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All Journal IJEE (Indonesian Journal of English Education) Indonesian Journal of Early Childhood Education Studies EDUCATIO : Journal of Education AL-ATHFAL : JURNAL PENDIDIKAN ANAK Jurnal Darussalam: Jurnal Pendidikan, Komunikasi dan Pemikiran Hukum Islam Alsuna: Journal of Arabic and English Language Tribakti: jurnal pemikiran keIslaman Scholastica : Jurnal Pendidikan dan Kebudayaan Tafkir: Interdisciplinary Journal of Islamic Education Munaddhomah: Jurnal Manajemen Pendidikan Islam Journal of Nusantara Education At-Tadzkir: Islamic Education Journal Aulada : Jurnal Pendidikan dan Perkembangan Anak Jurnal Pendidikan Islam Attaqwa:Jurnal Ilmu Pendidikan Islam Engagement: Jurnal Pengabdian Kepada Masyarakat Tribakti: Jurnal Pemikiran Keislaman Jurnal Pendidikan Islam Educational Journal
Eka Rizki Amalia
Universitas KH. Abdul Chalim
Religion Arts Humanities Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Habitus and Change: Phenomenological Insights into Curriculum Adaptation in Indonesian Islamic Schools Eka Rizki Amalia; Muhammad Yuliansyah; Yhasinta Agustyarini; Muqimah Liwais Sunnah; Juli Amaliya Nasucha; Nurul Azizah Ria Kusrini
Nazhruna: Jurnal Pendidikan Islam Vol. 8 No. 2 (2025): Transformative Islamic Education in Pesantren and Madrasah
Publisher : Universitas Pesantren Kh abdul Chalim Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31538/nzh.v8i2.134

Abstract

Indonesia’s education system is undergoing a significant transformation with the introduction of a new curriculum. This shift presents unique challenges for Islamic schools (madrasahs), where school leaders must reconcile national education goals with religious principles, all while navigating systemic constraints and limited resources. This study uses Bourdieu’s theoretical framework to examine how Heads of Curriculum (HoCs) respond to these challenges through their leadership strategies. Employing a qualitative phenomenological approach, the study investigates the lived experiences of six HoCs from different madrasahs through semi-structured interviews. Thematic analysis, grounded in Bourdieu’s concepts of habitus, field, and capital, reveals how internal dispositions and systemic influences shape leadership behaviour. The findings show that the HoCs developed adaptive strategies that reflect key themes: leadership and adaptability, resourcefulness and social capital, balancing Islamic values with reform objectives, and navigating policy disparities. These strategies highlight how habitus, shaped by cultural, professional, and systemic experiences, guides leadership practices that balance tradition with modern reform. Ultimately, the study offers valuable empirical insights into curriculum reform in Islamic education and extends Bourdieu’s framework by integrating cultural and religious contexts, showing how school leaders convert structural limitations into opportunities for institutional growth. 
Implementasi Kepemimpinan Spiritual Kepala Madrasah dan Budaya Religius dalam Membentuk Kinerja Guru di MI Roudlotul Hikmah Mojokerto Muhammad Ibnu Alwan Khoirul; Eka Rizki Amalia
Educational Journal Vol. 1 No. 4 (2026): MAY-JULY
Publisher : Indo Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63822/dfgdzp84

Abstract

Teacher performance is one of the main factors in improving the quality of Islamic education in madrasahs. However, challenges in developing teacher professionalism require leadership that is not only administrative in nature but also spiritual and supported by a strong religious culture. This study is important to examine the implementation of the spiritual leadership of the madrasah principal and religious culture in shaping teacher performance at MI Roudlotul Hikmah Mojokerto. The purpose of this study is to describe the implementation of the principal’s spiritual leadership, the application of religious culture, and their impact on teacher performance. This research employed a qualitative approach with a case study design. Data were collected through observation, in-depth interviews, and documentation involving the madrasah principal, teachers, and educational staff. Data analysis was conducted through data reduction, data presentation, and conclusion drawing, while data validity was tested through source and technique triangulation. The findings revealed that the implementation of spiritual leadership was manifested through exemplary behavior, Islamic motivation, spiritual guidance, and humanistic communication. Religious culture was implemented through habituation of worship activities, collective prayers, and the culture of greetings and politeness. The implementation had a positive impact on improving teachers’ discipline, responsibility, professionalism, and work ethic. Therefore, spiritual leadership and religious culture are important foundations for strengthening the quality of Islamic education in madrasahs.
Leadership Dynamics in Islamic-Based Schools: A Systematic Review of Southeast Asia (2015–2025) Eka Rizki Amalia
At-tadzkir: Islamic Education Journal Vol. 5 No. 1 (2026): Progressive Islamic Education
Publisher : Perkumpulan Dosen Tarbiyah Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59373/attadzkir.v5i1.231

