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All Journal REFLEKSI EDUKATIKA The Journal of Educational Development Al Ishlah Jurnal Pendidikan KREDO : Jurnal Ilmiah Bahasa dan Sastra QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Kinetik: Game Technology, Information System, Computer Network, Computing, Electronics, and Control Lentera: Jurnal Ilmiah Kependidikan Edukasi Islami: Jurnal Pendidikan Islam AL-TANZIM : JURNAL MANAJEMEN PENDIDIKAN ISLAM Jurnal STIE Semarang (Edisi Elektronik) EDUTEC : Journal of Education And Technology Aksara: Jurnal Ilmu Pendidikan Nonformal Equity in Education Journal (EEJ) Tafkir: Interdisciplinary Journal of Islamic Education IJORER : International Journal of Recent Educational Research Edusiana : Jurnal Manajemen dan Pendidikan Islam Jurnal Pengabdian Masyarakat untuk Negeri (UN-PENMAS) PENA ABDIMAS : Jurnal Pengabdian Masyarakat Journal of Islamic and Muhammadiyah Studies Jurnal Pengabdian Masyarakat Bangsa Proceeding of International Conference on Science, Education, and Technology Journal Sains and Education Delta-Phi Jurnal Pendidikan Matematika Jurnal Inovasi dan Pengembangan Hasil Pengabdian Masyarakat Jurnal Pengabdian Masyarakat dan Riset Pendidikan JIPITI: Jurnal Pengabdian kepada Masyarakat Center of Education Journal (CEJou) Assyfa Journal of Multidisciplinary Education Aksara Quality
Ahmad Hariyadi, Ahmad
IKIP PGRI Bojonegoro
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Electrical & Electronics Engineering Energy Engineering Environmental Science Health Professions Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Medicine & Pharmacology Nursing Physics Public Health Social Sciences Other

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Integrating Educational Resources and Leadership for Sustainable Quality in Multidisciplinary Education Hariyadi, Ahmad
Assyfa Journal of Multidisciplinary Education Vol. 3 No. 2 (2025): Assyfa Journal of Multidisciplinary Education (September)
Publisher : CV. Bimbingan Belajar Assyfa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61650/ajme.v3i2.771

Abstract

In today's digital transformation era, 21st-century skills such as critical thinking, creativity, collaboration, and digital literacy have become essential competencies for students. Project-based teaching strategies, technology integration, and collaborative learning have proven effective and engaging in enhancing these skills. This research is motivated by the urgent need to systematically integrate educational resources and leadership in multidisciplinary education, considering that previous studies have primarily evaluated the impact of separate interventions on cognitive and social development, while comprehensive evaluations on cognitive, psychomotor, and affective domains remain limited. The main objective of this study is to examine the synergy between educational resources and leadership practices in achieving sustainable quality through an integration approach in multidisciplinary education. The method employed is mixed-methods, combining qualitative phenomenological analysis through in-depth interviews and document analysis, as well as quantitative meta-analysis of 679 articles indexed from 2005 to 2026, covering levels from elementary to higher education with the use of digital tools for assessment. The study results show a significant positive impact from the integration of educational resources and leadership, with a productivity of 17.6 citations/year, an average impact of 68.5 citations, and a strong correlation between research maturity (r=0.177) and author collaboration (r=0.201) on educational outcomes, while the time of publication has minimal influence (r=-0.177). It is concluded that sustainable educational quality can only be achieved through the strategic integration of educational resources and transformational leadership, with an emphasis on continuous professional development, technology-based pedagogical practices, and multidisciplinary collaboration as the foundation for educational excellence and national development.
The Strategic Role of School Principals in Realizing Student-Centered Learning Hariyadi, Ahmad
Assyfa Journal of Multidisciplinary Education Vol. 2 No. 2 (2024): Assyfa Journal of Multidisciplinary Education (September)
Publisher : CV. Bimbingan Belajar Assyfa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61650/ajme.v2i2.783

Abstract

In the dynamic era of 21st-century educational transformation, developing students' critical thinking, creativity, and independence has become a top priority, where student-centered learning models are viewed as the most effective and creative strategies to enhance these competencies. The background of this research is driven by the fact that while curricula continue to evolve, instructional leadership often fails to optimally evaluate teaching effectiveness and its impact on student engagement and the holistic development of cognitive, affective, and psychomotor domains. This study aims to analyze the strategic contribution of school principals in creating an innovative learning ecosystem within the framework of the Merdeka Curriculum. The method employed is a qualitative approach using a literature review design and bibliometric analysis with VOSviewer and Publish or Perish software to map publication trends and data collection techniques based on academic documents. The results indicate that the principal's leadership has a significant positive impact on learning quality through providing resources and motivation to teachers, where scaffolding variables in managerial assistance serve as a key determinant of success; however, it was found that providing physical facilities alone has no effect without a shift in educators' mindsets. In conclusion, the principal's role as a primary driver is crucial for the sustainability of educational innovations that focus on students' unique potential.
The Role of Transformational Leadership in Enhancing Islamic Educational Quality Annasih, Sa'aduddin; Hariyadi, Ahmad; Aniqoh Shofwani, Siti; Adewale, Sulaimon
QUALITY Vol 14, No 1 (2026): QUALITY
Publisher : Pascasarjana IAIN Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/quality.v14i1.37401

