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All Journal Istinbath Al-I'tibar : Jurnal Pendidikan Islam Berkala Ilmiah Pendidikan Tafahus: Jurnal Pengkajian Islam Assyfa Journal of Islamic Studies ISTINBATH Jurnal Al-Hikmah Way Kanan MUDARRISA: Jurnal Kajian Pendidikan Islam Al I'tibar Jurnal Pendidikan Islam Islamic Management : Jurnal Manajemen Pendidikan Islam Al Hikmah : Jurnal Pendidikan Guru Madrasah Ibtidaiyah Edu-mi Al-Khidmah: Jurnal Pengabdian kepada Masyarakat El-mumtaz : Jurnal Pendidikan Islam Anak Usia Dini
Ali Kuswadi
Institut Agama Islam Al Hikmah Lampung, Indonesia
Religion Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other

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Change Management in Strengthening the Adaptability of Islamic Educational Institutions Sahlan Gumadi; Feri Riski Dinata; Muslih Qomarudin; Ali Kuswadi; Dwi Sugianik
Assyfa Journal of Islamic Studies Vol. 4 No. 2 (2026): Assyfa Journal of Islamic Studies
Publisher : CV. Bimbingan Belajar Assyfa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61650/ajis.v4i2.1320

Abstract

The increasingly dynamic educational environment requires Islamic educational institutions to develop strong and sustainable adaptive capacities. However, many institutions continue to face resistance to change, limited human resource competencies, weak change communication, and inadequate integration of innovation into organizational culture. This study aims to analyze change management in strengthening the adaptability of Islamic educational institutions and to identify the mechanisms through which organizational change develops into sustainable institutional capacity. The study employed a qualitative approach with a case study design. Data were collected through semi-structured interviews, non-participant observations, and document analysis and were analyzed thematically through data condensation, data display, and conclusion drawing and verification. The findings identified four major dimensions: (1) building awareness and strategic direction for change; (2) strengthening human resource capacity and participation; (3) developing innovation and organizational learning; and (4) institutionalizing change as sustainable adaptive capacity. The findings demonstrate that the adaptability of Islamic educational institutions develops through three interconnected mechanisms: adaptation, internalization, and institutionalization. Adaptation enables institutions to recognize and respond to environmental changes; internalization facilitates the acceptance and transformation of organizational knowledge, attitudes, and behaviors; while institutionalization embeds successful changes into organizational systems, routines, and culture. This study contributes to the development of Islamic educational management by positioning change management as a strategic mechanism for building sustainable institutional adaptive capacity. The findings suggest that adaptive Islamic educational institutions are not merely institutions capable of following change, but organizations capable of anticipating, learning from, managing, and institutionalizing change while maintaining their Islamic identity. Keywords: change management; institutional adaptability; Islamic education; organizational learning; innovation.
Determinants of Madrasah Effectiveness in the Digital Transformation Era dede suryana; Dwi Sugianik; Feri Riski Dinata; Muslih Qomarudin; Ali Kuswadi
Assyfa Journal of Islamic Studies Vol. 4 No. 2 (2026): Assyfa Journal of Islamic Studies
Publisher : CV. Bimbingan Belajar Assyfa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61650/ajis.v4i2.1322

