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All Journal Journal of Leadership, Management and Policy in Education Proceeding Of International Conference On Education, Society And Humanity
Ambya, Rachanda
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Religion Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other

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DEVELOPMENT OF CHARISMATIC KIAI LEADERSHIP IN ISLAMIC BOARDING SCHOOLS FACING THE CHALLENGES OF MODERNIZATION Case Study in Al-Islamiyyah Islamic Boarding School Cikalong Wetan West Bandung Ambya, Rachanda; Nuryadin, Riyan; Purnama, Wawan; Sugiana, Yusuf; Arifin, Bambang Samsul
PROCEEDING OF INTERNATIONAL CONFERENCE ON EDUCATION, SOCIETY AND HUMANITY Vol 2, No 2 (2024): Third International Conference on Education, Society and Humanity
Publisher : PROCEEDING OF INTERNATIONAL CONFERENCE ON EDUCATION, SOCIETY AND HUMANITY

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Abstract

Islamic boarding schools as traditional Islamic educational institutions have a strategic role in shaping the character of the young generation through the instillation of religious values, with the kiai as a central figure who plays a role as an educator and charismatic spiritual leader who influences the lives of students and the surrounding community. However, during the development of the era and the influence of modernization, the role of charismatic kiai faces new challenges that require adjustments in relevant leadership methods. This study aims to understand the characteristics of charismatic kiai leadership in Islamic boarding schools, identify factors that support the development of this leadership, and explore the strategies implemented by kiai in facing the challenges of modernizing Islamic boarding schools. The research method uses a qualitative approach with a case study method at the Al-Islamiyah Islamic Boarding School, West Bandung Regency. Data were collected through direct observation, documentation studies, and in-depth interviews with kiai, staff, and students. The results of the study show that the characteristics of charismatic kiai leadership include exemplary behavior, simplicity, devotion to worship, humility, caring, wisdom, and persuasion. Factors that support the development of this leadership include collaboration and active involvement, open communication, development of professionalism, and adaptation to technology. The implementation of these findings includes strategies implemented by the kiai, namely the involvement of all parties in decision-making, integration of traditional values with modernity, encouraging innovation and critical thinking, strengthening networks and cooperation, and emphasizing morals and character. In conclusion, charismatic kiai leadership plays a crucial role in leading Islamic boarding schools to remain relevant and advanced in the modern era without abandoning the identity and fundamental values of the Islamic boarding school. This study fills the gap in previous literature that has not studied much about the development of charismatic kiai leadership in the  
Computational Thinking in Theological Education: Students’ Perceptions and Gender Differences in Understanding Fundamental Theological Concepts Purnama, Wawan; Ambya, Rachanda; Nuryadin, Riyan; Aini Latifah Awaliyah, Siti; Suhartini, Andewi
Journal of Leadership, Management and Policy in Education Vol. 4 No. 1 (2026): Journal of Leadership, Management and Policy in Education, June 2026
Publisher : Magister Administrasi Pendidikan, Universitas Muhammadiyah Kendari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51454/jlmpedu.v4i1.1812

Abstract

Theological concepts, particularly those concerning the nature and attributes of God, are often abstract and conceptually complex, requiring systematic and reflective forms of reasoning. This study examines students’ perceptions of applying Computational Thinking (CT) to the understanding of fundamental theological concepts and investigates whether these perceptions differ by gender. A quantitative cross-sectional descriptive design was employed. Data were collected from 46 undergraduate students (23 female and 23 male) selected through purposive sampling based on their prior exposure to Islamic Religious Education and fundamental theological concepts. Data were obtained using a 12-item Likert-type questionnaire covering six CT dimensions: decomposition, abstraction, pattern recognition, algorithmic thinking, systems modeling and simulation, and data structuring. Descriptive statistics were used to characterize students’ perceptions, while the Shapiro–Wilk test was employed to assess distributional assumptions, and an independent-samples t-test was used to examine gender differences. The overall mean perception score was 77.40 on a 100-point scale, indicating a relatively favorable perception of applying CT to theological learning. Female students obtained a slightly higher mean score than male students (77.71 vs. 77.07); however, the difference was not statistically significant (p > 0.05). These findings suggest that, within the present sample, students’ perceptions of CT-informed theological learning were generally favorable and did not differ significantly by gender. The study contributes to the emerging discussion of CT as a transdisciplinary cognitive framework that may complement, rather than replace, interpretive and reflective approaches in theological education. Further research using larger samples, validated multidimensional instruments, and intervention-based or mixed-methods designs is needed to determine whether CT-integrated instruction improves students’ actual theological understanding and analytical performance.
Co-Authors Aini Latifah Awaliyah, Siti Andewi Suhartini, Andewi Arifin, Bambang Samsul Riyan Nuryadin Sugiana, Yusuf Wawan Purnama