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Digital Leadership of Madrasah Principals in the Era of Artificial Intelligence Siti Zuroidah; Muslih Qomarudin; Ali Kuswadi; Dwi Sugianik; Feri Riski Dinata
Assyfa Journal of Islamic Studies Vol. 4 No. 2 (2026): Assyfa Journal of Islamic Studies
Publisher : CV. Bimbingan Belajar Assyfa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61650/ajis.v4i2.1300

The rapid advancement of Artificial Intelligence (AI) has accelerated digital transformation in education, requiring madrasah principals to move beyond technology adoption toward leading innovative, adaptive, and value-based organizational change. Within Islamic educational institutions, digital leadership must not only improve organizational effectiveness but also preserve Islamic educational values. This study aimed to analyze the digital leadership practices of madrasah principals in the era of Artificial Intelligence and to develop a digital leadership model that reflects the characteristics of Islamic education. A qualitative multi-site case study design was employed in four State Islamic Senior High Schools (Madrasah Aliyah Negeri) in Lampung Province, Indonesia, namely MAN 1 Bandar Lampung, MAN 1 Metro, MAN 1 Lampung Selatan, and MAN 1 Pringsewu. Data were collected through in-depth interviews, observations, and document analysis involving madrasah principals, vice principals, teachers, administrative staff, and information technology personnel. Data were analyzed using the interactive model of Miles, Huberman, and Saldaña, consisting of data condensation, data display, and conclusion drawing and verification. The findings reveal that the digital leadership of madrasah principals plays a strategic role in facilitating digital transformation through the development of a digital vision, AI governance, teachers' digital capacity development, data-driven decision-making, collaborative digital organizational culture, and the integration of Islamic values into technology implementation. Based on these findings, the study proposes a Digital Leadership Model for Madrasah Principals in the Era of Artificial Intelligence, consisting of six interconnected dimensions: Digital Vision, AI Governance, Teachers' Digital Capacity Development, Data-Driven Decision-Making, Collaborative Digital Organizational Culture, and Islamic Ethical Leadership. The proposed model contributes to the advancement of Digital Leadership theory by integrating AI governance and Islamic ethical leadership into a comprehensive framework. It also provides practical guidance for madrasah principals and policymakers in promoting sustainable, responsible, and value-based digital transformation within Islamic educational institutions.

Good Governance-Based Madrasah Management for Quality Education Nurmas Qulatul Khoiriah; Ali Kuswadi; Dwi Sugianik; Feri Riski Dinata; Muslih Qomarudin
Assyfa Journal of Islamic Studies Vol. 4 No. 2 (2026): Assyfa Journal of Islamic Studies
Publisher : CV. Bimbingan Belajar Assyfa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61650/ajis.v4i2.1301

The quality of education in madrasahs is determined not only by effective teaching and learning processes but also by the quality of institutional governance. However, the implementation of madrasah governance in Indonesia continues to face significant challenges, including limited transparency, inadequate accountability, insufficient stakeholder participation, and the lack of integration of Islamic governance values into managerial practices. This study aims to analyze the implementation of Good Governance-Based Madrasah Governance and to develop a governance model capable of promoting high-quality education. A qualitative multi-site case study design was employed in three public Islamic senior high schools (MAN 1 Palembang, MAN 2 Palembang, and MAN 3 Palembang). Data were collected through in-depth interviews, participant observation, and document analysis involving principals, vice principals, teachers, administrative staff, school committee members, and madrasah supervisors. Data were analyzed using the interactive model of Miles, Huberman, and Saldaña, consisting of data condensation, data display, and conclusion drawing and verification. The findings reveal that Good Governance-based madrasah governance is constructed through six interrelated dimensions: transparency, accountability, stakeholder participation, effectiveness and efficiency in resource management, responsive leadership, and Islamic governance values comprising amanah (trustworthiness), al-'adl (justice), shura (consultation), integrity, and mas'uliyyah (responsibility). The integration of these six dimensions strengthens institutional governance, improves the quality of educational services, enhances stakeholder trust, and supports sustainable educational quality improvement. This study proposes a Good Governance-Based Madrasah Governance Model that integrates modern governance principles with Islamic governance values, providing a conceptual contribution to the development of governance frameworks for Islamic educational institutions.