Abstract

ABSTRACT The digital transformation of education requires madrasahs to develop institutional capacities that enable technology to improve organizational and educational effectiveness. This study aims to examine the determinants of Madrasah Effectiveness in the digital transformation era by analyzing the effects of Digital Leadership and Teacher Digital Competence. The study employed a quantitative approach with 78 respondents. Data were collected using questionnaires measuring Digital Leadership, Teacher Digital Competence, and Madrasah Effectiveness and analyzed using descriptive statistics, validity and reliability testing, Pearson correlation, and multiple linear regression. The findings revealed that Digital Leadership had a very strong positive relationship with Madrasah Effectiveness and significantly predicted institutional effectiveness (β = 0.951, p < 0.001). In contrast, Teacher Digital Competence demonstrated a positive bivariate correlation with Madrasah Effectiveness but did not have a significant independent effect in the regression model (β = 0.012, p = 0.744). Collectively, the two predictors explained 91.1% of the variance in Madrasah Effectiveness. The findings indicate that teachers' digital competence alone is insufficient to ensure institutional effectiveness without strategic leadership and organizational direction. This study contributes a leadership-enabled digital transformation perspective, positioning Digital Leadership as a key institutional mechanism for translating digital capacities into Madrasah Effectiveness. The study recommends strengthening digital leadership development alongside teacher digital competence to support sustainable digital transformation in madrasahs
Determinants of Teacher Innovation in Islamic Schools Eni Sumartini; Feri Riski Dinata; Muslih Qomarudin; Ali Kuswadi; Dwi Sugianik
Assyfa Journal of Islamic Studies Vol. 4 No. 2 (2026): Assyfa Journal of Islamic Studies
Publisher : CV. Bimbingan Belajar Assyfa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61650/ajis.v4i2.1323

Abstract

Teacher innovation has become increasingly important as Islamic schools respond to changes in educational practices, technology, and students' learning needs. However, teacher innovation is not determined solely by individual professional capabilities but may also be shaped by the leadership and organizational environment of schools. This study aims to examine the determinants of teacher innovation in Islamic schools, particularly the effects of Transformational Leadership and Teacher Professional Competence. The study employed a quantitative survey design involving 78 teachers in Islamic schools. Data were collected using structured questionnaires and analyzed using descriptive statistics, validity and reliability tests, classical assumption tests, Pearson correlation, and multiple linear regression. The findings revealed that Transformational Leadership had a very strong and significant positive effect on Teacher Innovation (β = 0.951, p < 0.001). Teacher Professional Competence showed a positive and significant bivariate correlation with Teacher Innovation (r = 0.290, p = 0.010), but its independent effect was not significant in the regression model (β = 0.012, p = 0.744). The two predictors collectively explained 91.1% of the variance in Teacher Innovation. These findings indicate that teacher professional competence alone does not guarantee innovative behavior when organizational leadership is taken into account. The study contributes a leadership-enabled perspective, positioning Transformational Leadership as the primary organizational mechanism that enables teachers to translate their professional capabilities into innovative educational practices. The findings highlight the importance of strengthening transformational leadership alongside teacher professional development to foster sustainable innovation in Islamic schools.
Artificial Intelligence Adoption and Administrative Efficiency in Islamic Educational Institutions Abud Nursyihab; Muslih Qomarudin; Ali Kuswadi; Dwi Sugianik; Feri Riski Dinata
Assyfa Journal of Islamic Studies Vol. 4 No. 2 (2026): Assyfa Journal of Islamic Studies
Publisher : CV. Bimbingan Belajar Assyfa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61650/ajis.v4i2.1324

Abstract

The rapid development of Artificial Intelligence (AI) has created new opportunities for improving administrative processes in Islamic educational institutions. However, empirical evidence concerning the relationship between AI adoption and administrative efficiency remains limited. This study aims to examine the effect of AI adoption on administrative efficiency in Islamic educational institutions. A quantitative survey design was employed involving 78 respondents. Data were collected using a five-point Likert-scale questionnaire and analyzed using Partial Least Squares–Structural Equation Modeling (PLS-SEM). The findings reveal a strong positive and statistically significant relationship between AI adoption and administrative efficiency, with a path coefficient of β = 0.955, t = 27.93, and p < 0.001. The model produced an R² value of 0.911, indicating substantial explanatory power. These findings suggest that greater AI adoption is associated with improved administrative efficiency, particularly through the acceleration of administrative processes, reduction of repetitive tasks, improvement of data accuracy, and support for institutional decision-making. The study supports previous research on the organizational benefits of AI and extends the literature by focusing specifically on Islamic educational institutions. The study concludes that AI adoption can serve as a strategic mechanism for strengthening administrative efficiency when supported by adequate infrastructure, human-resource competence, responsible governance, and appropriate institutional policies. Keywords: Artificial Intelligence; AI Adoption; Administrative Efficiency; Islamic Education; Educational Management
Knowledge Management and Organizational Effectiveness in Islamic Higher Education Institutions Purwanto; Ali Kuswadi; Dwi Sugianik; Feri Riski Dinata; Muslih Qomarudin
Assyfa Journal of Islamic Studies Vol. 4 No. 2 (2026): Assyfa Journal of Islamic Studies
Publisher : CV. Bimbingan Belajar Assyfa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61650/ajis.v4i2.1326

