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All Journal Hunafa: Jurnal Studia Islamika Jurnal Pendidikan Islam J-PAI: Jurnal Pendidikan Agama Islam Risâlah, Jurnal Pendidikan dan Studi Islam Edukasi Islami: Jurnal Pendidikan Islam Islamika : Jurnal Ilmu-Ilmu Keislaman AT-TA`DIB Jurnal Studia Insania Khazanah: Jurnal Studi Islam dan Humaniora AL-TANZIM : JURNAL MANAJEMEN PENDIDIKAN ISLAM EduReligia : Jurnal Pendidikan Agama Islam Attadib: Journal of Elementary Education AS-SABIQUN: Jurnal Pendidikan Islam Anak Usia Dini Al Marhalah ARZUSIN: Jurnal Manajemen dan Pendidikan Dasar International Journal of Education and Digital Learning (IJEDL) Jurnal Tahsinia Innovative: Journal Of Social Science Research Jurnal Inovasi Pendidikan Agama Islam INTIHA : Islamic Education Journal JUMPA : Jurnal Manajemen Pendidikan Business and Applied Management Journal Moderation: Journal of Islamic Studies Review Ngaji Jurnal Pendidikan Islam
Hasbiyallah, Hasbiyallah
Unknown Affiliation
Religion Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Public Health Social Sciences Other

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Educational Quality Inequality and the Role of Principal Leadership in Realizing Educational Equity Hasbiyallah, Hasbiyallah; Hermawan, A. Heris; Salsabila, Aulia Nursekha; Nasir, Tatang Muh; Sain, Zohaib Hassan
JURNAL AL-TANZIM Vol 10, No 1 (2026)
Publisher : Nurul Jadid University, Probolinggo, East Java, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/al-tanzim.v10i1.12085

Abstract

Inequality in education is still a structural and ongoing problem in Indonesia. This phenomenon includes regional differences in quality, restricted access to educational technology, and a lack of professional development opportunities for instructors in underprivileged areas. These circumstances have increased the disparity between richer and less developed regions and led to unequal educational services. The purpose of this study is to investigate how school principals may lead in resolving these problems and advancing educational equity. A Systematic Literature Review (SLR) of 34 reputable journal publications and policy papers was used in this investigation. Google Scholar, Scopus, and Garuda were used for the search, and the results were selected based on theoretical contribution, methodological quality, and topic relevance. To identify trends, tactics, and the role of school leadership in advancing educational equity, the data were subjected to thematic analysis. The results show that thoughtful, context-responsive, and participative leadership makes a substantial contribution to closing educational gaps. By encouraging cooperation, raising teacher motivation, and making the most of school resources, principals serve as change agents. The study’s practical implications promote the implementation of equitable national education by highlighting the need for context-specific, long-lasting, and socially just school leadership development strategies.
Participatory Leadership in Madrasah Governance: Exploring Practices, Paradoxes, and Power Relations in Islamic Secondary Education Hasbiyallah, Hasbiyallah; Rifky Alfauzy, Mochammad; Fawaiz Hakim, Ahmad; Sabiq Alfaruq, Muhammad; Sumarni, Ani
JUMPA : Jurnal Manajemen Pendidikan Vol 6, No 2 (2025)
Publisher : Universitas Nurul Jadid