Internal Quality Assurance Management in Islamic Higher Education Institutions Adi Rahmat; Dwi Sugianik; Feri Riski Dinata; Muslih Qomarudin; Ali Kuswadi
Assyfa Journal of Islamic Studies Vol. 4 No. 2 (2026): Assyfa Journal of Islamic Studies
Publisher : CV. Bimbingan Belajar Assyfa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61650/ajis.v4i2.1302

Penelitian ini bertujuan untuk mengkaji pengelolaan penjaminan mutu internal di lembaga pendidikan tinggi Islam, khususnya yang berkaitan dengan perencanaan mutu, implementasi, evaluasi, pengendalian, perbaikan berkelanjutan, dan integrasi nilai-nilai Islam. Penelitian ini menggunakan pendekatan kualitatif dengan desain studi kasus. Data dikumpulkan melalui wawancara semi-terstruktur, observasi, dan dokumentasi yang melibatkan pimpinan lembaga, personel penjaminan mutu, pengelola fakultas atau program studi, dan dosen. Data dianalisis secara tematik melalui kondensasi data, penyajian data, dan penarikan kesimpulan, sementara kredibilitas data diperkuat melalui triangulasi sumber dan teknik. Temuan menunjukkan bahwa penjaminan mutu internal diimplementasikan melalui siklus perumusan standar mutu, implementasi, pemantauan dan evaluasi, tindakan korektif, dan perbaikan berkelanjutan. Penelitian ini juga menemukan bahwa komitmen kepemimpinan, keterlibatan unit akademik, dan koordinasi antar struktur penjaminan mutu merupakan faktor penting dalam memastikan efektivitas sistem penjaminan mutu. Lebih lanjut, nilai-nilai Islam seperti integritas, tanggung jawab, disiplin, etika, dan pengembangan karakter diintegrasikan ke dalam praktik mutu lembaga dan berkontribusi pada identitas khas pendidikan tinggi Islam. Studi ini menyimpulkan bahwa penjaminan mutu internal tidak seharusnya hanya diposisikan sebagai mekanisme akreditasi dan administrasi, tetapi sebagai sistem manajemen institusional terintegrasi untuk mengembangkan budaya mutu yang berkelanjutan. Studi ini berkontribusi dengan mengusulkan perspektif terintegrasi yang menghubungkan manajemen mutu, kepemimpinan institusional, peningkatan berkelanjutan, dan nilai-nilai Islam dalam sistem penjaminan mutu internal.

Innovation Management in the Development of Islamic Education Curriculum Susanti; Feri Riski Dinata; Muslih Qomarudin; Dwi Sugianik
Assyfa Journal of Islamic Studies Vol. 4 No. 2 (2026): Assyfa Journal of Islamic Studies
Publisher : CV. Bimbingan Belajar Assyfa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61650/ajis.v4i2.1303

The rapid development of digital technology, artificial intelligence, changing learner characteristics, and the growing demands for twenty-first-century competencies require Islamic educational institutions to pursue systematic curriculum innovation while maintaining their Islamic identity and values. This study aims to analyze innovation management in Islamic education curriculum development and identify the processes, strategies, and factors that support sustainable curriculum innovation. The study employed a qualitative approach using a literature study method. Data were obtained through the identification and analysis of relevant academic literature addressing innovation management, curriculum development, Islamic education, digital transformation, and technology integration in education. The data were analyzed using thematic analysis through the stages of identification, coding, categorization, interpretation, and synthesis of findings across the selected literature. The findings indicate that innovation management in Islamic education curriculum development consists of four major dimensions: innovation identification and strategic planning, collaborative implementation and teacher capacity development, integration of digital technology and Islamic values, and evaluation, continuous improvement, and institutionalization of innovation. These dimensions form a continuous innovation cycle in which Islamic values function as the philosophical and ethical foundation. The novelty of this study lies in conceptualizing curriculum innovation management as an organizational process that integrates technological adaptation, collaboration, competency development, evaluation, and Islamic values within a single continuous innovation cycle. The study emphasizes that curriculum innovation in Islamic education should not be limited to educational modernization but should produce curricula that are adaptive to change, relevant to learners' needs, ethically oriented in the use of technology, and firmly grounded in Islamic educational identity.