Abstract

Knowledge has become a strategic resource for higher education institutions in responding to increasing organizational complexity and environmental change. This study aims to examine the effect of Knowledge Management on Organizational Effectiveness in Islamic higher education institutions. A quantitative survey design was employed involving 78 respondents, consisting of academic and administrative personnel. Data were collected using a five-point Likert-scale questionnaire and analyzed using Partial Least Squares–Structural Equation Modeling (PLS-SEM). The findings demonstrate that Knowledge Management has a strong and positive effect on Organizational Effectiveness, with a path coefficient of β = 0.892, t = 17.245, and p < 0.001. The model produces an R² value of 0.796, indicating that Knowledge Management explains 79.6% of the variance in Organizational Effectiveness. These findings suggest that effective knowledge acquisition, creation, sharing, storage, and utilization can strengthen institutional effectiveness by transforming individual and organizational knowledge into collective capabilities. The study supports the Knowledge-Based View and previous empirical research emphasizing knowledge management as a strategic organizational capability. The main contribution of this study is its contextualization of the Knowledge Management–Organizational Effectiveness relationship within Islamic higher education institutions, where academic knowledge, institutional experience, and Islamic educational values interact within organizational processes. The findings imply that Islamic higher education institutions should develop systematic knowledge management mechanisms to strengthen organizational learning, decision-making, adaptability, and institutional performance. Keywords: Knowledge Management; Organizational Effectiveness; Islamic Higher Education; Knowledge Sharing; Organizational Performance
Managing Student Experience to Improve Islamic Education Services at Nurul Iman Islamic Senior High School, Way Kanan, Lampung Muhammad Ngabid MS; Muslih Qomarudin; Ali Kuswadi; Dwi Sugianik; Feri Riski Dinata
Assyfa Journal of Islamic Studies Vol. 4 No. 2 (2026): Assyfa Journal of Islamic Studies
Publisher : CV. Bimbingan Belajar Assyfa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61650/ajis.v4i2.1330

Abstract

Student experience management has become a strategic approach to improving educational service quality by positioning students’ experiences, needs, perceptions, and voices as important components of institutional management. This study aims to analyze student experience management in improving Islamic educational services at Nurul Iman Islamic Senior High School, Way Kanan, Lampung. The study employed a qualitative approach with a case study design. Data were collected through interviews, observations, and documentation involving the principal, teachers, educational staff, and students as research informants. The data were analyzed thematically through data reduction, coding, categorization, and thematic interpretation. The findings indicate that student experience management is constructed through four interconnected dimensions: academic experience, social-emotional experience, institutional service experience, and Islamic-spiritual experience. Academic experience is developed through interactive learning, teacher support, and responsiveness to students’ learning difficulties. Social-emotional experience is fostered through open, supportive, and caring teacher-student relationships. Institutional service experience is reflected in the accessibility, communication, and responsiveness of school services. Meanwhile, Islamic-spiritual experience is developed through religious habituation, teacher role modeling, moral guidance, and the integration of Islamic values into everyday school life. The study demonstrates that student experience is not merely an outcome of educational services but also functions as managerial input through student voice and feedback for continuous improvement of Islamic educational services. The novelty of this study lies in integrating academic, social-emotional, institutional, and Islamic-spiritual dimensions into a student experience management perspective within the context of Islamic secondary education
Talent Management in Human Resource Development in Islamic Educational Institutions Jumini; Dwi Sugianik; Feri Riski Dinata; Muslih Qomarudin; Ali Kuswadi
Assyfa Journal of Islamic Studies Vol. 4 No. 2 (2026): Assyfa Journal of Islamic Studies
Publisher : CV. Bimbingan Belajar Assyfa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61650/ajis.v4i2.1331

