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Developing Green Leadership in Schools: A Principal's Journey Through Biographical Narrative Analysis for Environmental Sustainability Prasetyo Agung Darmawan; Sururi Sururi; Suryadi Suryadi; Asep Dikdik
Nidhomul Haq : Jurnal Manajemen Pendidikan Islam Vol. 10 No. 2 (2025): Transformative Islamic education management
Publisher : Prodi Manajemen Pendidikan Islam Universitas KH Chalim Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31538/ndhq.v10i2.169

This study identifies the successful green leadership practices of a primary school principal, serving as a reference for other educational leaders in responding to the global environmental crisis. The Biographical Narrative Interpretive Method (BNIM) was employed to explore the principal's leadership journey through narrative inquiry, with data collected through interviews, observations, and document analysis. Findings were analysed using BNIM procedures, presented thematically, and visualised using NVivo software. The study reveals patterns of green school leadership that contribute to the development of leadership Theory through three specific technical contributions. Methodologically, this research introduces BNIM as a novel approach to exploring environmental leadership development in educational sectors. Theoretically, it establishes an operational framework for green school leadership, comprising five personal values and six measurable leadership practices. It provides a proven implementation model for effectively addressing school environmental challenges. Research contributions are demonstrated through concrete solutions to school environmental problems, including the elimination of waste bins through the universal adoption of reusable containers by students and the transformation of the school into a pilot site for cultivating 60 horticultural trees, promoting sustainable ecological learning. Additionally, six measurable leadership strategies were implemented, encompassing the establishment of vision, sharing environmental knowledge, inspirational communication, stakeholder engagement, proactive behavior, and long-term commitment. These strategies effectively address waste management challenges, promote environmental awareness within the school community, and significantly contribute to the development of green leadership practices in educational institutions

Transformational Leadership of Kiai in Character Building: Exploring Teachers' Lived Experience in Islamic Institutions Mawardi Mawardi; Aan Komariah; Sururi Sururi; Suryadi Suryadi; Mawardi Mawardi; Aan Komariah; Sururi Sururi; Suryadi Suryadi; Eka Prihatin
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 6 No. 4 (2026)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065.v6.i4.2026.2

This research explores the lived experience of teachers implementing Islamic leadership values in educational institutions through an interpretative phenomenological analysis approach. Involving one teacher participant from an Islamic secondary school undergoing management reform, this study identifies significant gaps between ideal Islamic leadership and practical implementation. Three major themes emerged: an Islamic value-practice gap, in which Islamic principles were formally invoked in institutional discourse yet incompletely operationalized in relational and decision-making structures; a capacity-readiness deficit, in which structural reform was introduced ahead of human resource preparation, producing implementation failure that was rational rather than attitudinal in character; and professional development formalism, in which institutional learning programs were experienced as certification-oriented compliance exercises rather than substantive supports for teacher professional identity. Together, these themes converge on a central finding: theological commitment at the leadership level does not, by itself, produce Islamic value enactment at the organizational level. The study contributes theoretical insights for contextualizing Islamic leadership in modern educational organizations and provides practical recommendations for improving institutional management through participatory governance mechanisms, sequenced capacity building, and professionally relevant learning programs.

School Culture Transformation through Collaborative Leadership Practices Wina Kurniasih; Sururi Sururi; Suryadi Suryadi
Jurnal Pendidikan (Teori dan Praktik) Vol 11 No 1 (2026): Vol. 11 No. 1 (2026): Volume 11, Nomor 1, April 2026
Publisher : Fakultas Ilmu Pendidikan Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jp.v11n1.p49-60

This study examines school culture transformation as a foundation for sustainable teacher professional development by analyzing how collaborative leadership is associated with the development of collaborative cultural practices in Indonesian elementary schools. Using a mixed-methods sequential exploratory design, data were collected from 298 teachers across 51 public schools in Purwakarta District and analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The findings indicate that collaborative leadership significantly predicts the development of a collaborative school culture, which in turn is positively related to teacher professional growth and performance. The model explained approximately 30% of the variance in collaborative culture and 38% in teacher performance, with cultural transformation acting as a partial mediator between leadership and teacher outcomes. These results suggest that improvements are associated with processes such as fostering trust and psychological safety, strengthening shared purpose and collective efficacy, and embedding collaborative and reflective routines within school practices. The study concludes that collaborative leadership serves as an important enabling factor in strengthening teacher development and supporting school culture transformation, while emphasizing that such transformation is context-dependent and shaped by broader organizational conditions within Indonesian schools.

