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All Journal EKOMBIS REVIEW: Jurnal Ilmiah Ekonomi dan Bisnis Al-I'tibar : Jurnal Pendidikan Islam JMKSP (Jurnal Manajemen, Kepemimpinan, dan Supervisi Pendidikan) Assyfa Journal of Islamic Studies 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
Muslih Qomarudin
Institut Agama Islam Al Hikmah Lampung, Indonesia
Religion Humanities Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Energy Languange, Linguistic, Communication & Media Social Sciences Other

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Implementing Data-Driven Decision Making in Madrasah Management Ari Pramono; 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.v4i2.1307

Abstract

The rapid advancement of Artificial Intelligence (AI) has accelerated digital transformation in education, requiring madrasah principals to move beyond technology adoption toward leading innovative, adaptive, and value-based organizational change. Within Islamic educational institutions, digital leadership must not only improve organizational effectiveness but also preserve Islamic educational values. This study aimed to analyze the digital leadership practices of madrasah principals in the era of Artificial Intelligence and to develop a digital leadership model that reflects the characteristics of Islamic education. A qualitative multi-site case study design was employed in four State Islamic Senior High Schools (Madrasah Aliyah Negeri) in Lampung Province, Indonesia, namely MAN 1 Bandar Lampung, MAN 1 Metro, MAN 1 Lampung Selatan, and MAN 1 Pringsewu. Data were collected through in-depth interviews, observations, and document analysis involving madrasah principals, vice principals, teachers, administrative staff, and information technology personnel. Data were analyzed using the interactive model of Miles, Huberman, and Saldaña, consisting of data condensation, data display, and conclusion drawing and verification. The findings reveal that the digital leadership of madrasah principals plays a strategic role in facilitating digital transformation through the development of a digital vision, AI governance, teachers' digital capacity development, data-driven decision-making, collaborative digital organizational culture, and the integration of Islamic values into technology implementation. Based on these findings, the study proposes a Digital Leadership Model for Madrasah Principals in the Era of Artificial Intelligence, consisting of six interconnected dimensions: Digital Vision, AI Governance, Teachers' Digital Capacity Development, Data-Driven Decision-Making, Collaborative Digital Organizational Culture, and Islamic Ethical Leadership. The proposed model contributes to the advancement of Digital Leadership theory by integrating AI governance and Islamic ethical leadership into a comprehensive framework. It also provides practical guidance for madrasah principals and policymakers in promoting sustainable, responsible, and value-based digital transformation within Islamic educational institutions.
Collaborative Management between Madrasahs and Communities for Educational Quality Improvement Hairul Pasya; 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.v4i2.1308

Abstract

This study aims to analyze collaborative management between madrasahs and communities in improving educational quality. The study employed a qualitative approach using a literature review method to identify, analyze, and synthesize previous research findings related to madrasah-community collaboration, stakeholder participation, and educational quality improvement. Data were obtained from relevant scholarly literature and analyzed using thematic analysis through the stages of identification, categorization, interpretation, and synthesis. The findings indicate that collaborative management between madrasahs and communities operates through four main dimensions: communication and trust building, participatory program planning, role sharing and resource mobilization, and collaborative evaluation and continuous quality improvement. These dimensions form a collaborative cycle that transforms communities from merely supporting madrasah programs into strategic partners in educational quality development. Systematically managed collaboration can expand educational resources, increase program relevance, strengthen institutional accountability, and foster a sustainable quality culture. The novelty of this study lies in integrating community participation into the madrasah quality management mechanism through a cycle of communication and trust, participatory planning, role and resource sharing, collaborative implementation, joint evaluation, continuous quality improvement. The study concludes that improving educational quality depends not only on the internal capacity of madrasahs but also on their ability to establish and manage productive, participatory, and sustainable collaborative relationships with communities.
Management of Child-Friendly School Development from an Islamic Education Perspective Eva Afriani; 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.v4i2.1309