Abstract

This study presents a systematic literature review (SLR) of leadership styles in Islamic-based schools across Southeast Asia by synthesizing 37 peer-reviewed studies published between 2015 and 2025. Guided by PRISMA protocols and Braun and Clarke’s thematic analysis, the review identifies three dominant models of leadership: servant, instructional, and transformational, and highlights the growing emergence of hybrid adaptations. Servant leadership predominates in community-driven schools where moral legitimacy and social trust underpin leadership authority. Instructional leadership is most visible in structured systems that emphasize accountability and curriculum supervision, while transformational leadership arises in reform-oriented schools that integrate faith with innovation. Collectively, these styles intersect to form a faith-integrated leadership paradigm, blending ethical service, pedagogical rigor, and visionary reform. The study advances leadership theory by contextualizing classical Western frameworks within Islamic epistemological principles such as amanah, shura, and taqwa. Empirically, it offers cross-country insight into how institutional and cultural ecologies shape leadership expression. The findings have practical implications for leadership training and policy, suggesting the need for culturally responsive, Islamically grounded leadership frameworks that enhance teacher motivation, school accountability, and institutional development across Southeast Asia.
Religious Pluralism in Indonesia’s National Curriculum: A Critical Review of Interfaith Religious Education Eka Rizki Amalia
Attaqwa: Jurnal Ilmu Pendidikan Islam Vol. 22 No. 2 (2026): Integrative Islamic Religious Education
Publisher : Prodi Pendidikan Agama Islam Sekolah Tinggi Agama Islam Daruttaqwa Gresik

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54069/attaqwa.v22i2.1169

Abstract

This study critically examines how interfaith themes and religious pluralism are represented in Indonesia’s national religious education curricula by comparing two of Indonesia’s latest curricula: Kurikulum 2013 (K13) and Kurikulum Merdeka (KM). Although Indonesia is characterized by profound religious diversity and an official commitment to moderasi beragama (religious moderation), religious instruction remains confessional and segregated by student affiliation. Using a qualitative document-based approach, this research analyzes curriculum frameworks, policy documents, and secondary-level textbooks through curriculum content analysis and critical discourse analysis. The findings reveal that K13 primarily emphasizes doctrinal consolidation and moralistic tolerance, offering limited substantive engagement with religious others. Interfaith relations are framed largely in abstract or cautionary terms, reinforcing a mono-religious learning model. In contrast, Kurikulum Merdeka (KM) introduces a discursive shift toward pluralism, particularly through the Profil Pelajar Pancasila and project-based P5 modules, which create opportunities for dialogical and experiential engagement with diversity. However, the confessional structure of religious education persists, and implementation varies across contexts. The study concludes that while Kurikulum Merdeka (KM) signals important ideological and pedagogical progress, structural constraints and uneven teacher preparedness continue to limit the development of meaningful interfaith religious literacy in Indonesia’s plural society.
Co-Authors Dwi Bhakti Indri M Hasana Hasana Hasana Hasana Hendri Utami Utami Juli Amaliya Nasucha Kusumawardhani, Jihan M Thoriqul Huda Muhammad Ibnu Alwan Khoirul Muhammad Yuliansyah Muqimah Liwais Sunnah Muthia Franika Anggita Pratiwi Nurul Azizah Ria Kusrini Oviani, Mila Pungky Ramadhani Salis Khoiriyati Umayyah, Ummu Ummah, Nahdiyatul Widi Astuti Yhasinta Agustyarini