Analisis Model Evaluasi Program Pendidikan Karakter Islami Pada Satuan Pendidikan Tingkat SD di Kabupaten Pidie Jaya Mukhlis Mukhlis; Djaman Satori; Eka Prihatin; Suryadi Suryadi
JAMP : Jurnal Administrasi dan Manajemen Pendidikan Vol 8, No 3 (2025): Volume 8 No 3 September 2025
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract: This study aims to analyze the implementation of the Islamic character education program in elementary schools in Pidie Jaya Regency using the CIPP evaluation model (Context, Input, Process, Product) to determine its effectiveness, readiness, and the challenges encountered in shaping students’ character. Applying a qualitative evaluative approach, data were collected through observations, in-depth interviews with the education office, school principals, teachers, and community leaders, as well as documentation studies of curricula, assessment instruments, and school activity programs. The findings indicate that in terms of context, the program is strongly supported by local government regulations and the religious culture of the community. In the input component, teacher competence in integrating Islamic character values into learning and the availability of facilities such as prayer rooms, libraries, and character-building spaces vary significantly among schools, influencing program quality. Regarding the process, religious habituation activities such as congregational prayer, Qur’an recitation, and moral guidance are implemented well, although the integration of character values into classroom learning remains inconsistent. In the product component, the program demonstrates positive impacts on students’ behavior, but its effectiveness is hindered by digital exposure, limited parental supervision, and uneven implementation across schools. The study concludes that the program is moderately effective but requires strengthening in teacher capacity, facility provision, and collaboration among the three centers of education: school, family, and community. Recommendations include continuous teacher training, development of adequate supporting facilities, enhancement of digital literacy and supervision, and the establishment of a more systematic and sustainable evaluation mechanism for program improvement. Keywords: Islamic Character Education; CIPP Model; Elementary Schools; Program Evaluation Abstrak: Penelitian ini bertujuan untuk menganalisis pelaksanaan program pendidikan karakter Islami pada satuan pendidikan tingkat sekolah dasar di Kabupaten Pidie Jaya dengan menggunakan model evaluasi CIPP (Context, Input, Process, Product) guna mengetahui efektivitas, kesiapan, dan hambatan program dalam membentuk karakter peserta didik. Penelitian ini menggunakan pendekatan kualitatif dengan jenis penelitian evaluatif melalui teknik observasi, wawancara mendalam dengan dinas pendidikan, kepala sekolah, guru, serta tokoh masyarakat, dan studi dokumentasi terhadap kurikulum, instrumen penilaian, serta program kerja sekolah. Hasil penelitian menunjukkan bahwa dari aspek konteks, program memiliki landasan kebijakan yang kuat melalui Peraturan Bupati serta dukungan budaya masyarakat yang religius. Pada aspek input, ditemukan bahwa kompetensi guru dalam mengintegrasikan nilai karakter Islami serta ketersediaan sarana prasarana seperti mushalla, perpustakaan, dan fasilitas pembinaan akhlak masih belum merata sehingga memengaruhi kualitas implementasi program. Pada aspek proses, kegiatan pembiasaan religius seperti salat berjamaah, tadarus, dan pembinaan akhlak berlangsung baik, tetapi integrasi nilai karakter ke dalam pembelajaran masih belum konsisten di semua sekolah. Pada aspek produk, program memberi dampak positif terhadap perilaku siswa meskipun belum optimal karena adanya pengaruh digitalisasi, rendahnya pengawasan orang tua, dan variasi penerapan antar sekolah. Simpulan penelitian menegaskan bahwa program telah berjalan cukup efektif namun membutuhkan penguatan pada kompetensi guru, fasilitas pendukung, dan sinergi tripusat pendidikan. Saran penelitian meliputi peningkatan pelatihan guru, pengembangan sarana prasarana, penguatan literasi digital, serta evaluasi program yang lebih sistematis dan berkelanjutan. Kata kunci: Pendidikan Karakter Islami; Model CIPP; Sekolah Dasar; Evaluasi Program

