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All Journal Jurnal Penelitian Agama Jurnal INSANIA J-PAI: Jurnal Pendidikan Agama Islam JURNAL IQRA´ JURNAL KEPEMIMPINAN DAN PENGURUSAN SEKOLAH Jurnal Manajemen Pendidikan Animal Production : Indonesian Journal of Animal Production Jurnal Penelitian Pendidikan IPA (JPPIPA) Tarbawi: Jurnal Keilmuan Manajemen Pendidikan Ideas: Jurnal Pendidikan, Sosial dan Budaya Didaktik : Jurnal Ilmiah PGSD STKIP Subang Didaktika: Jurnal Kependidikan Journal of Basic Education Research Jurnal Tawadhu Journal of Innovation and Research in Primary Education Neo Journal of economy and social humanities Jurnal Penelitian dan Pengabdian Masyarakat Jurnal Pengabdian Masyarakat dan Riset Pendidikan
Siswadi
UIN Prof. K.H. Saifuddin Zuhri Purwokerto
Religion Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Physics Social Sciences Veterinary Other

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Transformational Leadership in Islamic Education: A Review of Techniques and Effectiveness Tri Setiyono; Pangat Ketug Priyono; Anggi Budi Hartarto; Siswadi
Neo Journal of economy and social humanities Vol 5 No 1 (2026): Neo Journal of Economy and Social Humanities
Publisher : International Publisher (YAPENBI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56403/nejesh.v5i1.386

Abstract

Transformational leadership is regarded as a leadership style capable of responding to the challenges of contemporary dynamics while fostering innovation, motivation, and commitment within Islamic educational institutions. This article aims to: (1) describe the concept of transformational leadership in Islamic education, (2) identify transformational leadership techniques applied in Islamic educational institutions, and (3) analyze the effectiveness of its implementation based on literature published from 2020 to 2025. The research method employed a systematic literature review, examining scientific articles and empirical studies from journals on Islamic education and educational management. The findings indicate that techniques such as developing a collective vision and mission, staff/teacher empowerment, motivation, intellectual stimulation, and individualized consideration remain relevant and effective in improving teacher performance, innovation, work motivation, school culture, and educational quality. Recent studies also highlight the importance of work climate and organizational support as mediating factors for successful implementation. Therefore, transformational leadership remains relevant and is highly recommended for implementation in Islamic educational institutions.
STRATEGI KEPEMIMPINAN BERBASIS MODAL SOSIAL DALAM MEMBANGUN BUDAYA MUTU PENDIDIKAN Siswadi, Siswadi; Afandi, Rahman; Mukroji, Mukroji; Sulistyawan, Guntur Danang; Sofati, Siti
Jurnal Manajemen Pendidikan Vol. 11 No. 1 (2026): Regular Issue (In Progress)
Publisher : STKIP Pesisir Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34125/jmp.v11i1.1945

Abstract

This study aims to analyse social capital-based educational leadership strategies in improving the culture of educational quality. This study uses a qualitative approach with a literature review design. Data collection was conducted through literature study, then analysed using data reduction techniques, data presentation, and thematic conclusion drawing. The results of the study indicate that social capital-based leadership strategies are realised through: (1) strengthening internal collaboration between teachers and educational staff through learning communities and joint reflection; (2) instilling quality values and organisational norms in the form of collective commitment and mutual cooperation; (3) active involvement of parents and strengthening the role of school committees; and (4) developing external partnerships to expand support networks and resources. These strategies strengthen the structural, relational, and cognitive dimensions of social capital, which have an impact on increasing organisational cohesion, trust, participation, and consistency in the application of quality standards. The research findings confirm that social capital-based educational leadership is capable of transforming a culture of quality from a mere administrative requirement into a collective value that is internalised in the daily practices of the school. The implications of this research emphasise the importance of the headteacher as an agent of social relations and an orchestrator of collaboration in creating a sustainable, adaptive, and participatory culture of quality.
KEPEMIMPINAN PENDIDIKAN DALAM IMPLEMENTASI PEMBELAJARAN DIFERENSIASI BAHASA ARAB Ibniyansah, M. Anjar Hoerul; Siswadi; Rahman Afandi
Jurnal Tawadhu Vol. 10 No. 1 (2026)
Publisher : Universitas Nahdlatul Ulama Al Ghazali Cilacap

