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All Journal El-Rusyd Management of Education: Jurnal Manajemen Pendidikan Islam
Eka Eramahi
STIT Ahlussunnah Bukittinggi, Indonesia
Religion Education Languange, Linguistic, Communication & Media Social Sciences Other

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Rethinking Agile Leadership: Digital Organizational Culture, Lecturer Agility, and Self-Reported Teaching Performance Elvi Rahmi; Rike Ifriadi; Eka Eramahi; Satriani Satriani; Ismiati Ismiati
Management of Education: Jurnal Manajemen Pendidikan Islam Vol. 12 No. 2 (2026): Management of Education: Jurnal Manajemen Pendidikan Islam
Publisher : Fakultas Tarbiyah dan Keguruan UIN Antasari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18592/moe.v12i2.20458

Abstract

Digital transformation in universities requires organizational conditions that enable lecturers to respond to changing pedagogical demands. This cross-sectional study examined whether lecturers’ perceptions of agile leadership and digital organizational culture were associated with lecturer agility and self-reported teaching performance, and whether lecturer agility mediated these relationships. Data were collected from 112 permanent lecturers at eight universities in West Sumatra and analyzed using partial least squares structural equation modeling. Digital organizational culture was positively associated with lecturer agility (β = .484, p < .001) and self-reported teaching performance (β = .451, p < .001). Agile leadership was not significantly associated with lecturer agility (β = .167, p = .055) or self-reported teaching performance (β = .113, p = .279), whereas lecturer agility was unrelated to performance (β = .013, p = .915). No significant indirect effects were identified. The model explained 28.0% of the variance in lecturer agility and 23.5% of the variance in self-reported teaching performance. Digital organizational culture therefore emerged as the most consistent perceived contextual factor in this sample. These findings provide context-specific explanatory evidence rather than causal or broadly generalizable conclusions.
Al-Ghazali’s Contributions to Islamic Education Hasnan Hasnan; Eka Eramahi
El-Rusyd Vol. 11 No. 1 (2026): June
Publisher : Sekolah Tinggi Ilmu Tarbiyah (STIT) Ahlussunnah Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58485/elrusyd.v11i1.688

Abstract

As a thinker, Imam al-Ghazali has made significant intellectual contributions to the advancement of Islamic education. However, the application of al-Ghazali’s concepts has not yet been widely observed in Islamic educational institutions. The purpose of this paper is to examine the contribution of al-Ghazali’s thought to Islamic education. This paper focuses on three aspects: the first relates to ethics, the second to the curriculum, and the third to teaching methods. This research is descriptive qualitative in nature, employing content analysis. This involves examining and analyzing books, literature, magazines, notes, and reports related to the subject under study. The analysis revealed that al-Ghazali’s contributions to Islamic education are as follows: i) Ethics. According to al-Ghazali, good character (Akhlaq Mahmudah) is the fruit and ultimate goal of the entire educational process and the pursuit of knowledge. ii) Curriculum. Al-Ghazali views the curriculum not merely as a list of subjects, but as a roadmap for transforming the soul (tazkiyatun nafs) from blameworthy traits (akhlaq mazmumah) toward praiseworthy traits (akhlaq maḥmudah). iii) Teaching methods. According to al-Ghazali, the method of learning (tariqah al-ta’allum) cannot be separated from the goals of education, namely the purification of the soul (tazkiyatun nafs) and the attainment of ma’rifat of Allah.
Co-Authors Hasnan Hasnan Ismiati Ismiati RAHMI, ELVI Rike Ifriadi Satriani Satriani