Crisis Management in Islamic Educational Institutions during the Era of Disruption Ismi Azizah Ulya; Muslih Qomarudin; Ali Kuswadi; Dwi Sugianik; Feri Riski Dinata
Assyfa Journal of Islamic Studies Vol. 4 No. 2 (2026): Assyfa Journal of Islamic Studies
Publisher : CV. Bimbingan Belajar Assyfa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61650/ajis.v4i2.1304

The era of digital disruption has created significant challenges for Islamic educational institutions, particularly Salafiyah Islamic boarding schools, in maintaining their educational identity while responding to rapid technological developments. This study aims to analyze crisis management practices at Pondok Pesantren Hidayatus Salafiyah in Lampung Timur and to develop an integrated crisis management model that supports organizational resilience without compromising the institution's religious values and educational traditions. This study employed a qualitative case study approach. Data were collected through in-depth interviews with the kyai, educators, administrative staff, and students, as well as participant observation and document analysis. Data were analyzed using thematic analysis involving data reduction, coding, categorization, interpretation, and triangulation to ensure the credibility and trustworthiness of the findings.The findings indicate that crisis management within the pesantren is characterized by three main dimensions. First, digital adaptation is implemented selectively rather than comprehensively, whereby technological innovation is adopted only when it supports educational quality and institutional governance while preserving the traditional bandongan and sorogan learning systems. Second, Islamic values, including amanah, shura, ikhlas, ukhuwah, tawakkul, and maslahah, serve as the ethical foundation for organizational decision-making during periods of disruption. Third, the study proposes the Integrated Crisis Management Model for Salafiyah Islamic Boarding Schools in the Era of Digital Disruption (ICM-SIBS Model), consisting of six interrelated components: external disruption, crisis identification, crisis leadership, Islamic ethical filtering, selective digital adaptation, human resource capacity building, and organizational resilience. This study concludes that effective crisis management in Salafiyah Islamic boarding schools is achieved not through comprehensive digitalization but through adaptive leadership, value-based governance, selective technological adoption, and continuous human resource development. The proposed model contributes to the development of crisis management theory in Islamic educational institutions by integrating Islamic ethical values with organizational adaptation and digital transformation.

Strategies for Strengthening Organizational Culture in High-Performing Madrasahs Ade Mubarok; Ali Kuswadi; Dwi Sugianik; Feri Riski Dinata; Muslih Qomarudin
Assyfa Journal of Islamic Studies Vol. 4 No. 2 (2026): Assyfa Journal of Islamic Studies
Publisher : CV. Bimbingan Belajar Assyfa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61650/ajis.v4i2.1305

Organizational culture has increasingly been recognized as a critical determinant of educational quality and institutional performance. However, previous studies have primarily examined organizational culture as a factor influencing school effectiveness, while limited attention has been given to the organizational mechanisms through which culture is strengthened to produce sustainable achievement. This study aims to analyze the strategies for strengthening organizational culture in outstanding madrasahs and to develop a conceptual model explaining how organizational culture contributes to sustainable institutional excellence. A qualitative multiple-case study design was employed in three outstanding madrasahs in Indonesia. Data were collected through in-depth interviews, participant observation, and document analysis involving principals, vice principals, teachers, administrative staff, school committee members, and students. Data were analyzed using the interactive model of Miles, Huberman, and Saldaña, complemented by cross-case analysis.The findings reveal that sustainable achievement is generated through a continuous organizational culture reinforcement cycle consisting of three interconnected stages: internalization, institutionalization, and sustainability. Internalization embeds organizational and Islamic values through exemplary leadership, communication, and habituation; institutionalization integrates these values into governance systems, quality assurance, and organizational routines; while sustainability maintains organizational culture through continuous evaluation, professional development, leadership succession, innovation, and stakeholder engagement. These mechanisms collectively create a resilient organizational culture that continuously supports academic, non-academic, religious, and institutional achievement.This study contributes theoretically by proposing the Organizational Culture Reinforcement Cycle Model, which shifts the paradigm from viewing achievement as the primary organizational goal to understanding it as the consequence of a strong and sustainable organizational culture. The model extends existing organizational culture theory by explaining the dynamic process through which organizational values are transformed into sustainable institutional excellence.