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52802/twd.v10i1.2000

Abstract

Penelitian ini bertujuan untuk mendeskripsikan implementasi pembelajaran berdiferensiasi dalam pembelajaran bahasa Arab dan menganalisis hubungannya dengan kepemimpinan sekolah. Penelitian ini menggunakan desain studi kasus kualitatif yang dilakukan di kelas XI Satu SMA Bustanul Ulum NU Bumiayu. Data dikumpulkan melalui observasi, wawancara semi-terstruktur, dan dokumentasi, dan dianalisis menggunakan teknik kualitatif deskriptif. Temuan menunjukkan bahwa pembelajaran berdiferensiasi diimplementasikan melalui penyesuaian dalam konten, proses, dan produk. Diferensiasi konten tampak dalam memodifikasi kompleksitas materi dan strategi scaffolding. Diferensiasi proses tercermin dalam beragam aktivitas pembelajaran, kecepatan yang fleksibel, dan bimbingan adaptif. Diferensiasi produk diterapkan dengan menawarkan tugas alternatif, termasuk output visual, auditori, dan kinestetik-interaktif. Implementasi tersebut berkontribusi pada keterlibatan, kenyamanan, dan kepercayaan diri siswa. Studi ini juga menyoroti bahwa keberlanjutan inovasi pembelajaran sangat dipengaruhi oleh dukungan kepemimpinan sekolah, khususnya dalam menumbuhkan budaya berkualitas, mendorong fleksibilitas pedagogis, dan memperkuat kapasitas profesional guru.
VISIBILITAS KEPEMIMPINAN PENDIDIKAN BERBASIS EKOTEOLOGI DI ERA DIGITAL Siswadi, Siswadi; Afandi, Rahman
Jurnal Kepemimpinan dan Pengurusan Sekolah Vol. 10 No. 4 (2025): December (In Progress)
Publisher : STKIP Pesisir Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34125/jkps.v10i4.1996

Abstract

This study aims to analyze the visibility of educational leadership that integrates ecotheological values with the demands of the digital era within the framework of strengthening an organizational culture of quality. The current global environmental crisis is viewed not merely as a technical problem but as a moral and spiritual crisis of modern humanity trapped in an anthropocentric worldview. Using a descriptive qualitative method through a library research approach, this study explores how educational leaders utilize digital technology to transform theological discourse into concrete actions for environmental conservation. The results indicate that the visibility of ecotheological leadership in the digital era can be optimized through three main strategies: (1) the utilization of digital leadership as an instrument for communicating values through e-learning platforms, interactive simulations, and social media to build an environmentally conscious institutional image; (2) the implementation of an integrative curriculum and eco-prophetic education that connects spiritual responsibility with twenty-first-century skills such as STEM and digital literacy; and (3) the application of an inclusive transformational leadership model, including strengthening the role of women’s leadership, which tends to be more collaborative and participatory in fostering an ecological quality culture. In conclusion, the synergy between eschatological awareness and proactive digital innovation becomes a key factor for educational leaders to carry out their role as khalifah in maintaining the balance between humans, nature, and God amid global disruption.
Kepemimpinan Transformatif Kepala Sekolah Perempuan Berbasis Kesetaraan Gender dalam Membangun Iklim Sekolah Inklusif Ambar Rini; Siswadi Siswadi
Didaktika: Jurnal Kependidikan Vol. 15 No. 1 Februari (2026): Didaktika Jurnal Kependidikan
Publisher : South Sulawesi Education Development (SSED)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/27454312.3571

