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Muaddin, Akhmad
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Kepemimpinan Adaptif dan Rekonstruksi Perencanaan Strategis Pendidikan Islam di Era Kurikulum Dinamis Kusuma Ningrum, Istikomah; Muaddin, Akhmad; Eka Mahmud , Muchammad
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 2, Juni 2026
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.49749

Abstract

This study explores the implementation of adaptive leadership and the reconstruction of strategic planning in Islamic Education at SDN 009 Samarinda Ilir within the context of a dynamic curriculum. The research problem centers on how adaptive leadership is enacted in the reconstruction of strategic planning for Islamic Education and on identifying the supporting and inhibiting factors that shape this process. A qualitative case study design was employed, with data collected through in‑depth interviews involving the principal, vice‑principal, four teachers, and six grade VI students, complemented by observation and documentation of school programs, curriculum documents, and institutional work plans. Data were analyzed using descriptive‑analytic thematic techniques, supported by source and method triangulation to enhance credibility. The findings indicate that adaptive leadership serves as a primary driver in reconstructing Islamic Education’s strategic planning through systematic socialization, professional training, and participatory discussions, thereby facilitating the integration of Islamic values into revised curriculum practices. Internal supporting factors comprise the principal’s commitment, teachers’ professional capacity, and a participatory organizational culture, whereas internal constraints include limited strategic planning capacity, resistance among some teachers, and workload pressure. External supporting factors stem from policy support, capacity‑building programs by educational authorities, and community partnerships, while external constraints include limited operational funding, policy uncertainty at the local level, and variable stakeholder commitment. The study concludes that adaptive leadership and reconstructed strategic planning in Islamic Education at Elementary School 009 Samarinda Ilir constitute vital resources for sustaining value‑oriented, responsive, and contextually grounded schooling in an era of dynamic curriculum change
PERAN KEPEMIMPINAN VISIONER KEPALA MADRASAH DALAM PERENCANAAN PENGEMBANGAN PENDIDIKAN ISLAM BERBASIS DATA PADA ERA TRANSFORMASI DIGITAL Yuliani, Eka; Muaddin, Akhmad; Eka Mahmud, Muchammad
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 Nomor 02, Juni 2026 Public
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.49978

Abstract

Visionary leadership has become increasingly decisive for madrasah development as educational planning is shaped by digital transformation, accountability demands, and the growing availability of institutional data. This article examines how visionary leadership of madrasah principals can strengthen data-based development planning in Islamic education institutions. The study employs an integrative literature review drawing on peer-reviewed journal articles, official policy documents, and recent publications on educational planning, school digital leadership, principal data literacy, and the digital governance of madrasahs. The review shows that effective planning in madrasah settings does not depend merely on the presence of data systems, but on the leader’s ability to convert data into strategic priorities, collective commitment, and measurable programmes. Visionary leadership contributes through five interrelated functions: future orientation, evidence-based diagnosis, participatory alignment, digital ecosystem orchestration, and continuous monitoring-reflection. In the Indonesian context, the strengthening of data-informed planning in general education and the expansion of EMIS, EDM, and e-RKAM within the madrasah ecosystem indicate a broader shift from compliance-oriented administration toward evidence-informed governance. However, implementation remains constrained by uneven digital capacity, limited analytical literacy, fragmented data practices, and weak linkage between planning and budgeting. This article offers an integrative model that positions visionary madrasah leadership as the bridge connecting institutional values, data use, and sustainable quality improvement.
KEPEMIMPINAN VISIONER PEREMPUAN DALAM PERENCANAAN PENGEMBANGAN PENDIDIKAN ISLAM: KAJIAN PUSTAKA Kurniati, Devi; Muaddin, Akhmad; Eka Mahmud, Muchammad
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 Nomor 02, Juni 2026 Public
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.50441

