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All Journal El-Mudarris: Jurnal Manajemen Pendidikan dan Kepemimpinan Sekolah
Hasniah Hasniah
Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda, Indonesia
Religion Agriculture, Biological Sciences & Forestry Earth & Planetary Sciences Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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Membangun Toleransi di Sekolah Dasar Multireligi: Integrasi Kepemimpinan Kontinjensi Fiedler dan Komunikasi Lintas Iman Laura Paramita; Ariyadi F; Yustika Caprilin Costantina Paramita; Hasniah Hasniah; Junedi Junedi; Zamroni Zamroni
El-Mudarris: Jurnal Manajemen Pendidikan dan Kepemimpinan Sekolah Vol. 2 No. 04 (2026): Jurnal El-Mudarris: Jurnal Manajemen Pendidikan dan Kepemimpinan Sekolah
Publisher : El-Mudarris: Jurnal Manajemen Pendidikan dan Kepemimpinan Sekolah

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  Religious diversity in elementary schools can generate social friction when it is not managed through appropriate leadership. This qualitative case study examines the application of Fiedler's contingency leadership and interfaith communication in preventing friction at SDN 011 Sangatta Utara, East Kutai Regency, a school with 95.2% Muslim and 4.8% non-Muslim students. Data were collected through document study (the school's curriculum document and national basic education data) and interviews with the principal and four religious education teachers (Islam, Catholic, Protestant, and Hindu). Findings show that the principal applies a leadership style that shifts according to the situation: democratic-participatory for general programs and firm-responsive for sensitive religious issues, supported by fair authority distribution and equal religious scheduling policies. Interfaith communication occurs through coordination forums among religious teachers, involvement in school planning meetings, joint cross-religious activities, and solution-oriented closed-door mediation. Tolerance values are actively instilled through four complementary religious pathways. However, the study reveals an important gap: the absence of scheduled alternative activities for non-Muslim students during majority-oriented daily habituation, and interfaith communication that remains more reactive to incidents than institutionally preventive. The practical implication is that principals need to institutionalize scheduled interfaith communication forums and design equitable alternative activities for minority groups, while the theoretical implication enriches Islamic education management studies with empirical evidence of contingency leadership applied to religious diversity in elementary schools.
Peran Komunitas Belajar Guru dalam Mengatasi Pembelajaran Monoton dan Kesenjangan Literasi AI di Sekolah Dasar Hasniah Hasniah; Nurfitriani Nurfitriani; Dita Yovieta Dewi; Laura Paramita; Andi Syamsuddin Tang
El-Mudarris: Jurnal Manajemen Pendidikan dan Kepemimpinan Sekolah Vol. 2 No. 04 (2026): Jurnal El-Mudarris: Jurnal Manajemen Pendidikan dan Kepemimpinan Sekolah
Publisher : El-Mudarris: Jurnal Manajemen Pendidikan dan Kepemimpinan Sekolah

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Learning transformation through the Merdeka Curriculum requires elementary school teachers to provide learning experiences that are active, varied, contextual, and adaptive to technological developments. However, classroom practices still face challenges in the form of monotonous teaching approaches and gaps in teachers’ Artificial Intelligence (AI) literacy. This study aims to analyze the role of teacher Learning Communities (Kombel) in addressing monotonous learning and AI literacy gaps in elementary schools. A descriptive qualitative approach was employed at SDN 009 Sangatta Utara. The study involved 10 informants selected purposively. Data were collected through observation, interviews, and documentation and analyzed using the Miles, Huberman, and Saldaña interactive model through data condensation, data display, and conclusion drawing and verification. The findings indicate that monotonous learning is associated with limited pedagogical variation and an insufficient culture of professional reflection among teachers. The AI literacy gap extends beyond technical skills to include evaluative, pedagogical, and ethical competencies. Kombel serves as a collaborative space for sharing teaching practices, peer mentoring, technology exploration, experimentation, and collective reflection. The novelty of this study lies in positioning Kombel as a school-based professional development mechanism that simultaneously connects pedagogical transformation with the strengthening of teachers’ AI literacy. The findings emphasize the importance of sustainable collaboration and school leadership support in developing innovative and technology-responsive teaching practices.
Co-Authors Andi Syamsuddin Tang Ariyadi F Dita Yovieta Dewi Junedi Junedi Laura Paramita Nurfitriani Nurfitriani Yustika Caprilin Costantina Paramita Zamroni Zamroni