Abstract

Talent management has emerged as a strategic approach to human resource development because it enables educational institutions to identify, develop, utilize, and retain individuals with strategic competencies and potential. However, the implementation of talent management in Islamic educational institutions, particularly madrasahs, continues to face challenges in systematically integrating competency development, strategic placement, career development, and human resource retention. This study aims to analyze the implementation of talent management in human resource development in Madrasah Tsanawiyah in Way Kanan Regency, Indonesia. The study employed a qualitative approach using a multiple-case study design across several Madrasah Tsanawiyah in Way Kanan. Data were collected through semi-structured interviews, observations, and document analysis involving principals, vice principals, teachers, and educational staff selected through purposive sampling. The data were analyzed using thematic analysis and cross-case analysis to identify patterns, similarities, and differences across the cases. The findings revealed four major dimensions of talent management: (1) talent identification and competency mapping; (2) competency development and strategic talent utilization; (3) career development, recognition, and motivation; and (4) talent retention and continuous evaluation. The findings indicate that talent management practices have developed within the participating madrasahs, but they remain largely informal, fragmented, and highly dependent on institutional policies and leadership practices. The novelty of this study lies in conceptualizing talent management in Islamic education as an integrated human resource development cycle that combines professional, pedagogical, digital, and leadership competencies with integrity and Islamic values. The study contributes to Islamic educational management literature by positioning talent management as a strategic mechanism for strengthening human resource quality and the sustainability of Islamic educational institutions.
Knowledge Management and Teacher Performance in Madrasahs: The Mediating Role of Organizational Learning Zaenal Mustofa; Muslih Qomarudin; Ali Kuswadi; Dwi Sugianik; Feri Riski Dinata
Assyfa Journal of Islamic Studies Vol. 4 No. 2 (2026): Assyfa Journal of Islamic Studies
Publisher : CV. Bimbingan Belajar Assyfa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61650/ajis.v4i2.1332

Abstract

Knowledge Management has become increasingly important for educational institutions seeking to improve knowledge utilization, organizational learning, and teacher performance. This study aims to examine the effect of Knowledge Management on Teacher Performance in madrasahs and investigate the mediating role of Organizational Learning. A quantitative explanatory research design was employed involving 78 teachers from madrasahs. Data were collected using a five-point Likert-scale questionnaire and analyzed using Partial Least Squares–Structural Equation Modeling (PLS-SEM). The results indicate that Knowledge Management has a positive and significant effect on Organizational Learning (β = 0.292; p = 0.009). Knowledge Management also has a very strong and significant direct effect on Teacher Performance (β = 0.992; p < 0.001). The structural model explains approximately 91.1% of the variance in Teacher Performance (R² = 0.911). However, Organizational Learning does not significantly affect Teacher Performance (β = 0.011; p = 0.744), and its mediating effect is not supported, with an estimated indirect effect of approximately β = 0.003. These findings indicate that Knowledge Management contributes to teacher performance primarily through a direct pathway rather than through Organizational Learning as a mediating mechanism. The study contributes to Islamic educational management by emphasizing the importance of systematic knowledge acquisition, sharing, storage, and application as strategic mechanisms for strengthening teacher performance in madrasahs.
Modeling Digital Leadership and Teacher Performance in Madrasahs sutarni sutarni; Ali Kuswadi; Dwi Sugianik; Feri Riski Dinata; Muslih Qomarudin
Assyfa Journal of Islamic Studies Vol. 4 No. 2 (2026): Assyfa Journal of Islamic Studies
Publisher : CV. Bimbingan Belajar Assyfa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61650/ajis.v4i2.1333