Abstract

Islamic educational institutions are expected to formulate development plans that move beyond administrative routines and are able to respond to social change, digital transformation, institutional competition, and the strengthening of Islamic values. In this situation, visionary leadership is crucial because it links long-term direction, organizational culture, and operational development programs. At the same time, women leaders in Islamic education still encounter stereotypes, structural barriers, and biased assumptions, even though recent studies indicate their significant contribution to participatory governance, relational communication, innovation, and sustainable school improvement. This article aims to analyze the contribution of women's visionary leadership to planning the development of Islamic education. The study employs a qualitative descriptive approach through a directed literature review of recent journal articles published in 2021–2025 and major books published in 2021–2023 on women’s educational leadership, visionary leadership, school improvement, and strategic planning in Islamic education. The review shows that women’s visionary leadership can strengthen educational development planning through five interconnected dimensions: value-based future orientation, participatory planning, adaptive governance, inclusive human resource development, and continuous evaluation. The article contributes a conceptual synthesis that positions women’s leadership not merely as a matter of representation, but as a strategic pathway for improving the quality, integrity, and competitiveness of Islamic educational institutions.
STATEGI KEPEMIMPINAN KEPALA PAUD UNTUK MENGINTEGRASIKAN MEDIA LOKAL DIGITAL KEBUDAYAAN DALAM KURIKULUM ANAK USIA DINI Santy; Muaddin, Akhmad; Eka Mahmud, Muchammad
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 2, Juni 2026 Publish
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.51195

Abstract

This study aims to identify and formulate a leadership strategy model for early childhood education (PAUD) principals in integrating culturally‑rooted local digital media into the early childhood curriculum at TK Sehati, Loa Janan Ilir. The research employed a qualitative case‑study design; primary data were collected through in‑depth interviews (one principal, four teachers, two parents), participatory observation, and document analysis (policies, annual work programs, and lesson plans), while secondary data comprised supporting documents related to media development. The case‑study approach was selected to enable a holistic and in‑depth understanding of policy context, leadership practices, media development processes, and socio‑educational dynamics within a single PAUD institution. Findings indicate that the principal of TK Sehati has designed and implemented a leadership strategy model composed of three core components: (1) policy planning for the development of culturally based local digital media, (2) ongoing training and mentoring for teachers in media development, and (3) strengthened collaboration with parents and local communities. Implementation of the model is evidenced by internal policy documents, a schedule of regular training activities, mechanisms for community participation in content production, and the allocation of resources for media development. The model has facilitated increased teacher initiative in producing materials on identity and tradition; however, implementation faces significant challenges, including variability in teachers’ technical competencies, inconsistent harmonization of practices across age groups, limited centralized documentation, and weak monitoring and evaluation mechanisms. These findings provide an empirical basis for policymakers and PAUD practitioners to formulate contextualized, pedagogically oriented leadership strategies that leverage digital technology to preserve and transmit local cultural heritage
Implementasi Kepemimpinan Visioner untuk Pengembangan Mutu Lembaga Pendidikan Islam: Implementasi Kepemimpinan Visioner untuk Pengembangan Mutu Lembaga Pendidikan Islam Diah Kurniawati, Anita; Eka Mahmud, Muchammad; Muaddin, Akhmad
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 2, Juni 2026 Publish
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.51206

Abstract

Visionary leadership is one of the main factors in developing Islamic educational organizations oriented toward quality improvement. This study aims to describe the implementation of visionary leadership in quality development of Islamic educational organizations at the Yayasan Pendidikan Islam dan Al-Quran (YAPIA) Al-Azhar Samarinda, the strategies applied and obstacles faced, and to analyze its impact on school quality improvement. The research used a qualitative approach with a case study conducted at schools under the foundation, namely TK Al-Azhar 4, MI Al-Azhar , MTs Al-Azhar Samarinda and SMK Al-Azhar during April – May 2026. Data were collected through interviews with six respondents (the foundation’s person in charge, four school principals, and one key informant), participatory and non-participatory observations, and document studies. The results indicate that: 1) The implementation of visionary leadership is carried out through a structured mechanism in formulating, communicating, and internalizing the vision, although there are variations in consistency among the educational units. 2) Strategies for developing teacher professionalism include training, the development of an integrated Islamic-valued curriculum aligned with national standards, building a culture of quality, and strengthening evaluation and internal accreditation systems. 3) Identified internal obstacles include limited budget, resistance to change, competency gaps among teachers, and suboptimal coordination among units. External challenges include changes in government regulations and increasing parental expectations regarding the quality of Islamic education. 4) The impact of visionary leadership on quality improvement includes improved school accreditation status, enhanced teacher competencies, student learning achievements, increased stakeholder satisfaction, and the development of a structured quality culture. This study provides practical contributions for developing leadership and quality policies at YAPIA Al-Azhar Samarinda and for similar Islamic educational institutions in East Kalimantan.
Co-Authors Diah Kurniawati, Anita Eka Mahmud , Muchammad Eka Mahmud, Muchammad Eka Yuliani Kurniati, Devi Kusuma Ningrum, Istikomah Santy