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All Journal Jurnal Manajemen Pendidikan Islam Darussalam (JMPID) Al Qodiri: Jurnal Pendidikan, Sosial dan Keagamaan
Abdul Haq As
Institut Agama Islam At-Taqwa Bondowoso
Education Social Sciences

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Reconfiguration Of The Role Of Madrasah Principals In Developing Teacher Personality Professionality Limnawati Limnawati; Abdul Goffar; Abdul Haq As
Jurnal Manajemen Pendidikan Islam Darussalam Vol. 8 No. 1 (2026): April 2026
Publisher : Universitas KH. Mukhtar Syafaat Blokagung Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30739/jmpid.v8i1.4870

Abstract

Teacher personality professionalism is a fundamental dimension in improving the quality of education in madrasas. Madrasah principals have a strategic role in fostering, directing, and facilitating the strengthening of teachers' personality competencies. However, the dynamics of changes in educational policy require a reconfiguration of leadership roles to be more responsive and adaptive. This study aims to analyze the form of reconfiguration of the role of madrasah principals in fostering teacher personality professionalism at MTs Nurul Huda Al Banat Pelayan Kapongan. This study uses a qualitative approach with an empirical study design. Data were collected through in-depth interviews with madrasah principals, teachers, and education staff, observations of the coaching process, and document reviews. Data analysis was carried out through data reduction, data presentation, and interactive drawing of conclusions. The study shows that madrasah principals reconfigured their roles in three main aspects: (1) visionary leadership based on moral example; (2) strengthening a collaborative work climate through humanistic supervision and spiritual guidance; and (3) facilitating competency development through internal training and a continuous mentoring model. These changes have an impact on increasing teacher discipline, work ethic, and professional responsibility. Reconfiguring the role of the madrasah principal has been shown to contribute significantly to improving teacher professionalism. These findings recommend the development of a transformative leadership model based on role models and persuasive communication in madrasahs.
Reconfiguration Of The Role Of Madrasah Principals In Developing Teacher Personality Professionality Limnawati Limnawati; Abdul Goffar; Abdul Haq As
Jurnal Manajemen Pendidikan Islam Darussalam Vol. 8 No. 1 (2026): April 2026
Publisher : Universitas KH. Mukhtar Syafaat Blokagung Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30739/jmpid.v8i1.4870

Abstract

Teacher personality professionalism is a fundamental dimension in improving the quality of education in madrasas. Madrasah principals have a strategic role in fostering, directing, and facilitating the strengthening of teachers' personality competencies. However, the dynamics of changes in educational policy require a reconfiguration of leadership roles to be more responsive and adaptive. This study aims to analyze the form of reconfiguration of the role of madrasah principals in fostering teacher personality professionalism at MTs Nurul Huda Al Banat Pelayan Kapongan. This study uses a qualitative approach with an empirical study design. Data were collected through in-depth interviews with madrasah principals, teachers, and education staff, observations of the coaching process, and document reviews. Data analysis was carried out through data reduction, data presentation, and interactive drawing of conclusions. The study shows that madrasah principals reconfigured their roles in three main aspects: (1) visionary leadership based on moral example; (2) strengthening a collaborative work climate through humanistic supervision and spiritual guidance; and (3) facilitating competency development through internal training and a continuous mentoring model. These changes have an impact on increasing teacher discipline, work ethic, and professional responsibility. Reconfiguring the role of the madrasah principal has been shown to contribute significantly to improving teacher professionalism. These findings recommend the development of a transformative leadership model based on role models and persuasive communication in madrasahs.
Digital–Turāth Convergence in Islamic Boarding School Education: Integrative Innovation Management for Digital Transformation and Curriculum Reform in the Era of Educational Disruption Badrul Mudarris; Abdul Haq AS
Al Qodiri : Jurnal Pendidikan, Sosial dan Keagamaan Vol. 24 No. 2 (2026): Al Qodiri: Jurnal Pendidikan, Sosial dan Keagamaan
Publisher : Universitas Islam KH. Achmad Muzakki Syah Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53515/alqodiri.v24i2.122

Abstract

The rapid expansion of digital technologies has created significant challenges for traditional educational institutions, particularly Islamic boarding schools (pesantren), which are required to adapt to technological change while preserving their religious and cultural identity. This study aims to examine how integrative innovation management facilitates digital transformation and curriculum reform within a pesantren context. A qualitative explanatory case study was conducted at Nurul Jadid Islamic Boarding School, Probolinggo, Indonesia, between December 2025 and February 2026. Data were collected through participant observation, semi-structured interviews, document analysis, and institutional documentation involving institutional leaders, administrators, curriculum developers, teachers, information technology personnel, and students. The data were analyzed using Creswell’s thematic analysis framework through coding, categorization, theme development, and interpretation. The findings reveal five interconnected dimensions of integrative innovation management: (1) the orchestration of dynamic capabilities through charismatic-transformational leadership, (2) epistemological convergence between classical Islamic scholarship and digital literacy, (3) the development of a techno-pedagogical ecosystem that supports adaptive learning, (4) organizational resilience through open innovation management and strategic collaboration, and (5) the synthesis of dual competencies integrating technological proficiency and spiritual intelligence. These findings demonstrate that digital transformation in pesantren is not merely a technological process but a multidimensional institutional transformation grounded in religious values and organizational adaptability. The study contributes to educational management literature by proposing the Digital–Turāth Convergence framework, which explains how faith-based educational institutions can integrate technological innovation with traditional knowledge systems while maintaining their cultural and spiritual identity. The findings also provide practical insights for policymakers and educational leaders seeking sustainable models of curriculum reform and digital transformation in religious educational institutions.
Co-Authors Abdul Goffar Badrul Mudarris Limnawati Limnawati