Abstract

Digital transformation has created new demands for educational leadership and teacher professionalism in madrasahs. This study aims to model and examine the relationship between digital leadership and teacher performance in madrasahs. A quantitative survey design was employed involving 78 teachers as respondents. Data were collected using a structured questionnaire measured on a five-point Likert scale and analyzed using Partial Least Squares–Structural Equation Modeling (PLS-SEM). The analysis focused on the relationship between digital leadership as an exogenous construct and teacher performance as an endogenous construct. The findings indicate a strong positive and statistically significant relationship between digital leadership and teacher performance, with a path coefficient of β = 0.955, t = 27.93, and p < 0.001. The model produced an R² value of 0.911, indicating a substantial contribution of digital leadership to teacher performance in the observed madrasah context. These findings suggest that digital leadership is not merely concerned with technological utilization but also involves establishing a digital vision, facilitating teacher adaptation, encouraging innovation, and creating an organizational environment that supports professional performance. The study supports previous research emphasizing the importance of digital leadership in educational transformation while extending the evidence to the specific context of madrasahs. The study contributes a contextualized model that positions teacher performance as an important outcome of digital leadership in Islamic educational institutions
Transformational Leadership and Madrasah Effectiveness: The Mediating Role of Teacher Organizational Commitment Fitriana; Dwi Sugianik; Feri Riski Dinata; Muslih Qomarudin; Ali Kuswadi
Assyfa Journal of Islamic Studies Vol. 4 No. 2 (2026): Assyfa Journal of Islamic Studies
Publisher : CV. Bimbingan Belajar Assyfa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61650/ajis.v4i2.1334

Abstract

Leadership is a critical factor in determining the effectiveness of educational institutions, particularly in madrasahs that face increasing demands to improve organizational and educational performance. This study aims to examine the effect of Transformational Leadership on Madrasah Effectiveness and to investigate the mediating role of Teacher Organizational Commitment. The study employed a quantitative explanatory design involving 78 teachers from madrasahs. Data were collected through a five-point Likert-scale questionnaire and analyzed using Partial Least Squares–Structural Equation Modeling (PLS-SEM). The findings indicate that Transformational Leadership has a positive and significant effect on Teacher Organizational Commitment (β = 0.311; t = 2.850; p = 0.006). Transformational Leadership also has a very strong and significant direct effect on Madrasah Effectiveness (β = 0.941; t = 22.706; p < 0.001), with the structural model explaining approximately 88.4% of the variance in Madrasah Effectiveness. However, Teacher Organizational Commitment does not have a significant effect on Madrasah Effectiveness (β = −0.003; t = −0.064; p = 0.949), and its mediating effect is not supported. These findings indicate that the contribution of transformational leadership to madrasah effectiveness occurs predominantly through a direct pathway rather than through teacher organizational commitment. The study contributes to Islamic educational management by emphasizing transformational leadership as a strategic factor in strengthening institutional effectiveness while demonstrating that teacher commitment alone may not be sufficient to translate leadership practices into organizational outcomes
Co-Authors Abud Nursyihab Ade Mubarok Adi Rahmat Ahmad Muhrondi Yusuf Ahmad Muzakki Ahmad Zumaro Akla Ari Pramono dede suryana Dewi Suryani Dinata Firmansyah Dwi Novianti Dwi Sugianik Edi Sujoko Edi Sutomo Elpiah Eni Sumartini Ermayanti Eva Afriani Evi Wulandari Feri Riski Dinata Finan Akhsani Taqwim Fitriana Hairul Pasya Indah Fitriana Ismi Azizah Ulya Jumini Malik, Muhammad Abdul Malik Marlina Marlina Agustina Marlina Marlina Moh. Solikul Hadi Moh. Solikul Hadi Muhammad Ngabid MS Murdani Muslih Qomarudin Muslih Qomarudin4 Muslimah Nabila Raiisa Putri Nurmas Qulatul Khoiriah Nurpitasari Purwanto Rahadian Abdurroziq Rahmatun Liana Sahlan Gumadi Siti Zuroidah sutarni sutarni Yusuf Supriyadin Zaenal Mustofa