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The Principal's Strategy in Instilling Islamic Values in A Multicultural School Rahmania, Fatmaya Anisa; Hanif, Muh
IQRO: Journal of Islamic Education Vol. 8 No. 1 (2025): VOL 8 N0 1 2025
Publisher : Prodi Pendidikan Agama Islam FTIK IAIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/iqro.v8i1.6797

This study aims to analyze the principal’s leadership strategies in instilling moderate Islamic values within a multicultural school environment. The research was conducted at SMK Negeri 1 Purwokerto, utilizing a qualitative approach with a case study and phenomenological methods. Data were collected through in-depth interviews with the principal, Islamic education teachers, and students, as well as through observations and document analysis. The findings reveal that the principal's strategies employ a holistic approach that integrates spiritual, social, and academic values, as well as role modeling by teachers and students, and the contextual adaptation of religious programs in an inclusive manner. The values of tasamuh (tolerance) and ‘adl (justice) serve as the foundation for fostering social harmony. These findings highlight the effectiveness of moderate Islamic approaches in strengthening students’ religious character while creating a tolerant and inclusive educational ecosystem in public schools.

The Principal's Strategy in Instilling Islamic Values in A Multicultural School Rahmania, Fatmaya Anisa; Hanif, Muh
IQRO: Journal of Islamic Education Vol. 8 No. 1 (2025): APRIL 2025
Publisher : Prodi Pendidikan Agama Islam FTIK IAIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/iqro.v8i1.6797

This study aims to analyze the principal’s leadership strategies in instilling moderate Islamic values within a multicultural school environment. The research was conducted at SMK Negeri 1 Purwokerto, utilizing a qualitative approach with a case study and phenomenological methods. Data were collected through in-depth interviews with the principal, Islamic education teachers, and students, as well as through observations and document analysis. The findings reveal that the principal's strategies employ a holistic approach that integrates spiritual, social, and academic values, as well as role modeling by teachers and students, and the contextual adaptation of religious programs in an inclusive manner. The values of tasamuh (tolerance) and ‘adl (justice) serve as the foundation for fostering social harmony. These findings highlight the effectiveness of moderate Islamic approaches in strengthening students’ religious character while creating a tolerant and inclusive educational ecosystem in public schools.

Applying maslow’s motivation theory to enhance teacher productivity in islamic boarding schools Setyaningrum, Ari Eka; Rahmania, Fatmaya Anisa
Asian Journal Collaboration of Social Environmental and Education Vol. 3 No. 1: (July) 2025
Publisher : Institute for Advanced Science, Social, and Sustainable Future

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61511/ajcsee.v3i1.2025.1942

Background: Education is a fundamental pillar in developing high-quality human resources, with teachers playing a central role. Teacher productivity is strongly influenced by work motivation, which is closely linked to the fulfillment of needs based on Maslow’s hierarchy. This study aims to analyze the application of Maslow’s theory in improving teacher productivity, a pesantren-based school with an integrative curriculum. The focus is to identify dominant teacher needs and propose strategic recommendations to enhance motivation and productivity. Method: This qualitative descriptive study used structured and unstructured interviews with 14 teachers, participatory observation, and school document analysis. Data were thematically analyzed based on Maslow’s hierarchy; physiological, safety, social, esteem, and self-actualization needs. Findings: The study identified seven dominant teacher needs; (1) salary increase, (2) regular recognition, (3) modern learning facilities, (4) improved work infrastructure, (5) regular training, (6) enhanced school safety, and (7) healthcare access. Most teachers reported that physiological (salary) and esteem needs were not optimally fulfilled, while self-actualization (professional development opportunities) was relatively well-supported. Teachers generally responded positively to the work environment, although dissatisfaction in welfare and recognition affected motivation. Conclusion: Fulfilling Maslow’s hierarchy of needs is crucial for enhancing teacher productivity. Strategic recommendations include optimizing budgets for welfare, implementing performance-based rewards, improving support facilities, and ensuring continuous training. Schools should integrate responsive policies to foster a motivational work environment. Novelty/Originality of this article: This study offers practical insights for Islamic boarding schools implementing the independent curriculum. The analysis of teacher needs through Maslow’s framework within this unique setting provides a holistic policy recommendation, combining welfare, professional growth, and a culture of appreciation which is contributing to underexplored literature on teacher motivation in Islamic education institutions.

Paradoxical effects of principals’ leadership strategies on islamic character development in multicultural school settings Rahmania, Fatmaya Anisa; Novikasari, Ifada
Islamic perspective on Communication and Psychology Vol. 2 No. 2: (August) 2025
Publisher : Institute for Advanced Science, Social, and Sustainable Future

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61511/ipercop.v2i2.2025.1982

Background: The leadership of school principals plays a crucial role in shaping students' character in multicultural environments such as SMK Negeri 1 Purwokerto. However, there has been no specific study that examines the influence of leadership strategies on the development of students’ Islamic character within the context of cultural and religious diversity. This study addresses that academic gap by integrating three aspects: leadership strategies, Islamic character, and the multicultural context. Methods: This is an associative quantitative study employing a field research approach. A sample of 80 students was selected from a population of 403 students in grades X and XI using simple random sampling. Data were collected through interviews, observations, and Likert scale-based questionnaires, and were then analyzed using validity, reliability, normality, linearity, and simple linear regression tests. Findings: The findings indicate that the instrument was valid (r-count > 0.2199) and reliable (Cronbach’s Alpha: X = 0.742; Y = 0.729). The data were normally distributed (sig. = 0.168) and exhibited a significant linear relationship (sig. = 0.001). Simple linear regression analysis revealed that leadership strategies had a substantial influence on Islamic character (sig. = 0.003), but the effect was negative (regression coefficient b = -0.244) with a low contribution (R² = 0.105). This suggests that an increase in leadership strategies may potentially decrease Islamic character, possibly due to a lack of collaborative approaches or the dominance of external factors (89.5%). Conclusion: The conclusion highlights the significance of transformative-relational leadership, which entails embodying Islamic values and conducting contextual evaluations in multicultural settings. Novelty/Originality of this article: The novelty of this study lies in the integration of the three aspects and the revelation of a paradoxical negative relationship that has not been explored in previous research.

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