengajaran Vol. 6 No. 2 (2026): Alinea: Jurnal Bahasa, Sastra, dan Pengajaran
Publisher : Bale Literasi: Lembaga Riset, Pelatihan & Edukasi, Sosial, Publikasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/alinea.v6i2.4764

Abstract

Pesantren face the need to preserve the tradition of kitab kuning literacy amid technological developments and changing learning practices. This condition raises the question of how the sorogan method can adapt without losing the epistemological and pedagogical character of the pesantren. This study aims to analyze the transformation of pesantren literacy through the sorogan method in reading kitab kuning at Pondok Pesantren Modern (PPM) Al-Azhar Muncar, Banyuwangi. The study employed a qualitative case study design involving kiai, ustadz, senior santri, and junior santri as research subjects. Data were obtained through participant observation, in-depth interviews, documentation, and field notes, and were analyzed thematically. The findings indicate that sorogan functions as a dynamic literacy practice through individualized reading, direct correction, repetition, textual interpretation, and teacher validation. The transformation also involves increased learner autonomy, annotation practices, digital access to Islamic texts, and the use of digital resources as complementary learning tools. However, digital resources do not replace the pedagogical and epistemic role of the kiai and ustadz. The study contributes to understanding pesantren literacy transformation as an adaptive process that integrates traditional Islamic learning with contemporary literacy practices while maintaining the centrality of teacher-guided knowledge validation.
Co-Authors Abdillah As’ad Alex Haris Fauzi Lailatul Usriyah M Khusna Amal Moh. Khusnuridlo Qodiriyah Samsul Arifin Sudirman