Abstract

The development of child-friendly schools has become a strategic necessity for creating educational environments that are safe, inclusive, participatory, and supportive of students' holistic development. However, existing studies have largely approached child-friendly schools as child protection programs, while their integration with school management and Islamic educational values has received comparatively limited comprehensive attention. This study aims to analyze the management of child-friendly school development from the perspective of Islamic education and to identify the managerial dimensions that support the creation of educational environments oriented toward children's protection and holistic development. The study employed a qualitative approach using a literature study design. Data were obtained from scholarly journal articles, academic books, research reports, and relevant policy documents addressing child-friendly schools, educational management, child protection, and Islamic education. The data were analyzed through thematic analysis involving data reduction, coding, categorization, interpretation, and synthesis. The findings indicate that child-friendly school development management from the perspective of Islamic education consists of five interconnected dimensions: Islamic value-based leadership and policy, a safe and compassionate school culture, child-centred and participatory learning, integrated child protection and student well-being, and collaboration among schools, families, and communities. Islamic values of compassion, justice, responsibility, benefit, and respect for human dignity provide the normative foundation for strengthening these five dimensions. The study contributes conceptually by positioning the child-friendly school not merely as a child protection program but as a value-based institutional transformation process that integrates leadership, school culture, learning, protection, and stakeholder collaboration in a sustainable manner. This perspective offers a framework for Islamic educational institutions to develop child-friendly environments that promote children's safety, participation, dignity, and holistic development. Keywords: school management; child-friendly school; Islamic education; child protection; educational leadership; school culture.
Strengthening Organizational Resilience in Islamic Educational Institutions Murdani; 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.v4i2.1310

Abstract

Islamic educational institutions face increasingly complex challenges arising from technological transformation, changing educational policies, organizational uncertainty, and social disruption. These conditions require institutions to develop organizational resilience while maintaining their Islamic identity and educational mission. This study aims to examine how organizational resilience can be strengthened in Islamic educational institutions by focusing on adaptive leadership, technological adaptation, stakeholder collaboration, Islamic values, and organizational learning. This study employed a qualitative approach with a descriptive case study design. Data were collected through semi-structured interviews, observations, and documentation, while participants were selected using purposive sampling. Data were analyzed through data reduction, data display, and conclusion drawing, with source and technique triangulation used to strengthen data credibility. The findings show that organizational resilience is strengthened through adaptive and participatory leadership, flexible use of technology, stakeholder collaboration, internalization of Islamic values, and continuous organizational learning. Islamic values such as amanah, shura, ikhtiar, and tawakkal function not only as ethical principles but also as organizational resources that strengthen trust, responsibility, collective commitment, and adaptive capacity. The novelty of this study lies in integrating organizational resilience theory with adaptive leadership, social capital, organizational learning, and Islamic organizational values into a holistic perspective of institutional resilience. The study concludes that resilient Islamic educational institutions are those capable of anticipating disruption, adapting organizational practices, learning from experience, and transforming challenges into sustainable development while maintaining their Islamic institutional identity
Islamic Educational Institution Branding Management in Building Public Trust Dewi Suryani; 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.v4i2.1311

Abstract

Branding has become increasingly important for Islamic educational institutions amid growing competition among educational providers and changing community expectations regarding educational services. However, branding is still frequently understood primarily as a promotional and image-building activity, while its relationship with stakeholder experience and public trust remains insufficiently examined in an integrated manner. This study aims to analyze the management of Islamic educational institution branding in building public trust. A qualitative approach with a case study design was employed. Data were collected through semi-structured interviews, observations, and document analysis involving institutional leaders, teachers, administrative staff, students, parents, alumni, and community representatives. The data were analyzed using thematic analysis through coding, categorization, theme development, and source triangulation. The findings reveal four major dimensions of branding management: (1) the construction of institutional identity based on Islamic values; (2) consistency of educational service experiences; (3) strategic communication and community engagement; and (4) institutional reputation as the foundation of public trust. The findings demonstrate that public trust is not generated merely through promotional activities but develops through consistency between communicated institutional identity, actual educational experiences, institutional communication, and accumulated reputation. This study proposes a conceptual contribution in the form of an Identity–Experience–Reputation–Trust mechanism, in which Islamic identity establishes the brand promise, educational experience validates the promise, strategic communication and community engagement strengthen stakeholder relationships, institutional reputation develops through repeated stakeholder evaluations, and public trust emerges as the ultimate outcome. The study concludes that branding in Islamic educational institutions should be managed as a value-, experience-, reputation-, and trust-based institutional strategy rather than merely as a promotional activity. Keywords: branding management; Islamic educational institutions; institutional identity; reputation; public trust.
Digital Leadership and Madrasah Effectiveness: The Mediating Role of Teacher Digital Competence Rahadian Abdurroziq; 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.v4i2.1312