Abstract

Kepemimpinan kepala sekolah memiliki peran strategis dalam membangun iklim sekolah yang inklusif dan berkeadilan. Penelitian ini bertujuan untuk mendeskripsikan dan menganalisis kepemimpinan transformasional kepala sekolah perempuan berbasis kesetaraan gender dalam membangun iklim sekolah inklusif di MI Ma’arif Kedungwingin. Penelitian ini menggunakan pendekatan kualitatif dengan jenis studi kasus. Subjek penelitian meliputi kepala sekolah, guru kelas, dan tenaga kependidikan, sedangkan objek penelitian adalah praktik kepemimpinan transformasional berbasis kesetaraan gender serta iklim sekolah inklusif. Teknik pengumpulan data dilakukan melalui wawancara mendalam, observasi nonpartisipatif, dan studi dokumentasi. Analisis data menggunakan model interaktif Miles dan Huberman yang meliputi reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa kepala sekolah perempuan di MI Ma’arif Kedungwingin menerapkan kepemimpinan transformasional melalui pembangunan visi bersama, keteladanan, pemberdayaan guru dan tenaga kependidikan, serta pengelolaan sumber daya manusia yang berlandaskan prinsip kesetaraan gender. Praktik kepemimpinan tersebut berdampak positif terhadap terbentuknya iklim sekolah inklusif yang ditandai oleh relasi sosial yang harmonis, penerimaan terhadap keberagaman peserta didik, serta budaya sekolah yang menjunjung tinggi nilai saling menghargai dan kerja sama.
Gotong Royong Sebagai Modal Sosial: Respons Kepemimpinan Terhadap Kebijakan Akreditasi di Sekolah Dasar Pinggiran Kota Siti Sofati; Viddaroin Azimul Choeri; Sugeng Haryadi; Siswadi
Didaktika: Jurnal Kependidikan Vol. 15 No. 1 Februari (2026): Didaktika Jurnal Kependidikan
Publisher : South Sulawesi Education Development (SSED)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/27454312.3646

Abstract

Penelitian ini bertujuan untuk menganalisis peran gotong royong sebagai bentuk modal sosial dalam kepemimpinan sekolah dasar pinggiran dalam merespons kebijakan akreditasi nasional. Penelitian menggunakan pendekatan kualitatif dengan desain deskriptif, dilaksanakan di dua Sekolah Dasar Negeri di wilayah pinggiran Kabupaten Banyumas, Jawa Tengah. Partisipan penelitian meliputi dua kepala sekolah, enam guru, empat perwakilan komite sekolah atau orang tua, dan dua tokoh masyarakat. Data dikumpulkan melalui wawancara mendalam, observasi, dan studi dokumentasi, kemudian dianalisis menggunakan analisis tematik deskriptif melalui triangulasi sumber dan metode. Hasil penelitian menunjukkan bahwa; a) keterbatasan sumber daya ekonomi mendorong kepala sekolah untuk mengaktifkan modal sosial sebagai strategi pemenuhan standar akreditasi, b) Modal sosial internal (bonding social capital) diwujudkan melalui solidaritas dan komitmen guru yang dimobilisasi lewat kepemimpinan teladan dan relasional, c) Modal sosial eksternal (bridging social capital) diaktifkan melalui praktik gotong royong masyarakat yang mengonversi relasi sosial menjadi dukungan tenaga dan sarana prasarana sekolah tanpa menimbulkan resistensi sosial, d) Selain itu, pemanfaatan tokoh masyarakat dalam proses visitasi mencerminkan peran modal sosial simbolik (symbolic social capital) sebagai sumber legitimasi moral atas keberadaan dan fungsi sekolah di tengah keterbatasan teknis. Penelitian ini menyimpulkan bahwa kepemimpinan sekolah dasar di wilayah pinggiran tidak hanya bersifat administratif, tetapi sangat ditentukan oleh kemampuan membangun kepercayaan, relasi sosial, dan pemanfaatan nilai budaya lokal. Temuan ini mengimplikasikan perlunya kebijakan akreditasi yang lebih sensitif terhadap konteks sosial dan kultural sekolah, serta pengakuan terhadap modal sosial sebagai sumber daya strategis dalam tata kelola pendidikan dasar.
School Principal Leadership in Contemporary Education: A Sociological Perspective on Leadership Styles, Challenges, and Implications for Educational Quality Susi Sabarhati; Siswadi Siswadi; Alifa Muzayyana Putri; Kukuh Jati Winarno
Journal of Innovation and Research in Primary Education Vol. 5 No. 1 (2026)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v5i1.2888

