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All Journal MUALLIMUN : JURNAL KAJIAN PENDIDIKAN DAN KEGURUAN NAAFI: JURNAL ILMIAH MAHASISWA
Dina Haryati
Unknown Affiliation
Religion Economics, Econometrics & Finance Education Library & Information Science Social Sciences

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IMPLEMENTASI KEPEMIMPINAN TRANSFORMASIONAL KEPALA SEKOLAH DALAM MENINGKATKAN MUTU PEMBELAJARAN DI SMA NEGERI 2 BINJAI Dina Haryati; Haryati, Dina; Hamdani, M. Rizqi Febri; Mardiati, Mardiati
Muallimun : Jurnal Kajian Pendidikan dan Keguruan Vol 4 No 2 (2024): MUALLIMUN
Publisher : Institut Agama Islam Negeri Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/muallimun.v4i2.10501

Abstract

This study aims to analyze the implementation of transformational leadership by the principal in improving learning quality at SMA Negeri 2 Binjai. The research is grounded in the understanding that the principal serves as an agent of change who fosters an innovative, collaborative, and quality-oriented learning culture. A descriptive qualitative approach was employed, using observation, in-depth interviews, and documentation as data collection techniques. The research subjects included the principal, teachers, and students as key informants. The findings reveal that the principal practices transformational leadership through four core dimensions: idealized influence, inspirational motivation, intellectual stimulation, and individualized consideration. The principal acts as a moral role model committed to the school’s vision of quality improvement, encourages teachers to think creatively, and provides personal support for their professional growth. This leadership approach has positively influenced teacher participation, instructional innovation, and student learning motivation. The study concludes that transformational leadership significantly contributes to creating a conducive and quality-oriented learning environment. The implication suggests that school leadership practices should emphasize participatory and inspirational approaches, while it is recommended that principals continue to strengthen collaborative and innovative cultures to address the challenges of educational quality in the digital era.
Epistemologi Pendidikan Anak Usia Dini dalam Perspektif Islam Kontemporer Muhtarom; Risa Ismi Septiana; Rahmi Herliza; Heti Marwa; Putri Sari Ayuning; Dina Haryati; Jihan Khairunnisa
NAAFI: JURNAL ILMIAH MAHASISWA Vol. 2 No. 3 (2026): NAAFI: Jurnal Ilmiah Mahasiswa
Publisher : Pusat Penelitian dan Pengabdian (P3M) STKIP Majenang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62387/naafi.v2i3.437

Abstract

Early Childhood Education (ECE) occupies a strategic position in the educational system as it serves as the foundation for children’s intellectual, emotional, social, spiritual, and moral development. The rapid advancement of globalization, digitalization, and information technology has created new challenges in preserving Islamic educational values while adapting to contemporary developments. This study aims to analyze the epistemology of early childhood education from a contemporary Islamic perspective, focusing on the construction of knowledge, sources of knowledge, methods of acquiring knowledge, and their relevance to current educational challenges. This research employed a qualitative approach using a library research method. Data were collected through documentation techniques by examining books, scientific articles, and other relevant academic literature. The data were analyzed using the interactive model of data condensation, data display, and conclusion drawing and verification. The findings reveal that the epistemology of Islamic early childhood education is constructed through the integration of three primary sources of knowledge: revelation, reason, and empirical experience. These sources collectively shape educational objectives, learning materials, methods, and evaluation processes. The study also indicates that contemporary Islamic thought seeks to integrate religious values with modern scientific developments in order to support holistic child development. Therefore, the epistemology of Islamic early childhood education remains highly relevant in addressing contemporary educational challenges by providing an integrative, holistic, and adaptive framework for developing children’s character, spirituality, and competencet.
Co-Authors Hamdani, M. Rizqi Febri Haryati, Dina Heti Marwa Jihan Khairunnisa Mardiati Mardiati Muhtarom Putri Sari Ayuning Rahmi Herliza Risa Ismi Septiana