Optimizing Learning Communities through a Systematic Literature Review: A Conceptual MOKBA Model for Enhancing Teachers’ Pedagogical Competence Sinta Asih; Suryadi Suryadi; Deni Kadarsah; Nurdin Nurdin; Juliani Musti Khofifah
Edunesia : Jurnal Ilmiah Pendidikan Vol. 7 No. 2 (2026)
Publisher : Research, Training and Philanthropy Institution Natural Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51276/edu.v7i2.1679

This study examines how Learning Communities support teachers’ pedagogical competence and proposes the MOKBA (Model for Optimizing Adaptive Learning Communities) as a managerial framework for sustainable professional learning. Using a qualitative systematic literature review guided by PRISMA, 18 articles published from 2020 to 2025 were selected from Google Scholar, DOAJ, and ERIC and analyzed through Miles and Huberman’s interactive model. The synthesis shows that Learning Communities strengthen four core dimensions of pedagogical competence: instructional design, classroom implementation, ICT integration, and assessment literacy. The most effective mechanisms are lesson study, peer coaching, collaborative design, and data-driven reflection. Based on these findings, MOKBA is formulated through four cyclical phases: needs diagnosis, collaborative design, guided implementation, and collective reflection with impact evaluation. The model positions Learning Communities not merely as informal collaboration spaces, but as accountable systems embedded in school quality management. This study contributes a conceptual framework for strengthening teacher professionalism, instructional quality, and sustainable school-based professional development.

Analisis Model Evaluasi Program Pendidikan Karakter Islami Pada Satuan Pendidikan Tingkat SD di Kabupaten Pidie Jaya Mukhlis Mukhlis; Djaman Satori; Eka Prihatin; Suryadi Suryadi
JAMP : Jurnal Administrasi dan Manajemen Pendidikan Vol 8, No 3 (2025): Volume 8 No 3 September 2025
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract: This study aims to analyze the implementation of the Islamic character education program in elementary schools in Pidie Jaya Regency using the CIPP evaluation model (Context, Input, Process, Product) to determine its effectiveness, readiness, and the challenges encountered in shaping students’ character. Applying a qualitative evaluative approach, data were collected through observations, in-depth interviews with the education office, school principals, teachers, and community leaders, as well as documentation studies of curricula, assessment instruments, and school activity programs. The findings indicate that in terms of context, the program is strongly supported by local government regulations and the religious culture of the community. In the input component, teacher competence in integrating Islamic character values into learning and the availability of facilities such as prayer rooms, libraries, and character-building spaces vary significantly among schools, influencing program quality. Regarding the process, religious habituation activities such as congregational prayer, Qur’an recitation, and moral guidance are implemented well, although the integration of character values into classroom learning remains inconsistent. In the product component, the program demonstrates positive impacts on students’ behavior, but its effectiveness is hindered by digital exposure, limited parental supervision, and uneven implementation across schools. The study concludes that the program is moderately effective but requires strengthening in teacher capacity, facility provision, and collaboration among the three centers of education: school, family, and community. Recommendations include continuous teacher training, development of adequate supporting facilities, enhancement of digital literacy and supervision, and the establishment of a more systematic and sustainable evaluation mechanism for program improvement. Keywords: Islamic Character Education; CIPP Model; Elementary Schools; Program Evaluation Abstrak: Penelitian ini bertujuan untuk menganalisis pelaksanaan program pendidikan karakter Islami pada satuan pendidikan tingkat sekolah dasar di Kabupaten Pidie Jaya dengan menggunakan model evaluasi CIPP (Context, Input, Process, Product) guna mengetahui efektivitas, kesiapan, dan hambatan program dalam membentuk karakter peserta didik. Penelitian ini menggunakan pendekatan kualitatif dengan jenis penelitian evaluatif melalui teknik observasi, wawancara mendalam dengan dinas pendidikan, kepala sekolah, guru, serta tokoh masyarakat, dan studi dokumentasi terhadap kurikulum, instrumen penilaian, serta program kerja sekolah. Hasil penelitian menunjukkan bahwa dari aspek konteks, program memiliki landasan kebijakan yang kuat melalui Peraturan Bupati serta dukungan budaya masyarakat yang religius. Pada aspek input, ditemukan bahwa kompetensi guru dalam mengintegrasikan nilai karakter Islami serta ketersediaan sarana prasarana seperti mushalla, perpustakaan, dan fasilitas pembinaan akhlak masih belum merata sehingga memengaruhi kualitas implementasi program. Pada aspek proses, kegiatan pembiasaan religius seperti salat berjamaah, tadarus, dan pembinaan akhlak berlangsung baik, tetapi integrasi nilai karakter ke dalam pembelajaran masih belum konsisten di semua sekolah. Pada aspek produk, program memberi dampak positif terhadap perilaku siswa meskipun belum optimal karena adanya pengaruh digitalisasi, rendahnya pengawasan orang tua, dan variasi penerapan antar sekolah. Simpulan penelitian menegaskan bahwa program telah berjalan cukup efektif namun membutuhkan penguatan pada kompetensi guru, fasilitas pendukung, dan sinergi tripusat pendidikan. Saran penelitian meliputi peningkatan pelatihan guru, pengembangan sarana prasarana, penguatan literasi digital, serta evaluasi program yang lebih sistematis dan berkelanjutan. Kata kunci: Pendidikan Karakter Islami; Model CIPP; Sekolah Dasar; Evaluasi Program