Implementing Data-Driven Decision Making in Madrasah Management Ari Pramono; Feri Riski Dinata; Muslih Qomarudin; Ali Kuswadi; Dwi Sugianik
Assyfa Journal of Islamic Studies Vol. 4 No. 2 (2026): Assyfa Journal of Islamic Studies
Publisher : CV. Bimbingan Belajar Assyfa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61650/ajis.v4i2.1307

The rapid advancement of Artificial Intelligence (AI) has accelerated digital transformation in education, requiring madrasah principals to move beyond technology adoption toward leading innovative, adaptive, and value-based organizational change. Within Islamic educational institutions, digital leadership must not only improve organizational effectiveness but also preserve Islamic educational values. This study aimed to analyze the digital leadership practices of madrasah principals in the era of Artificial Intelligence and to develop a digital leadership model that reflects the characteristics of Islamic education. A qualitative multi-site case study design was employed in four State Islamic Senior High Schools (Madrasah Aliyah Negeri) in Lampung Province, Indonesia, namely MAN 1 Bandar Lampung, MAN 1 Metro, MAN 1 Lampung Selatan, and MAN 1 Pringsewu. Data were collected through in-depth interviews, observations, and document analysis involving madrasah principals, vice principals, teachers, administrative staff, and information technology personnel. Data were analyzed using the interactive model of Miles, Huberman, and Saldaña, consisting of data condensation, data display, and conclusion drawing and verification. The findings reveal that the digital leadership of madrasah principals plays a strategic role in facilitating digital transformation through the development of a digital vision, AI governance, teachers' digital capacity development, data-driven decision-making, collaborative digital organizational culture, and the integration of Islamic values into technology implementation. Based on these findings, the study proposes a Digital Leadership Model for Madrasah Principals in the Era of Artificial Intelligence, consisting of six interconnected dimensions: Digital Vision, AI Governance, Teachers' Digital Capacity Development, Data-Driven Decision-Making, Collaborative Digital Organizational Culture, and Islamic Ethical Leadership. The proposed model contributes to the advancement of Digital Leadership theory by integrating AI governance and Islamic ethical leadership into a comprehensive framework. It also provides practical guidance for madrasah principals and policymakers in promoting sustainable, responsible, and value-based digital transformation within Islamic educational institutions.

Collaborative Management between Madrasahs and Communities for Educational Quality Improvement Hairul Pasya; Muslih Qomarudin; Ali Kuswadi; Dwi Sugianik; Feri Riski Dinata
Assyfa Journal of Islamic Studies Vol. 4 No. 2 (2026): Assyfa Journal of Islamic Studies
Publisher : CV. Bimbingan Belajar Assyfa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61650/ajis.v4i2.1308

This study aims to analyze collaborative management between madrasahs and communities in improving educational quality. The study employed a qualitative approach using a literature review method to identify, analyze, and synthesize previous research findings related to madrasah-community collaboration, stakeholder participation, and educational quality improvement. Data were obtained from relevant scholarly literature and analyzed using thematic analysis through the stages of identification, categorization, interpretation, and synthesis. The findings indicate that collaborative management between madrasahs and communities operates through four main dimensions: communication and trust building, participatory program planning, role sharing and resource mobilization, and collaborative evaluation and continuous quality improvement. These dimensions form a collaborative cycle that transforms communities from merely supporting madrasah programs into strategic partners in educational quality development. Systematically managed collaboration can expand educational resources, increase program relevance, strengthen institutional accountability, and foster a sustainable quality culture. The novelty of this study lies in integrating community participation into the madrasah quality management mechanism through a cycle of communication and trust, participatory planning, role and resource sharing, collaborative implementation, joint evaluation, continuous quality improvement. The study concludes that improving educational quality depends not only on the internal capacity of madrasahs but also on their ability to establish and manage productive, participatory, and sustainable collaborative relationships with communities.