Abstract

Transformational leadership is a leadership style that emphasizes profound organizational change by motivating, inspiring, and empowering individuals to achieve shared goals. In the context of Islamic education, particularly at Madrasah Tsanawiyah (MTs) NU Kudus, transformational leadership is expected to improve the quality of education by enhancing the learning process, strengthening teacher professionalism, and encouraging more participatory school management. This study aims to analyze the implementation of transformational leadership at MTs NU Kudus and its impact on improving the quality of Islamic education. A quantitative approach with a cross-sectional survey design was used to collect data from 100 teachers and staff members across 15 madrasahs. The data were then analyzed using partial least squares–structural equation modeling (PLS-SEM). The results show that transformational leadership significantly and positively impacts the quality of Islamic education. School principals who apply transformational leadership by providing inspiration, motivation, individualized support, and value-based direction successfully improve instructional processes, strengthen teacher professionalism, and foster a more inclusive and collaborative school culture. The findings also suggest that leadership based on moderate Islamic values increases stakeholder engagement, including active participation from students and parents. In conclusion, this study recommends strengthening leadership development programs to support sustainable educational quality enhancement and asserts that transformational leadership is an effective strategy for driving institutional improvement in NU-based madrasahs.
Analysis of Project-Based Differentiated Learning Management on Elementary School Student Activeness Hasannudin, Hasannudin; Utaminingsih, Sri; Hariyadi, Ahmad
IJORER : International Journal of Recent Educational Research Vol. 7 No. 4 (2026): July
Publisher : Faculty of Teacher Training and Education Muhammadiyah University of Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46245/ijorer.v7i4.1364

Abstract

Objective: This study aims to analyze the relationship between project-based differentiated learning management and elementary school students’ activeness, focusing on how differentiated learning (X1) and project-based learning (X2) are associated with student activeness (Y). Method: The study used a mixed methods approach with a sequential explanatory design. The quantitative phase involved a Likert-scale questionnaire administered through total sampling to 8 teachers at SDN Kadilangu. Instrument reliability was tested using Cronbach’s Alpha, followed by descriptive analysis and a Shapiro–Wilk normality test to determine the appropriate correlation technique. Because one variable was not normally distributed, Spearman correlation was applied. The qualitative phase employed a case study approach using classroom observations, in-depth interviews with teachers, the principal, and students, and document analysis to explain the quantitative patterns. Results: The instruments were reliable (α = 0.828 for X1; α = 0.788 for X2). Descriptive results showed high implementation of differentiated learning (M = 3.86) and project-based learning (M = 3.93), with high student activeness (M = 4.00). Spearman analysis revealed positive and significant relationships between differentiated learning and student activeness (r = 0.749; p < 0.05) and between project-based learning and student activeness (r = 0.786; p < 0.05). Novelty: The novelty of this study lies in examining the management dimensions of differentiated learning and project-based learning simultaneously. Previous studies have largely focused on outcomes, but have paid less attention to how teachers manage planning, organization, implementation, and evaluation in classroom practice. This study addresses that gap by analyzing how these management processes shape student activeness
Co-Authors Abdul Rosid Adewale, Sulaimon Agus Darmuki Ahmad Abdul Chamid Ahmad Hilal Madjdi, Ahmad Hilal Ahmad Yazid Aisyah, Siti Umi Nur Aniqoh Shofwani, Siti Annasih, Sa'aduddin Arsyad Fardani, M. Awaludin, Dipa Teruna Bachtiar, Alfan Choirudin, Choirudin Daroe Iswatiningsih Dewi Kusumaningsih Dewi, Dwi Wahyu Candra Dian Anggraini Diana Ermawati Dina Mayadiana Suwarma Erik Aditia Ismaya F. Shoufika Hilyana Fadillah, Radicha Dwi Nur Fathurrahman, Irfai Fatikhatun Najikhah Fauzi, Fathul Godlif Sianipar Gunawan Setiadi Hariyadi, Bachtiar Hartarini, Yovita Mumpuni Hartina Fattah Hasannudin, Hasannudin Heri yanto Ikhwandi, Muhammad Ripin Ikwandi , Muhamad Ripin In’am, Akhsanul Irfai Fathurohman, Irfai Irzan Soepriyadi Jayanti Putri, Jayanti Jenuri Kausar, Shakila Kemalsyah, M. Khairunnisa Khairunnisa Khamdun Khana, Febty Aviya KHOIRUL ANWAR Kurniawati, Wiwit La Ino Lovika Ardana Riswari M Baihaqi Mardiningrum, Wita Wahyu Misidawati, Dwi Novaria Muarofah, Siti Lailatul Muhammad Anas Ma`arif Muhlis Fajar Wicaksana Musa, Muhajir Noor Azizah Nurmalitasari, Dewi Pratiwi , Ika Ari Puspita Handayani Rani Darmayanti Rasyad, Afni Ratih Nindyasari Reviandari Widyatiningtyas, Reviandari Rona Romadhianti, Rona Rondhi S, Wawan Rustono - Santoso N, Denny Sarbullah Sari, Dyan Prawita Sarjono Sarjono, Sarjono Sattar Sattar, Sattar Seena, Ismaeel Setyawanto, Agus Setyawati Shofwani, Siti Aniqoh Shofwani, Siti Aniqoh Solehuddin, Moh. Sri Utaminingsih Sundari, Pipit Suprihartini, Yayuk Suseno Suseno Suwito Eko Pramono Syaffruddin Kuryanto, M. Sylvia Kartika Dhamayanti Tukiyo Tukiyo Utari Putri, Alicia Wasis Wijayanto Wawan Shokib Rondli