Academic Supervision Leadership Model: Transition from Administrative Compliance to Coaching-Based Development Abdullah Abdullah; Djam'an Satori; Sururi Sururi; Suryadi Suryadi; Maria Ulfa
JMSP (Jurnal Manajemen dan Supervisi Pendidikan) Vol 9, No 3 (2025): Vol. 9 No. 3 Juli 2025
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um025v9i32025p340

Abstract: Academic supervision represents a critical leadership function for enhancing teaching quality and student learning outcomes. This study employs grounded theory methodology to investigate academic supervision practices in three Madrasah Aliyah Negeri (MAN) schools in Bireuen Regency, Aceh. Through in-depth semi-structured interviews with three school principals and data analysis using ATLAS.ti version 24 with a structured Q&A framework (12 identical questions × 3 informants = 36 unique codes), this research identifies three distinct supervision models along a developmental continuum: (1) administrative mentoring—focused on procedural compliance with minimal impact on teacher development; (2) professional mentoring—demonstrating intermediate mentoring approach with moderate effectiveness; and (3) continuous mentoring—embodying systematic development mechanisms with substantial impact on learning quality. Findings reveal significant gaps between national policy frameworks and school-level practice, alongside structural, human, and material barriers limiting coaching-based supervision implementation. This research proposes a transformative supervision model integrating continuous coaching, reflective practice, collaborative problem-solving, and data-driven decision-making. Contributions include understanding contextual barriers to academic supervision effectiveness in Indonesian Islamic education institutions and practical recommendations for instructional leadership development programs feasible within resource-constrained contexts. Keywords: academic supervision, instructional leadership, teacher development, continuous coaching, learning quality, grounded theory

Teachers' Perceptions of Islamic Leadership Values Implementation in Secondary Schools During Management Reform Mawardi Mawardi; Aan Komariah; Sururi Sururi; Suryadi Suryadi; Eka Prihatin
JMSP (Jurnal Manajemen dan Supervisi Pendidikan) Vol 10, No 1 (2025): Vol. 10 No. 1 November 2025
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um025v10i12025p39

Abstract: This phenomenological study explored teacher perceptions of Islamic leadership values implementation in Islamic-based secondary schools (MTS) during management reform. Research involved ten teachers from three MTS in Pandeglang, Banten, Indonesia. Data were collected through semi-structured interviews (60-90 minutes) and analyzed using reflexive thematic analysis with ATLAS.ti software. The study examined five key dimensions: exemplary leadership (qudwah hasanah), interpersonal relations (ukhuwah Islamiyah), participatory decision-making (shura), management reform effectiveness, and teacher competency development. Findings reveal that teachers perceive Islamic leadership as a holistic integration of spiritual and operational dimensions. Notably, management reform synergizes with Islamic values when implemented gradually with cultural sensitivity, enhancing both operational efficiency and spiritual purposes (dakwah and tarbiyah). Teacher development integrates formal training with mentoring and peer support, fostering simultaneous professional competency and spiritual growth. This study provides empirical evidence from teacher perspectives—frontline implementers—demonstrating that modern management innovation and Islamic principles can effectively align in educational practice. Keywords: Islamic leadership; teacher perceptions; management reform; secondary schools; qudwah hasanah

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