Abstract

School principal leadership constitutes a critical determinant of educational quality, yet comprehensive understanding of effective leadership approaches in contemporary contexts remains limited. This literature review examined school principal leadership from a sociology of education perspective, synthesizing 44 international scholarly sources published between 2019 and 2025. The review employed narrative-descriptive methodology, systematically analyzing leadership conceptualizations, effective styles, contemporary challenges, and implications for educational quality. Findings revealed that 40.9% of contemporary literature conceptualizes principals as multidimensional leaders integrating instructional, managerial, and social roles. Four leadership styles demonstrated differential yet complementary effects: transformational leadership enhanced teacher motivation (85% of studies) and innovation culture (82%); instructional leadership directly improved teaching quality (91%) and curriculum implementation (88%); democratic leadership generated exceptional teacher participation (94%) and organizational trust (87%); while spiritual leadership strengthened ethical climate (89%) and character development (84%). School culture development emerged as the primary mediating mechanism (70.5% of studies) through which leadership influences educational outcomes. Contemporary principals face intensified challenges including digital transformation (77.3%), teacher resistance (63.6%), and administrative burden (59.1%), with significant contextual variations based on resource availability. The findings establish leadership as socially embedded institutional work requiring cultural diagnostic capabilities alongside technical competence. This study advances sociology of education by theorizing principals as cultural producers who shape organizational values mediating educational quality improvements.
Principal Leadership in Building Positive Culture in Elementary Schools: A Systematic Literature Review Paryati Paryati; Meliya Faradisa; Kusfatun Yuliani; Siswadi Siswadi
Journal of Innovation and Research in Primary Education Vol. 5 No. 1 (2026)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v5i1.2889

Abstract

Positive culture in elementary schools constitutes a critical foundation for character development in the digital era, yet comprehensive understanding of principal leadership's specific role remains limited. This systematic literature review analyzed 47 peer-reviewed publications from 2015-2025 using PRISMA guidelines, employing thematic synthesis to identify leadership dimensions contributing to positive culture development. Analysis revealed six interconnected leadership dimensions: visionary direction setting (89% of studies), teacher empowerment through professional development (83%), effective communication (79%), exemplary modeling behavior (74%), digital leadership competence (60%), and collaborative culture development (emergent theme). Findings demonstrated that elementary contexts require distinct leadership approaches emphasizing concrete behavioral modeling and developmentally appropriate strategies. Digital leadership emerged as a contemporary imperative, though 73% of reviewed studies reported principals lacked adequate digital competencies. Unexpected findings included reciprocal empowerment dynamics between principals and teachers, and technology's paradoxical effects on school culture. Results extend transformational leadership theory by documenting elementary-specific patterns and implementation gaps between empowerment rhetoric and practice. Findings underscore urgent needs for comprehensive principal preparation programs addressing culture-building competencies, ongoing professional development supporting digital leadership capacity, and educational policies recognizing leadership stability as prerequisite for cultural transformation. Future research should employ longitudinal designs examining temporal dynamics and cross-cultural comparisons clarifying universal versus context-specific practices.
MODEL MANAJEMEN KOPERASI SEKOLAH BERBASIS KEPEMIMPINAN VISIONER DALAM MENINGKATKAN KEMANDIRIAN SISWA Kurnia Rizki Febriana; ⁠Nur Rokhmah Dwi Mulyasari; Rizka Nur Azizah; Shishi Mushokhiyah; Siswadi
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 02 (2026): Volume 12 Nomor 02, Juni 2026 Published
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i02.12380