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/jumpa.v6i2.14809

Abstract

Participatory leadership in madrasah governance has become increasingly significant in response to growing demands for transparency, accountability, and collaboration in Islamic education. This study aims to examine and analyze participatory leadership practices in a Madrasah Tsanawiyah, focusing on mechanisms of participation, teachers’ interpretations, and the distribution of roles and responsibilities. Employing a qualitative case study design, data were collected through in-depth interviews, non-participant observations, and document analysis involving the principal, vice principals, and teachers engaged in madrasah management. Data were analyzed using an interactive model consisting of data reduction, data display, and conclusion drawing. The findings reveal that participatory leadership is primarily enacted through deliberative forums that function as formal spaces for teacher involvement while simultaneously serving as mechanisms of social legitimacy for institutional decisions, despite the persistence of centralized authority. Teacher participation in supervision and deliberation is experienced ambivalently, functioning both as a dialogical process of professional development and as a source of professional pressure. Furthermore, the distribution of roles reflects organizational trust and collaboration but also generates role ambiguity due to limited clarity of authority and resource support. These findings suggest that participatory leadership in madrasah governance is best understood as a dynamic and context-dependent spectrum of social practices.
Strategic Management of Educational Institutions: A Balanced Scorecard Perspective Mawardi, Gilman; Hasbiyallah, Hasbiyallah; Khoirunnisa, Nurul; Habibilah, Fauziah
Business and Applied Management Journal Vol. 3 No. 1 (2025): January-June
Publisher : Al-Qalam Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/bamj.v3i1.835

Abstract

This study examines the strategy for developing educational institutions through the integration of the Balanced Scorecard (BSC) at Madrasah Tsanawiyah Negeri. The research aims to analyze the implementation of BSC as a strategic management tool, identify supporting and inhibiting factors, and evaluate its impact on academic and non-academic performance. The research method employs a qualitative case study approach, involving in-depth interviews and document analysis. The results indicate that Madrasah Tsanawiyah Negeri has adopted BSC principles in its Strategic Plan 2020–2024, although the term BSC is not explicitly used. The implementation of BSC has contributed to improved budget transparency, stakeholder participation, and teacher competence. However, challenges such as cultural resistance, limited ICT infrastructure, and administrative burdens remain obstacles. The study also reveals that the integration of Islamic values such as shura (consultation) and amanah (trustworthiness) strengthens BSC implementation. Recommendations include simplifying performance indicators, human resource training, and technology optimization. This study provides theoretical contributions to the adaptation of BSC in Islamic education contexts and practical guidance for other madrasah.
Co-Authors Abdul Rojak, Abdul Abdullah, Husen Afifah, Yanti Amalia Ahmad Syarif Alamsyah, Agung Ara Hidayat, Ara Budi Utomo Dedih, Ujang Duran, Büşra Nur Fachriyah, Neng Vera Fahri Ali Husaen, Muhammad Fatih Ar-Rayyan, Muhammad Fauzan, Farhan Ahmad Fawaiz Hakim, Ahmad Fikri, Miftahul Fikri, Miftahul Habibilah, Fauziah Hasanah, Nisa Hermawan, A. Heris Hermawan, Ganjar Huri, Vivi Silvia Ida Farida Ihsan, Mahlil Nurul Ishak, Encep Jailani, Ani Karlaely, Irma Kasmin, Kasmin Khoiruddin, Heri Kurniasih, Siti Rohmah Mafruhah, Ane Zunnatul Mahmud Mahmud Mai Dhuhani, Elfridawati Maslani, Maslani Mawardi, Gilman Mayasari, Annisa Munawar, Fuad Munawar, Slamet Natsir, Nanat Fatah Nur Azizah, Ismi Nuraeni, Anita Nurdiana, Budi Nurdiyanto Nurdiyanto, Nurdiyanto Nuroh, Laelatul Nurul Khoirunnisa Nurzanah, Nisa Pebriansyah, Ilham Arif Purnama, Jajang Rahma Shaliha, Khadijah Rifky Alfauzy, Mochammad Ruswandi, Uus Sabiq Alfaruq, Muhammad Sain, Zohaib Hassan Salsabila, Aulia Nursekha Saputri, Septia Nur Sina, Siti Nabilah Solahuddin, Solahuddin Sonia, Gina Aria Suhendi, Saca Sulhan, Moch Sulhan, Moh Sumarni, Ani Supiana, Supiana Tarsono Tarsono Tatang Muh Nasir Undang Burhanudin, Undang