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All Journal Karakter: Jurnal Riset Ilmu Pendidikan Islam Ikhlas: Jurnal Ilmiah Pendidikan Islam
Hasbulloh Karim Alfauzi
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Religion Humanities Education Social Sciences Other

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Kepemimpinan Situasional sebagai Strategi Kepala Sekolah dalam Meningkatkan Kualitas SDM Pendidikan Ridwan Hermawan; Istikhori Istikhori; Hasbulloh Karim Alfauzi; Nawil Hadad; Emat Muslihat; Toha Suryana; Khoirul Kusban
Ikhlas : Jurnal Ilmiah Pendidikan Islam Vol. 3 No. 1 (2026): Januari: Ikhlas : Jurnal Ilmiah Pendidikan Islam
Publisher : Asosiasi Riset Ilmu Pendidikan Agama dan Filsafat Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/ikhlas.v3i1.1857

Abstract

The quality of educational human resources (HR) is a key factor in determining the quality and success of educational implementation in schools. However, many schools still face problems of low performance, motivation, and professionalism among teachers and educational staff due to leadership that is not responsive to the diversity of conditions and human resource needs. This study aims to examine situational leadership as a strategy employed by school principals to improve the quality of educational human resources. The study adopts a literature review approach with qualitative content analysis of books, scholarly journal articles, and relevant previous research. The findings indicate that situational leadership enables school principals to adjust leadership styles directing, coaching, supporting, and delegating according to the levels of readiness, competence, and motivation of teachers and educational staff. Adaptive and participative leadership contributes positively to improved performance, work commitment, professionalism, and the creation of a conducive organizational climate and school culture. Therefore, situational leadership can be used as a strategic approach in planning, implementing, and evaluating sustainable educational quality improvement programs.
Filsafat Pendidikan Islam dalam Perspektif Rekonstruksi Pemikiran Kritis untuk Menjawab Tantangan Modernitas Ridwan Hermawan; Yurna Yurna; Nisa Putri Wulandari; Emat Muslihat; Hasbulloh Karim Alfauzi; Nawil Hadad
Karakter : Jurnal Riset Ilmu Pendidikan Islam Vol. 3 No. 1 (2026): Februari: Karakter : Jurnal Riset Ilmu Pendidikan Islam
Publisher : Asosiasi Riset Ilmu Pendidikan Agama dan Filsafat Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/karakter.v3i1.1889

Abstract

The challenges of modernity, including the secularization of knowledge, the fragmentation of values, and the increasingly pragmatic and utilitarian orientation of education, require a fundamental renewal of Islamic educational philosophy. In practice, Islamic education is often confined to normative and textualistic approaches that emphasize the transmission of doctrinal knowledge, which limits its responsiveness to social dynamics, scientific developments, and contemporary needs. This condition weakens the critical capacity of Islamic education in shaping individuals who are faithful, rational, and morally integrated. Accordingly, this study aims to examine Islamic educational philosophy from the perspective of critical thought reconstruction as an effort to address the challenges of modernity without shifting the fundamental principles of faith that serve as its normative foundation. This study employs a theoretical research approach through library research, using qualitative analysis of academic books, peer-reviewed journal articles, and relevant scholarly works on Islamic educational philosophy and critical thought. The analysis focuses on the ontological, epistemological, and axiological dimensions of Islamic education within the framework of critical reconstruction. The findings indicate that the reconstruction of Islamic educational philosophy is both an epistemological and practical necessity in responding to modern challenges. This reconstruction is not directed toward the domain of ʿaqīdah, which is qaṭʿī and normative in nature, but rather toward renewing modes of thinking, operational value systems, and educational practices. Consequently, Islamic education should function not merely at a normative level but as an effective instrument for individual and social transformation.
Co-Authors Emat Muslihat Istikhori Istikhori Khoirul Kusban Nawil Hadad Nisa Putri Wulandari Ridwan Hermawan Toha Suryana Yurna Yurna