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All Journal Jurnal Isema : Islamic Educational Management Jurnal Ekonomika Manajemen Dan Bisnis
Zaen, Salsabila Putry
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Economics, Econometrics & Finance Education Social Sciences Other

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Kepemimpinan Pendidikan Kompeten: Membangun Visi, Menghadapi Tantangan, Dan Meningkatkan Kualitas Pembelajaran Di Era Modern Maharani, Afifah; Zaen, Salsabila Putry; Amanah, Riezma Diant; Sayyirussalikin, A.
Jurnal Ekonomi Manajemen dan Bisnis (JEMB) Vol. 3 No. 2 (2024): Juli - Desember
Publisher : CV. ITTC INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47233/jemb.v3i2.2337

Abstract

Educational leadership has a strategic role in determining the direction, quality, and success of education, especially in the modern era full of challenges. The background of this study is based on the urgent need for educational leaders who are able to respond to technological changes, social dynamics, and the demands of globalization. This article aims to describe how competent educational leadership can build a strong vision, face challenges, and improve the quality of learning at various levels of educational institutions. This article was written using a descriptive-qualitative method with a literature review approach. Data were collected from various sources such as scientific journals, books, research reports, and case studies that are relevant to the topic of educational leadership. The analysis was carried out to identify key elements of effective educational leadership, strategies to face modern challenges, and efforts to improve the quality of learning. The results of the study show that competent educational leaders have characteristics such as a clear vision, collaborative skills, and sensitivity to change. The main strategies identified include ongoing training for teachers, application of technology in the learning process, efficient resource management, and development of infrastructure that supports learning. With an integrated approach, competent educational leadership is able to create an innovative learning environment, improve student and teacher performance, and ensure that educational institutions can compete globally. This article provides practical recommendations for educational leaders in facing modern challenges and achieving educational goals optimally.
TEACHERS’ ROLES IN DEVELOPING THE MERDEKA CURRICULUM FROM AN ISLAMIC EDUCATION PERSPECTIVE: A CASE STUDY OF A VOCATIONAL SCHOOL Zaen, Salsabila Putry; Rahmadini, Sintia Dwi; Arkaan , Muhammad Zaidaan
Jurnal Isema : Islamic Educational Management Vol. 10 No. 2 (2025): Jurnal Islamic Educational Management
Publisher : Laboratorium Jurusan S1 Manajemen Pendidikan Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/isema.v10i2.52360

Abstract

This study examines the implementation and evaluation of the Merdeka Curriculum at SMK Negeri 12 Malang from the perspective of Islamic Education Management. Using a qualitative case study approach, data were collected through observations, in-depth interviews with school leaders and teachers, and document analysis. The findings indicate that teachers play a central role not only as curriculum implementers but also as collaborators, evaluators, and reflective practitioners. Curriculum enactment is characterized by cross-subject collaboration, project-based learning, teaching factory programs, and continuous formative evaluation aligned with industry needs. From an Islamic educational perspective, these practices embody core values such as amanah (accountability), syūra (consultative decision-making), itqān (professional excellence), and muhāsabah (reflective self-evaluation), which strengthen both instructional quality and moral development. However, the study also identifies challenges, including administrative workload, uneven teacher readiness, limited infrastructure, misalignment between vocational learning and academically oriented national assessments, and inconsistent industry participation. The study concludes that successful implementation of the Merdeka Curriculum in vocational schools depends on sustained teacher collaboration, supportive instructional leadership, strong industry partnerships, and value-based reflective practices. This research contributes an empirically grounded and Islamically informed perspective to the discourse on vocational curriculum reform in Indonesia.
Co-Authors Amanah, Riezma Diant Arkaan , Muhammad Zaidaan Maharani, Afifah Rahmadini, Sintia Dwi Sayyirussalikin, A.