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All Journal Tadris: Jurnal keguruan dan Ilmu Tarbiyah JMKSP (Jurnal Manajemen, Kepemimpinan, dan Supervisi Pendidikan) Afeksi: Jurnal Penelitian dan Evaluasi Pendidikan Assyfa Journal of Islamic Studies Al Hikmah : Jurnal Pendidikan Guru Madrasah Ibtidaiyah Edu-mi Al-Khidmah: Jurnal Pengabdian kepada Masyarakat El-mumtaz : Jurnal Pendidikan Islam Anak Usia Dini
Dwi Sugianik
Institut Agama Islam Al Hikmah Lampung, Indonesia
Religion Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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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.
Managing Artificial Intelligence Implementation in Islamic Educational Administration Edi Sujoko; 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.v4i2.1318

Abstract

The rapid development of Artificial Intelligence (AI) has created new opportunities for improving educational administration, but its implementation in Islamic educational institutions requires more than technological readiness. This study aims to examine how AI is managed and implemented in Islamic educational administration, particularly in relation to administrative efficiency, leadership, human resource capacity, and Islamic ethical values. The study employed a qualitative approach with a descriptive case study design. Data were collected through semi-structured interviews, observation, and documentation involving institutional leaders and administrative personnel directly involved in AI-supported administrative activities. Data were analyzed through data reduction, data presentation, and conclusion drawing, with source and technique triangulation used to strengthen the credibility of the findings. The results indicate that AI contributes to administrative efficiency by supporting data processing, document preparation, and repetitive tasks. However, effective implementation depends on institutional leadership, staff digital competence, infrastructure readiness, and continuous human verification of AI-generated outputs. The findings also demonstrate that Islamic values, particularly amanah, responsibility, honesty, and respect for human dignity, function as important ethical foundations for AI use. The study concludes that AI implementation should be understood as a human-centered, leadership-driven, and value-based institutional transformation rather than merely administrative automation. The novelty of this study lies in integrating technological usefulness, managerial leadership, human competence, and Islamic ethical governance into a comprehensive perspective for managing AI implementation in Islamic educational administration.
Artificial Intelligence Readiness and Administrative Efficiency in Madrasahs: The Mediating Role of Digital Competence Muslimah; 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.v4i2.1319

Abstract

The rapid development of Artificial Intelligence (AI) creates opportunities for madrasahs to improve administrative processes and institutional services. However, the benefits of AI depend on institutional readiness and the ability of educational personnel to utilize digital technologies effectively. This study aims to examine the effect of Artificial Intelligence Readiness on Administrative Efficiency in madrasahs and to investigate the mediating role of Digital Competence. A quantitative explanatory design was employed involving 78 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 indicate that Artificial Intelligence Readiness has a positive and significant effect on Digital Competence (β = 0.292; p = 0.009). Artificial Intelligence Readiness also has a very strong and significant direct effect on Administrative Efficiency (β = 0.951; p < 0.001). The model explains 91.1% of the variance in Administrative Efficiency (R² = 0.911). However, Digital Competence does not significantly affect Administrative Efficiency (β = 0.012; p = 0.898), and its mediating effect is not supported (β = 0.003; p = 0.902). These findings indicate that the contribution of AI readiness to administrative efficiency occurs predominantly through a direct institutional pathway rather than through digital competence. The study contributes to Islamic educational management by emphasizing institutional preparedness, technological infrastructure, organizational support, and AI integration as critical factors for improving administrative efficiency in madrasahs.
Change Management in Strengthening the Adaptability of Islamic Educational Institutions Sahlan Gumadi; 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.v4i2.1320

Abstract

The increasingly dynamic educational environment requires Islamic educational institutions to develop strong and sustainable adaptive capacities. However, many institutions continue to face resistance to change, limited human resource competencies, weak change communication, and inadequate integration of innovation into organizational culture. This study aims to analyze change management in strengthening the adaptability of Islamic educational institutions and to identify the mechanisms through which organizational change develops into sustainable institutional capacity. The study employed a qualitative approach with a case study design. Data were collected through semi-structured interviews, non-participant observations, and document analysis and were analyzed thematically through data condensation, data display, and conclusion drawing and verification. The findings identified four major dimensions: (1) building awareness and strategic direction for change; (2) strengthening human resource capacity and participation; (3) developing innovation and organizational learning; and (4) institutionalizing change as sustainable adaptive capacity. The findings demonstrate that the adaptability of Islamic educational institutions develops through three interconnected mechanisms: adaptation, internalization, and institutionalization. Adaptation enables institutions to recognize and respond to environmental changes; internalization facilitates the acceptance and transformation of organizational knowledge, attitudes, and behaviors; while institutionalization embeds successful changes into organizational systems, routines, and culture. This study contributes to the development of Islamic educational management by positioning change management as a strategic mechanism for building sustainable institutional adaptive capacity. The findings suggest that adaptive Islamic educational institutions are not merely institutions capable of following change, but organizations capable of anticipating, learning from, managing, and institutionalizing change while maintaining their Islamic identity. Keywords: change management; institutional adaptability; Islamic education; organizational learning; innovation.
Determinants of Madrasah Effectiveness in the Digital Transformation Era dede suryana; 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.v4i2.1322