Management of Child-Friendly School Development from an Islamic Education Perspective Eva Afriani; Feri Riski Dinata; Muslih Qomarudin; Ali Kuswadi; Dwi Sugianik
Assyfa Journal of Islamic Studies Vol. 4 No. 2 (2026): Assyfa Journal of Islamic Studies
Publisher : CV. Bimbingan Belajar Assyfa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61650/ajis.v4i2.1309

The development of child-friendly schools has become a strategic necessity for creating educational environments that are safe, inclusive, participatory, and supportive of students' holistic development. However, existing studies have largely approached child-friendly schools as child protection programs, while their integration with school management and Islamic educational values has received comparatively limited comprehensive attention. This study aims to analyze the management of child-friendly school development from the perspective of Islamic education and to identify the managerial dimensions that support the creation of educational environments oriented toward children's protection and holistic development. The study employed a qualitative approach using a literature study design. Data were obtained from scholarly journal articles, academic books, research reports, and relevant policy documents addressing child-friendly schools, educational management, child protection, and Islamic education. The data were analyzed through thematic analysis involving data reduction, coding, categorization, interpretation, and synthesis. The findings indicate that child-friendly school development management from the perspective of Islamic education consists of five interconnected dimensions: Islamic value-based leadership and policy, a safe and compassionate school culture, child-centred and participatory learning, integrated child protection and student well-being, and collaboration among schools, families, and communities. Islamic values of compassion, justice, responsibility, benefit, and respect for human dignity provide the normative foundation for strengthening these five dimensions. The study contributes conceptually by positioning the child-friendly school not merely as a child protection program but as a value-based institutional transformation process that integrates leadership, school culture, learning, protection, and stakeholder collaboration in a sustainable manner. This perspective offers a framework for Islamic educational institutions to develop child-friendly environments that promote children's safety, participation, dignity, and holistic development. Keywords: school management; child-friendly school; Islamic education; child protection; educational leadership; school culture.

Strengthening Organizational Resilience in Islamic Educational Institutions Murdani; Ali Kuswadi; Dwi Sugianik; Feri Riski Dinata; Muslih Qomarudin
Assyfa Journal of Islamic Studies Vol. 4 No. 2 (2026): Assyfa Journal of Islamic Studies
Publisher : CV. Bimbingan Belajar Assyfa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61650/ajis.v4i2.1310

Islamic educational institutions face increasingly complex challenges arising from technological transformation, changing educational policies, organizational uncertainty, and social disruption. These conditions require institutions to develop organizational resilience while maintaining their Islamic identity and educational mission. This study aims to examine how organizational resilience can be strengthened in Islamic educational institutions by focusing on adaptive leadership, technological adaptation, stakeholder collaboration, Islamic values, and organizational learning. This study employed a qualitative approach with a descriptive case study design. Data were collected through semi-structured interviews, observations, and documentation, while participants were selected using purposive sampling. Data were analyzed through data reduction, data display, and conclusion drawing, with source and technique triangulation used to strengthen data credibility. The findings show that organizational resilience is strengthened through adaptive and participatory leadership, flexible use of technology, stakeholder collaboration, internalization of Islamic values, and continuous organizational learning. Islamic values such as amanah, shura, ikhtiar, and tawakkal function not only as ethical principles but also as organizational resources that strengthen trust, responsibility, collective commitment, and adaptive capacity. The novelty of this study lies in integrating organizational resilience theory with adaptive leadership, social capital, organizational learning, and Islamic organizational values into a holistic perspective of institutional resilience. The study concludes that resilient Islamic educational institutions are those capable of anticipating disruption, adapting organizational practices, learning from experience, and transforming challenges into sustainable development while maintaining their Islamic institutional identity

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