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All Journal Jurnal Pemberdayaan Masyarakat Edudeena : Journal of Islamic Religious Education Edukasiana : Journal of Islamic Education Qoumun: Journal of Social and Humanities
Zahid Zufar At Thaariq
Cukurova University, Turkey
Religion Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Strategic Leadership and Resource Management for Pedagogical Innovation in Rural Schools: A Systematic Literature Review Miftah Hur Rahman Zh; Zahid Zufar At Thaariq; Mona Novita; Athia Nur Kamilah; Taufik
Qoumun: Jurnal Pengabdian Masyarakat Vol 2 No 1 (2026): Qoumun: Journal of Social and Humanities
Publisher : Cv. Kayaswara, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Purpose of the study: Rural schools in Indonesia and other developing countries face persistent learning quality gaps because of constraints in resources, infrastructure, and teacher training, while the demand for pedagogical innovation continues to rise. This study aims to synthesize recent empirical evidence on how principals' strategic leadership and resource management facilitate pedagogical innovation in rural schools. Methodology: A systematic literature review (SLR) following the PRISMA 2020 protocol was conducted by searching Scopus, Web of Science, ScienceDirect, ERIC, and the Indonesian Garuda portal for articles published between 2015 and 2025. After multi-stage screening and quality appraisal using the Critical Appraisal Skills Programme (CASP) instrument, 38 articles were selected as the final corpus. Thematic analysis identified five core dimensions: (a) contextualized transformational and distributed leadership, (b) adaptive partnership-based resource management, (c) locally responsive pedagogical innovation, (d) teacher professional development through learning communities, and (e) participatory community governance. Main Findings: The findings reveal that resource scarcity is not the sole determinant of educational quality; strategic leadership that integrates moral vision, social mobilization, and technological integration can convert constraints into opportunities for innovation. Novelty/Originality of this study: This study contributes to educational management theory by proposing an integrative Strategic Resource Innovation Leadership (SRIL) framework for rural contexts, offering a novel synthesis that connects leadership, resource adaptation, and pedagogical innovation for resource-constrained rural schools.
Re-examining Quality in AI-Mediated Language Learning: A PLS-SEM Analysis of Pedagogical Alignment, Engagement, and Arabic Language Proficiency Hendro Risbiyantoro; Nunu Mahnun; Aprijon Efendi; Miftah Hur Rahman Zh; Muhibuddin Fadhli; Zahid Zufar At Thaariq; Aldo Redho Syam; Jimly Assiddiqi
Jurnal Pemberdayaan Masyarakat Vol 5, No 1 (2026)
Publisher : Yayasan Keluarga Guru Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46843/jpm.v5i1.709

Abstract

This study examines the effects of AI-based learning tools on Arabic language learning among Arabic students, with student engagement and educational content quality as mediators. This study used a quantitative causal-explanatory design and administered an online questionnaire to students, teachers, and education professionals (N=960). Using Partial Least Squares Structural Equation Modeling (PLS-SEM) to analyze the data, there was a large direct positive effect of AI tools on proficiency and an even stronger positive mediating effect of student engagement. Unexpectedly, perceptions of educational content quality were strongly negatively associated with proficiency, suggesting that a mismatch between content design and the learner’s sociocultural context may impede learning even when the pedagogical design is sound. The results highlight that the success of AI in language learning is not merely a function of the state of the technology, but, more importantly, a function of pedagogically sound content and its continued capacity to promote profound engagement. This research enhances the science of technology-enhanced learning by proposing a refined model for English language education in Egypt and by providing implementation-oriented suggestions for furthering practice, calling for a shift from technocentric implementation to learner-centric orchestration of AI in Arabic language education.
Digital Leadership and Teacher Professionalism in Islamic Schools: A Mediation Model of Student Digital Literacy Rika Ariyani; Nasril Nasril; Al Munip; Miftah Hur Rahman Zh; Maspan Maspan; Darni Darni; Zahid Zufar At Thaariq
Edudeena : Journal of Islamic Religious Education Vol. 10 No. 1 (2026)
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/edudeena.v10i1.8275

Abstract

Global digital transformation has pushed Islamic schools to align religious values with modern competencies, which places a growing demand on digital leadership and ICT resource management. This study tested an integrative model of the direct and indirect effects of principals' digital leadership and ICT resource management on teacher professionalism and student digital literacy in Islamic schools. A quantitative cross-sectional survey was conducted among 377 full-time teachers from 25 private Islamic senior high schools (madrasah aliyah) across six provinces in Indonesia; 25 school principals were involved at the institutional consent stage but were not surveyed as respondents to avoid common-source bias. An 18-item instrument measuring four constructs on a five-point Likert scale was adapted from established frameworks and validated through expert review (n = 3) and a pilot test (n = 30). Data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) with SmartPLS 3. Digital leadership had a strong direct effect on ICT resource management (β = 0.99) and on teacher professionalism (β = 0.99). Teacher professionalism (β = 0.54) was a stronger direct predictor of student digital literacy than ICT resource management (β = 0.46) and served as a significant mediator. The study contributes a Value-Integrated Digital Leadership (VIDL) framework for faith-based schooling and argues that the effectiveness of digital leadership is bounded by its integration with Islamic values. Limitations include the cross-sectional single-country design and reliance on teacher self-report, which future longitudinal and multi-informant studies should address.
Digital Transformation of Santri: Integrating Learning Organisation with Adaptive Learning in Pesantren Sofwan Manaf; Mona Novita; Miftah Hur Rahman Zh; Zahid Zufar At Thaariq; Athia Nur Kamilah
Edukasiana: Journal of Islamic Education Vol. 5 No. 1 (2026): Edukasiana: Journal of Islamic Education
Publisher : Universitas Darunnajah Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61159/edukasiana.v5i1.803

Abstract

Digital transformation in Islamic boarding schools requires integrating learning organization models with adaptive learning to address the challenges of the Industrial Revolution 4.0 and society 5.0. This article aims to analyze the construction of the integration of the two concepts in the context of digitization of students in Indonesian Islamic boarding schools. The study focuses on a technology-based adaptive learning model associated with the five Senge disciplines in pesantren governance. The method used is a Systematic Literature Review (SLR) following the PRISMA protocol, based on 35 Scopus- and Sinta-indexed articles published between 2015 and 2025. The results of the study show that the integration of learning organization and adaptive learning forms four dimensions of transformation, namely modernization of data-based curriculum, strengthening the digital capacity of ustadz and students, system-based governance, and preservation of Islamic values. These findings confirm that the Islamic boarding schools that have succeeded in transforming are those that make collective learning a culture and personalize learning as a strategy. It is concluded that the Senge-Adaptive Learning hybrid framework is feasible as a model for digital pesantren governance.
Co-Authors Al Munip Aldo Redho Syam Aprijon Efendi Athia Nur Kamilah Darni Darni Hendro Risbiyantoro Jimly Assiddiqi Maspan Maspan Miftah Hur Rahman ZH Miftah Hur Rahman Zh Miftah Hur Rahman Zh Miftah Hur Rahman ZH Mona Novita Mona Novita Muhibuddin Fadhli Nasril Nasril Nunu Mahnun Rika Ariyani Sofwan Manaf Taufik