Abstract

Digital transformation in madrasahs requires leadership that is capable of integrating technology into institutional management and educational practices. This study aims to examine the relationship between Digital Leadership, Teacher Digital Competence, and Madrasah Effectiveness, with Teacher Digital Competence positioned as a mediating variable. The study employed a quantitative approach using Partial Least Squares Structural Equation Modeling (PLS-SEM). Data were collected from 78 respondents involved in teaching and educational activities in madrasahs through a five-point Likert-scale questionnaire. The findings reveal that Digital Leadership has a positive relationship with Teacher Digital Competence (β = 0.292) and Teacher Digital Competence has a positive relationship with Madrasah Effectiveness (β = 0.290). More importantly, Digital Leadership demonstrates a very strong and significant relationship with Madrasah Effectiveness (β = 0.955; R² = 0.911; t = 27.932; p < 0.001). However, Teacher Digital Competence does not significantly mediate the relationship between Digital Leadership and Madrasah Effectiveness, as indicated by a very small indirect effect (β = 0.003) and a bootstrap confidence interval crossing zero. These findings indicate that digital leadership contributes to madrasah effectiveness primarily through direct organizational mechanisms rather than through teacher digital competence as an intermediary pathway. The study highlights the strategic importance of strengthening digital leadership while simultaneously developing systematic professional support for teachers' digital competence.
The Effect of Transformational Leadership on Teacher Performance: The Mediating Role of Organizational Citizenship Behavior Ahmad Muhrondi Yusuf; 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.v4i2.1313

Abstract

Teacher performance is an important determinant of educational quality, while effective leadership is essential for creating an environment that encourages teachers to perform beyond routine expectations. This study aims to examine the effect of Transformational Leadership on Teacher Performance and investigate the mediating role of Organizational Citizenship Behavior (OCB) in madrasahs. The study employed a quantitative explanatory approach involving 78 teachers. Data were collected using a five-point Likert-scale questionnaire and analyzed using Partial Least Squares–Structural Equation Modeling (PLS-SEM). The findings reveal that Transformational Leadership has a positive and significant effect on Organizational Citizenship Behavior (β = 0.292; t = 2.663; p = 0.009). Transformational Leadership also has a very strong and significant direct effect on Teacher Performance (β = 0.905; t = 26.460; p < 0.001). However, Organizational Citizenship Behavior does not significantly affect Teacher Performance (β = 0.010; t = 0.328; p = 0.744). Consequently, OCB does not significantly mediate the relationship between Transformational Leadership and Teacher Performance, with an estimated indirect effect of approximately β = 0.003. The findings indicate that transformational leadership influences teacher performance primarily through a direct pathway rather than through OCB. The study contributes to Islamic educational management by emphasizing the importance of inspirational, supportive, and intellectually stimulating leadership in strengthening teacher performance in madrasahs.
Digital Transformation and Organizational Effectiveness in Madrasahs: The Mediating Role of Digital Leadership Yusuf Supriyadin; 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.v4i2.1315

Abstract

Digital transformation has become increasingly important for madrasahs in improving organizational processes and responding to changes in the educational environment. This study aims to examine the effect of Digital Transformation on Organizational Effectiveness and to investigate the mediating role of Digital Leadership in madrasahs. A quantitative explanatory design was employed involving 80 respondents from madrasahs. Data were collected using a five-point Likert-scale questionnaire and analyzed using Partial Least Squares–Structural Equation Modeling (PLS-SEM). The findings show that Digital Transformation has a positive and significant effect on Digital Leadership (β = 0.292; t = 2.663; p = 0.009) and a very strong positive effect on Organizational Effectiveness (β = 0.951; t = 26.460; p < 0.001). The model explains 91.1% of the variance in Organizational Effectiveness (R² = 0.911). However, Digital Leadership does not have a significant direct effect on Organizational Effectiveness (β = 0.012; t = 0.328; p = 0.744), and its mediating effect is not supported (indirect β = 0.003). These findings indicate that the contribution of digital transformation to madrasah effectiveness occurs predominantly through a direct pathway rather than through digital leadership as a mediator. The study contributes to Islamic educational management by emphasizing digital transformation as an important organizational capability for strengthening institutional effectiveness while demonstrating that leadership mechanisms require additional organizational conditions to generate measurable outcomes.
Teacher Professional Development Management in the Society 5.0 Era Nurpitasari; 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.v4i2.1316

