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All Journal JURNAL TARBIYAH Prosiding Seminar Nasional Ilmu Komputer, Sosial Sains, Teknik Dan Multi-disiplin Ilmu
Alfian Sani
Institut Agama Islam Negeri Langsa
Religion Humanities Computer Science & IT Decision Sciences, Operations Research & Management Education Electrical & Electronics Engineering Engineering Languange, Linguistic, Communication & Media Social Sciences

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KEPEMIMPINAN KEPALA SEKOLAH/MADRASAH DI ERA ABAD KE-21 KEBIJAKAN REKRUTMEN, EVALUASI KINERJA, DAN TRANSFORMASI MANAJEMEN KURIKULUM DIGITAL Alfian Sani; Husnul Fikry; Mesiono Mesiono; Muhammad Jailani
JURNAL TARBIYAH Vol 33, No 1 (2026)
Publisher : UIN Sumatera Utara Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30829/tar.v33i1.5407

Abstract

Transformasi pendidikan abad ke-21 menuntut kepala sekolah/madrasah memiliki kepemimpinan yang adaptif terhadap perkembangan teknologi, perubahan kebijakan, dan implementasi kurikulum digital. Namun, praktik rekrutmen yang belum sepenuhnya berbasis meritokrasi, evaluasi kinerja yang masih cenderung administratif, serta pengelolaan kurikulum digital yang belum optimal masih menjadi tantangan. Penelitian ini bertujuan menganalisis kebijakan rekrutmen, evaluasi kinerja, dan strategi transformasi manajemen kurikulum digital melalui kepemimpinan pembelajaran. Metode yang digunakan adalah kualitatif dengan pendekatan studi pustaka, memanfaatkan data dari buku, artikel ilmiah, laporan organisasi internasional, dan dokumen kebijakan pemerintah yang dianalisis menggunakan model Miles dan Huberman serta triangulasi sumber. Hasil kajian menunjukkan bahwa digitalisasi melalui SIM KSPSTK, Ruang GTK, dan kebijakan terbaru telah mendorong sistem rekrutmen dan evaluasi yang lebih transparan dan berbasis kompetensi. Model integratif yang menghubungkan rekrutmen, evaluasi kinerja, dan manajemen kurikulum digital berkontribusi dalam memperkuat kepemimpinan sekolah abad ke-21. Penelitian selanjutnya perlu menguji model ini melalui studi empiris pada berbagai konteks sekolah.Kata Kunci: Pemberantasan Buta Huruf Al-Quran, Penanaman nilai-nilai Keislaman, Lapas I Medan.
Disaster-Responsive Governance dan Kompetensi Guru dalam Membangun Resiliensi Pendidikan pada Pendidikan Islam Pascabencana Banjir Alfian Sani
Prosiding Seminar Nasional Ilmu Komputer, Sosial Sains, Teknik dan Multi-Disiplin Ilmu Vol. 2 (2026)
Publisher : Raskha Media Group

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64803/ikosstemi.v2.153

Abstract

Floods are one of the most frequent threats to the continuity of the education system in Indonesia. Their impacts include not only damage to school infrastructure but also reduced quality of educational services, hampered learning processes, and weakened the resilience of educational institutions in facing crises. In the context of Islamic education, these challenges are increasingly complex because teachers are not only tasked with maintaining the continuity of learning but also carry out character development, psychosocial support, and strengthening students’ spiritual values. This study aims to analyze the relationship between Disaster-Responsive Governance and teacher competency in building educational resilience in Islamic educational units after flood disasters. The study used a qualitative approach with a case study design in flood-affected areas in Aceh Tamiang Regency. Data were collected through in-depth interviews, field observations, and analysis of policy documents and reports on educational disaster management. Data analysis was conducted using thematic analysis techniques through data reduction, categorization, interpretation, and conclusion drawing. The research findings indicate that low educational resilience is not solely due to the magnitude of the disaster’s impact, but is also influenced by weak disaster-responsive educational governance, limited coordination between stakeholders, and suboptimal teacher adaptive competencies in dealing with emergency situations. Teachers are required to play a broader role as facilitators of adaptive learning, psychosocial counselors, communication mediators with the community, and reinforcers of Islamic values ​​in the educational recovery process. This research offers a conceptual model that integrates Disaster-Responsive Governance, adaptive teacher competencies, and contextual factors as a foundation for building educational resilience in Islamic educational institutions. This model is expected to serve as the basis for developing more adaptive, inclusive, and sustainable educational policies in disaster-prone areas.
Co-Authors Husnul Fikry Mesiono Mesiono Muhammad Jailani