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All Journal Journal La Edusci Bulletin of Pedagogical Research
Moh Thohir
STKIP PGRI Sampang, Indonesia
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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The Dynamics of Educational Leadership Acculturation: A Fiel Study with Peter L. Berger Social Construction Approach Ivan Riyadi; Khoirul Anam Siddeh; Musdiani Musdiani; Yana Dwi Christanti; Moh Thohir
Journal La Edusci Vol. 7 No. 1 (2026): Journal La Edusci
Publisher : Newinera Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37899/journallaedusci.v7i1.2866

Abstract

This study investigates the dynamics of educational leadership acculturation at MA Al-Fatah Palembang through the lens of Peter L. Berger’s social construction theory. Using a qualitative field study design, the research explores how school leaders internalize, construct, and institutionalize leadership values within the cultural, religious, and organizational contexts of the madrasah. Data were collected through in-depth interviews, observation, and documentation, involving principals, vice principals, teachers, and student organization leaders. The findings reveal that leadership practices at MA Al-Fatah are shaped by a continuous dialectic process: externalization of Islamic-based leadership values, objectivation through institutional rituals and organizational norms, and internalization by individuals within the school community. These processes foster a hybrid form of leadership that integrates traditional Islamic values with contemporary educational management practices. The study also highlights factors that support and hinder acculturation, including organizational culture, leadership communication, teacher participation, and stakeholder engagement. Overall, the research provides theoretical and practical insights into how leadership identities are socially constructed and negotiated within Islamic educational settings.
The Effectiveness of Contextual Learning Approach in Improving Civic Education Learning Outcomes Moh Thohir; Alfan Bramantya; Eko Pujiati; Dian Utami Ikhwaningrum
Bulletin of Pedagogical Research Vol. 6 No. 1 (2026): Bulletin of Pedagogical Research
Publisher : CV. Creative Tugu Pena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51278/bpr.v6i1.2161

Abstract

Vocational education in Vocational High Schools requires learning that is not only oriented to mastering concepts, but also to students' ability to apply knowledge contextually following the demands of the contextual problem. However, the dominance of conventional learning still has the potential to produce learning outcomes that are less meaningful and difficult to transfer to real situations. Therefore, this study aims to analyze the effectiveness of the contextual learning approach in improving the learning outcomes of vocational school students. A quantitative research methodology was applied using a quasi-experimental pretest–posttest control group design to examine the effects of the intervention. The research population was class X students at SMK Darul Amin Madura, with a sample of 80 students divided into experimental groups and control groups of 40 students each. The results revealed a statistically significant difference in posttest scores, with the experimental group outperforming the control group with t score equivalent to 3.27 (p < 0.01). ANCOVA results confirmed that the learning approach had a significant effect on learning outcomes after controlling for initial ability (F = 10.84; p < 0.01; partial η² = 0.12). In addition, the N-gain value of the experimental group (M = 0.67; moderate–high category) was higher than that of the control group (M = 0.38; moderate category). These findings show that the contextual learning approach is effective in improving the learning outcomes of vocational school students.
Co-Authors Alfan Bramantya Dian Utami Ikhwaningrum Eko Pujiati Ivan Riyadi Khoirul Anam Siddeh Musdiani Musdiani Yana Dwi Christanti