Abstract

This study aims to examine and formulate a school cooperative management model based on visionary leadership in enhancing students' independence. School cooperatives do not only function as business units but also serve as strategic learning platforms in shaping students' independence, responsibility, and entrepreneurial spirit. Visionary leadership plays a crucial role in directing cooperative management to be more innovative, sustainable, and future-oriented. This research employs a qualitative approach using a library research method, drawing from various literature on cooperative management, educational leadership, and student character development. The findings indicate that a visionary leadership-based management model emphasizes strategic planning, participatory management, strengthening independence values, and innovative cooperative programs involving students actively. The implementation of this model has been shown to improve students' managerial skills, independence attitudes, and economic awareness. Therefore, school cooperatives can serve as effective instruments in supporting educational goals oriented toward character building and student independence. Keywords: school cooperative management, visionary leadership, student independence, character education
MODEL-MODEL KEPEMIMPINAN PENDIDIKAN DALAM PEMBIAYAAN PENDIDIKAN Elsa Rakhmanita; Nadilatur Rofiqoh; Siswadi
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 02 (2026): Volume 12 Nomor 02, Juni 2026 Published
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study is a qualitative research employing a literature review approach on models of educational leadership in education financing. The aim of this study is to describe various models of educational leadership in education financing. Data were collected through a literature review from various references. The data analysis technique used is the Miles and Huberman model, which consists of data collection, data reduction, data display, and conclusion drawing. The results of the study indicate that the models of educational leadership in education financing include transformational leadership, transactional leadership, democratic leadership, visionary leadership, and entrepreneurial leadership. Several recommendations for implementing leadership models in education financing include the integration of various leadership models, active stakeholder involvement, the development of alternative funding sources, needs- and priority-based budget planning, enhancement of managerial competencies of educational leaders, and the utilization of technology in financial management. Keywords: Leadership models, education financing
Co-Authors Abdullah, Khabib Abu Dharin Adirani Nur Azizah Agus Suwanto Alifa Muzayyana Putri Ambar Rini Andina Nur Fadlila Anggi Budi Hartarto Asdlori Cipto Hartanto Cubbi Syauqi Elsa Rakhmanita Euis Farida Fadilah Aditya Faizatul Ilmi Fajar Nur Sodik Firdhaus Tri Nugroho Hidayat, Fahri Ibniyansah, M. Anjar Hoerul Ika Verina Imam Purnomo Indah Ayu Lestari Joko Mujianto Kartika Sari Kukuh Jati Winarno Kurnia Rizki Febriana Kusfatun Yuliani M. Slamet Yahya, M. Slamet Meliya Faradisa Muh. Hanif Muhammad Dhori Mukroji Mukroji, Mukroji Nadilatur Rofiqoh Nurul Aflah Pangat Ketug Priyono Paryati Paryati Pratiwi, Risa Purwo Septri Nugroho Rahmad Rismawan Rahman Afandi rahman afandi Rinawati Rizka Nur Azizah Rizma, Rahma Sivatur Rochmat Cahyo Wibowo Setyo Pamungkas Shishi Mushokhiyah Siti Sofati Sofati, Siti Sri Haryati Sugeng Haryadi Sulistyawan, Guntur Danang Susi Sabarhati Tri Setiyono Triana Yuni Astuti Ulya Abdillah Ramadhani Viddaroin Azimul Choeri Wahyu Widodo Yuli Dwi Bina Margarini Zulkifli Lessy ⁠Nur Rokhmah Dwi Mulyasari