Abstract

ABSTRACT The digital transformation of education requires madrasahs to develop institutional capacities that enable technology to improve organizational and educational effectiveness. This study aims to examine the determinants of Madrasah Effectiveness in the digital transformation era by analyzing the effects of Digital Leadership and Teacher Digital Competence. The study employed a quantitative approach with 78 respondents. Data were collected using questionnaires measuring Digital Leadership, Teacher Digital Competence, and Madrasah Effectiveness and analyzed using descriptive statistics, validity and reliability testing, Pearson correlation, and multiple linear regression. The findings revealed that Digital Leadership had a very strong positive relationship with Madrasah Effectiveness and significantly predicted institutional effectiveness (β = 0.951, p < 0.001). In contrast, Teacher Digital Competence demonstrated a positive bivariate correlation with Madrasah Effectiveness but did not have a significant independent effect in the regression model (β = 0.012, p = 0.744). Collectively, the two predictors explained 91.1% of the variance in Madrasah Effectiveness. The findings indicate that teachers' digital competence alone is insufficient to ensure institutional effectiveness without strategic leadership and organizational direction. This study contributes a leadership-enabled digital transformation perspective, positioning Digital Leadership as a key institutional mechanism for translating digital capacities into Madrasah Effectiveness. The study recommends strengthening digital leadership development alongside teacher digital competence to support sustainable digital transformation in madrasahs
Determinants of Teacher Innovation in Islamic Schools Eni Sumartini; 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.v4i2.1323

Abstract

Teacher innovation has become increasingly important as Islamic schools respond to changes in educational practices, technology, and students' learning needs. However, teacher innovation is not determined solely by individual professional capabilities but may also be shaped by the leadership and organizational environment of schools. This study aims to examine the determinants of teacher innovation in Islamic schools, particularly the effects of Transformational Leadership and Teacher Professional Competence. The study employed a quantitative survey design involving 78 teachers in Islamic schools. Data were collected using structured questionnaires and analyzed using descriptive statistics, validity and reliability tests, classical assumption tests, Pearson correlation, and multiple linear regression. The findings revealed that Transformational Leadership had a very strong and significant positive effect on Teacher Innovation (β = 0.951, p < 0.001). Teacher Professional Competence showed a positive and significant bivariate correlation with Teacher Innovation (r = 0.290, p = 0.010), but its independent effect was not significant in the regression model (β = 0.012, p = 0.744). The two predictors collectively explained 91.1% of the variance in Teacher Innovation. These findings indicate that teacher professional competence alone does not guarantee innovative behavior when organizational leadership is taken into account. The study contributes a leadership-enabled perspective, positioning Transformational Leadership as the primary organizational mechanism that enables teachers to translate their professional capabilities into innovative educational practices. The findings highlight the importance of strengthening transformational leadership alongside teacher professional development to foster sustainable innovation in Islamic schools.
Artificial Intelligence Adoption and Administrative Efficiency in Islamic Educational Institutions Abud Nursyihab; 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.v4i2.1324

Abstract

The rapid development of Artificial Intelligence (AI) has created new opportunities for improving administrative processes in Islamic educational institutions. However, empirical evidence concerning the relationship between AI adoption and administrative efficiency remains limited. This study aims to examine the effect of AI adoption on administrative efficiency in Islamic educational institutions. A quantitative survey design was employed involving 78 respondents. Data were collected using a five-point Likert-scale questionnaire and analyzed using Partial Least Squares–Structural Equation Modeling (PLS-SEM). The findings reveal a strong positive and statistically significant relationship between AI adoption and administrative efficiency, with a path coefficient of β = 0.955, t = 27.93, and p < 0.001. The model produced an R² value of 0.911, indicating substantial explanatory power. These findings suggest that greater AI adoption is associated with improved administrative efficiency, particularly through the acceleration of administrative processes, reduction of repetitive tasks, improvement of data accuracy, and support for institutional decision-making. The study supports previous research on the organizational benefits of AI and extends the literature by focusing specifically on Islamic educational institutions. The study concludes that AI adoption can serve as a strategic mechanism for strengthening administrative efficiency when supported by adequate infrastructure, human-resource competence, responsible governance, and appropriate institutional policies. Keywords: Artificial Intelligence; AI Adoption; Administrative Efficiency; Islamic Education; Educational Management
Co-Authors Abud Nursyihab Abun, Rifa'i Ade Mubarok Adi Rahmat Ahmad Muhrondi Yusuf Ali Kuswadi Amanatul Muttoharoh Andari, An An Andi Warisno Anshori, M Afif Ari Pramono dede suryana Dewi Suryani Edi Sujoko Elpiah Eni Sumartini Eva Afriani Feri Riski Dinata Fira Aulia Putri Fitriana Fransiska Anna Trirski Lestari Hairul Pasya Imam Muzaki Imam Muzaki Indah Fitriana Ismi Azizah Ulya Jumini Marlina Marlina Agustina Muhammad Ilyas Muhammad Ngabid MS Murdani Muslih Qomarudin Muslih Qomarudin4 Muslimah Nirva Diana Nurmas Qulatul Khoiriah Nurpitasari Purwanto Rahadian Abdurroziq rahayuningsih, puji Sahlan Gumadi Siti Fatimah Siti May Saroh Siti Zuroidah Slamet Rianto Susanti Sutarni Uswatun Chasanah Yoga Prasetio Yusuf Supriyadin Zaenal Mustofa