Abstract

The Society 5.0 era has created new demands for teacher professionalism, extending beyond pedagogical competence to include digital literacy, artificial intelligence, collaborative skills, creativity, and human-centered decision-making. These developments require teacher professional development to be managed systematically and sustainably. This study aims to analyze teacher professional development management in the Society 5.0 era and identify mechanisms that support adaptive and sustainable teacher competency development. The study employed a qualitative literature review approach by analyzing relevant scholarly publications addressing teacher professional development, educational management, digital transformation, artificial intelligence, and Society 5.0. The data were analyzed using thematic analysis through the processes of identification, coding, categorization, comparison, and synthesis of findings from selected literature. The findings reveal six main dimensions of teacher professional development management: needs-based identification of teacher competencies, strategic professional development planning, integrated development of digital and pedagogical competencies, collaborative professional learning, utilization of technology and artificial intelligence, and monitoring, evaluation, and sustainability. These dimensions form a continuous professional development cycle in which evaluation results serve as the basis for identifying subsequent professional development needs. The study demonstrates that teacher professional development in the Society 5.0 era needs to shift from a training-oriented approach toward an adaptive, collaborative, technology-supported, sustainable, and human-centered professional development management system. The findings provide a conceptual contribution to educational management by highlighting the importance of developing a professional learning ecosystem capable of preparing teachers to respond effectively to technological transformation and emerging demands in future education.
Strategies for Building a Sustainable Quality Culture in Madrasahs Elpiah; 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.v4i2.1317

Abstract

A sustainable quality culture has become a key determinant of educational excellence in madrasahs. However, previous studies have predominantly examined educational leadership, quality assurance, or organizational culture as separate constructs, providing limited understanding of an integrated strategy for developing a sustainable quality culture within Islamic educational institutions. This study aims to analyze the strategies for building a sustainable quality culture in a madrasah and to propose a conceptual model that reflects the characteristics of Islamic education. A qualitative case study design was employed at MAN 1 Lampung Barat. Data were collected through observations, in-depth interviews, and document analysis, and analyzed using the interactive model of Miles, Huberman, and Saldaña, consisting of data condensation, data display, and conclusion drawing and verification. The findings reveal that a sustainable quality culture is developed through the integration of three interconnected dimensions: academic and religious culture, environmental culture, and student potential development. Academic and religious culture is strengthened through the MATAMUDA program, the Tahfidz Al-Qur'an Excellence Class, and the habituation of Islamic values and discipline. Environmental culture is fostered through the implementation of the Adiwiyata Program based on the ASRI BERSERI concept, while student potential is developed through extracurricular programs such as Robotics, Youth Scientific Research (KIR), Scouting, and Marching Band. These three dimensions interact to establish shared organizational values that promote continuous quality improvement. This study proposes the Integrated Sustainable Quality Culture Model for Madrasahs, demonstrating that sustainable quality is achieved through the integration of academic and religious values, environmental responsibility, and holistic student development within a unified organizational system. The proposed model contributes to the advancement of organizational culture and educational quality management theories in the context of Islamic education and offers a practical framework for strengthening sustainable quality culture in madrasahs.
Co-Authors Abud Nursyihab Ade Mubarok Adi Rahmat Afin Nida Al Hasanah Afin Nida Al Hasanah Ahmad Muhrondi Yusuf Ali Kuswadi Amir Mahmud Andari, An An Andi Warisno Anshori, M Afif Ari Pramono dede suryana Dewi Sinta Maharani Dewi Suryani Dwi Novianti Dwi Sugianik Edi Sujoko Elpiah Eni Sumartini Ermayanti Ermayanti Ermayanti Esoniman Esoniman Eva Afriani Feri Riski Dinata Fitriana Hairul Pasya Hasan, Sholeh Hendy Pratama Indah Fitriana Ismi Azizah Ulya Jumini Luthfi Assagaf Marlina Marlina Marlina Maryamah Muhammad Ilyas Muhammad Ngabid MS Murdani Muslimah Nabila Raiisa Putri Nadila Nurmas Qulatul Khoiriah Nurpitasari Purwanto Rahadian Abdurroziq Ratnasari Ratnasari Ririn Alifia Sahlan Gumadi Sinta Nuriyah Siti Zuroidah Slamet Pujiono Slamet Rianto Slamet Rianto Susanti sutarni sutarni Tasdiq, Tasdiq Tuti Puspitasari Yovillia, Yovillia Yusuf Supriyadin Zaenal Mustofa Zuhdiyah Zuhdiyah