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All Journal Journal of Social Studies and Education
Rizki Amelia
Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda, Indonesia
Humanities Education Social Sciences

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Beyond Academic Achievement: Integrating Three Domains of Talent Management in Elementary Education Dita Yovieta Dewi; Zamroni; Laura Paramita; Rizki Amelia; Sirajuddin
Journal of Social Studies and Education Vol. 3 No. 2 (2025)
Publisher : Al-Qalam Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jsse.v3i2.801

Abstract

This study analyzes how a religiously affiliated elementary school manages students' academic, non-academic, and religious talents through an integrated performance management system. Using a qualitative, descriptive-exploratory single-case study design, the research was conducted at school. Data were collected through semi-structured interviews with five purposively selected informants and document analysis, then analyzed through data condensation, data display, and conclusion drawing and verification. The findings reveal that talent management operates through continuous goal setting, talent identification, differentiated coaching, monitoring, feedback, evaluation, and follow-up. The school applies shared management processes while adapting developmental targets and assessment instruments to each talent domain. Although religious, academic, and non-academic activities can reinforce students' discipline and development, competing schedules, fatigue, and resource constraints require careful coordination. The study concludes that integrated talent management depends on systematic planning and collaboration among school leaders, teachers, and families. These findings contribute a tripartite performance management perspective and offer practical guidance for coordinating student development while safeguarding motivation and well-being.
Transformational Leadership and Collaborative Teacher Learning: Building Readiness for Deep Learning in Primary Education Nurfitriani; Hasan Baharun; Dita Yovieta Dewi; Laura Paramita; Rizki Amelia
Journal of Social Studies and Education Vol. 3 No. 1 (2025)
Publisher : Al-Qalam Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jsse.v3i1.1300

Abstract

This study examines how transformational leadership supports teacher readiness for Deep Learning (Pembelajaran Mendalam, PM) through regular Teacher Working Group (Kelompok Kerja Guru, KKG) activities in a Model School in Indonesia. A qualitative single-case study was conducted at school. Data were collected through semi-structured interviews with the principal and a fifth-grade teacher, along with document analysis of the school's vision and mission statements, KKG invitations, attendance records, meeting minutes, and photographs. Data were analyzed through data condensation, display, and conclusion verification. The findings reveal that the principal supports teacher development by communicating a shared vision, facilitating collaborative learning, providing reflective supervision, mapping professional needs, and adapting guidance to teachers' readiness. KKG provides opportunities for experience sharing and instructional reflection, although consistent classroom implementation and student learning outcomes remain unverified. The study concludes that professional development becomes more meaningful when leadership connects shared direction, teacher participation, and practical follow-up. The findings imply that principals should strengthen collaborative planning, document instructional changes, and evaluate improvement using classroom evidence and student learning outcomes.
The Role of Ihsan-Based Leadership in Enhancing Teacher Work Engagement and Institutional Sustainability Rizki Amelia; Mursalim; Muhammadiyah Amin
Journal of Social Studies and Education Vol. 3 No. 2 (2025)
Publisher : Al-Qalam Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jsse.v3i2.2856

Abstract

This study aims to develop an Ihsan-Based Leadership (IBL) framework and explain how it may strengthen teacher work engagement and contribute to the sustainability of Islamic educational institutions. It adopts a post-positivist perspective and proposes a sequential exploratory mixed-methods design involving qualitative interviews, scale development and validation, and quantitative testing of six propositions using structural equation modeling. As a conceptual study, it derives its findings from theoretical synthesis rather than empirical observations. The analysis identifies four IBL dimensions: muraqabah-based integrity, itqan-driven excellence, rahmah-oriented care, and amanah-based stewardship. These dimensions are expected to generate job resources, including psychological safety, competence, emotional support, autonomy, and transcendental meaning, which may enhance teachers’ vigor, dedication, and absorption. Teacher engagement is further conceptualized as a contributor to four sustainability pillars: academic, human-capital, spiritual-cultural, and financial-operational sustainability. The study concludes that IBL offers an Islamic ethical leadership framework linking inner accountability with professional excellence. Its implications include guiding leadership development and institutional evaluation in practice, while future empirical research must validate the construct, measures, and proposed relationships.
Co-Authors Baharun, Hasan Dita Yovieta Dewi Laura Paramita Muhammadiyah Amin Mursalim Nurfitriani Sirajuddin Zamroni