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All Journal Jurnal Simki Pedagogia
Asnalia Rokhmah
Politeknik Negeri Nunukan
Education Languange, Linguistic, Communication & Media Mathematics Other

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Peran Kepemimpinan Kepala Sekolah dalam Penerapan Manajemen Strategi di SMK Gondang Wonopringgo Pekalongan Tria Ratnasari; Asnalia Rokhmah
Jurnal Simki Pedagogia Vol 9 No 1 (2026): Volume 9 Nomor 1 Tahun 2026
Publisher : Universitas Nusantara PGRI Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29407/jsp.v9i1.1394

Abstract

This study examines the role of leadership in the implementation of strategic management at SMK Gondang and identifies the leadership styles employed by the school principal in this process. A qualitative research design with a case study approach was adopted. Data were collected through in-depth interviews with school leaders, teachers, and administrative staff, as well as through direct observation of leadership practices and strategic management implementation at SMK Gondang. Data analysis followed the Miles and Huberman interactive model, consisting of data reduction, data display, and conclusion drawing. The findings reveal that the principal’s leadership plays a crucial role in decision-making and problem-solving related to strategic management implementation. Leadership is a key determinant in shaping the direction and ensuring the successful implementation of strategic management in vocational high schools. Furthermore, the principal at SMK Gondang demonstrates participative, transactional, and adaptive leadership styles, applying different approaches according to situational demands.
Model Asesmen Holistik dalam Pembelajaran PAI berbasis Multiple Intelligence Zakiya Very Ayu Suryatina; Moh. Muslih; Asnalia Rokhmah
Jurnal Simki Pedagogia Vol 9 No 1 (2026): Volume 9 Nomor 1 Tahun 2026
Publisher : Universitas Nusantara PGRI Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29407/jsp.v9i1.1471

Abstract

Islamic Education (PAI) is confronted with a persistent challenge arising from the misalignment between its holistic aim of nurturing insān kāmil (the complete human being) and assessment practices that remain predominantly cognitive and reductive in nature. As a result, existing assessments have yet to adequately capture students’ character formation, attitudes, and diverse potentials. This study seeks to formulate and develop a holistic assessment model for PAI grounded in Multiple Intelligence theory. Employing a qualitative approach, the research is based on conceptual inquiry and critical analysis of scholarly literature on authentic assessment, Islamic education, and Multiple Intelligence theory. Data were analyzed using a descriptive–analytical technique through the synthesis of key concepts and the systematic mapping of relationships between PAI learning domains and Multiple Intelligence. The findings demonstrate that the integration of Multiple Intelligence theory into PAI assessment can generate a comprehensive, operational, and learner-centered assessment framework, enabling a more equitable and meaningful evaluation of learning outcomes across cognitive, affective, and psychomotor domains. The proposed model offers a humanistic alternative to conventional assessment practices and aligns closely with the philosophical foundations of Islamic Religious Education as well as the demands of 21st-century education.
Co-Authors Moh. Muslih Tria Ratnasari Zakiya Very Ayu Suryatina