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Determinants of Teachers’ Digital Literacy: The Role of Capacity Building, Career Inclusion, and Digital Platform Engagement Abdullah Abdullah; Abu Hasan Agus R
Business and Applied Management Journal Vol. 3 No. 1 (2025)
Publisher : Al-Qalam Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/bamj.v3i1.1303

This study aims to examine the effects of capacity building, career inclusion, and the use of the Merdeka Mengajar Platform on teachers’ digital literacy. A quantitative correlational design was employed, involving 18 teachers selected through total sampling. The research instrument, developed based on the DigCompEdu framework, demonstrated strong validity (Corrected Item-Total Correlation = 0.466–0.847) and high reliability (Cronbach’s Alpha = 0.906). Data were analyzed using simple and multiple regression techniques. The results indicate that capacity building (B = 0.974; p < 0.001), career inclusion (B = 0.919; p < 0.001), and platform usage (B = 0.889; p < 0.001) each have a positive and significant effect on teachers’ digital literacy. Simultaneously, these variables show a significant combined effect (F = 17.706; p < 0.001), explaining 79.1% of the variance (R² = 0.791). These findings imply that enhancing teachers’ digital literacy requires not only technical training but also systemic support through professional development, inclusive career pathways, and sustained engagement with digital platforms. An integrated strategy is essential to accelerate teachers’ digital readiness in contemporary educational contexts.

Gender Leadership and the Dynamics of Women's Leadership in Islamic Educational Institutions Mohammad Dendy Musthofa; Abu Hasan Agus R
Jurnal Manajemen Pendidikan Vol. 11 No. 1 (2026): Regular Issue (In Progress)
Publisher : STKIP Pesisir Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34125/jmp.v11i1.1778

This study uses a qualitative approach with the aim of understanding the phenomenon of Gender Leadership and the Dynamics of Women's Leadership in Islamic Educational Institutions in depth through the perspectives of the participants. Data were collected through in-depth interviews, observations, focus group discussions (FGDs), and documentation, involving the principal, teachers, and parents as the primary sources of information. Data analysis was conducted thematically by following the stages of data reduction, data presentation, and drawing conclusions. The results of the study indicate several important aspects, namely Gender Leadership in the Perspective of Islamic Education which emphasizes the compatibility of Islamic values with the practice of women's leadership; Challenges of Women's Leadership in a Gender Context which reflect cultural barriers and social stereotypes; and Support and Legitimacy of Ibu Nurul's Leadership which grows through concrete performance, collective participation, and effective communication with various elements of the madrasah. This study contributes to theoretical, practical, and policy implications. Theoretically, this study enriches the study of gender and leadership in Islamic education, especially in the context of elementary madrasahs. Practically, the research findings can serve as a reference for other madrasah principals in developing leadership patterns that are inclusive, participatory, and responsive to the needs of the school community. Meanwhile, from a policy perspective, this research provides input for policymakers to further open up leadership opportunities for women in Islamic educational institutions, while simultaneously reducing existing structural and cultural barriers. Thus, this research not only describes a phenomenon but also provides new insights into the issue of gender equality in Islamic educational leadership at MI Mirqotul Ulum, relevant for development in broader research settings.

Spiritual and Value-Based Islamic Educational Leadership in Indonesia: A Hermeneutic Inquiry into Love, Moderation, and Institutional Management Mona Novita; Teten Jalaludin Hayat; Najiburrohman Najiburrohman; Abu Hasan Agus R; Hefniy Hefniy
Munaddhomah: Jurnal Manajemen Pendidikan Islam Vol. 7 No. 2 (2026): Progressive Management of Islamic Education
Publisher : Prodi Manajemen Pendidikan Islam Pascasarjana Institut Pesantren KH. Abdul Chalim Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31538/munaddhomah.v7i2.2571

This study proposes a conceptual framework that articulates the philosophical resonance between the spiritual-ethical teachings of Tanbih by Sheik Abdullah Mubarok a foundational text of the Qadiriyyah–Naqshabandiyyah Suryalaya tradition and Indonesia’s Love-Based Curriculum (Kurikulum Berbasis Cinta, KBC), a recent policy initiative of the Ministry of Religious Affairs, in shaping spiritual and value-based Islamic educational leadership. Drawing on philosophical hermeneutics (Gadamer), the research conducts a comparative interpretive analysis of these two texts to examine how the values of divine love (maḥabbah) and moderation (wasaṭiyyah/tawāzun) inform leadership orientation, ethical authority, and institutional direction within Islamic educational settings. The analysis identifies four interrelated dimensions of educational leadership: (1) an ontological foundation of leadership grounded in relational unity through divine love; (2) an ethical framework that reconciles spiritual integrity and civic responsibility through balance and moderation; (3) a compassionate pedagogical leadership approach that deepens the KBC’s “connection before correction” principle through the Sufi discipline of adab; and (4) a service-oriented leadership orientation rooted in rendah babarengan (humility in togetherness), re-envisioned as institutional khidmah. This study contributes to the field of Islamic Educational Leadership and Management by reframing leadership not merely as administrative control, but as a spiritually grounded, value-based practice that integrates ethical governance, compassionate pedagogy, and institutional responsibility. While the framework is conceptual and untested empirically, it offers a hermeneutically grounded theoretical foundation for future action research and case studies in madrasahs and other Islamic educational institutions. The study further invites scholarly inquiry into how locally rooted spiritual epistemologies can inform contemporary educational leadership and policy without being reduced to instrumental or bureaucratic functions.

Gender Leadership and the Dynamics of Women's Leadership in Islamic Educational Institutions Mohammad Dendy Musthofa; Abu Hasan Agus R
Jurnal Manajemen Pendidikan Vol. 11 No. 1 (2026): Regular Issue
Publisher : STKIP Pesisir Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34125/jmp.v11i1.1778

This study uses a qualitative approach with the aim of understanding the phenomenon of Gender Leadership and the Dynamics of Women's Leadership in Islamic Educational Institutions in depth through the perspectives of the participants. Data were collected through in-depth interviews, observations, focus group discussions (FGDs), and documentation, involving the principal, teachers, and parents as the primary sources of information. Data analysis was conducted thematically by following the stages of data reduction, data presentation, and drawing conclusions. The results of the study indicate several important aspects, namely Gender Leadership in the Perspective of Islamic Education which emphasizes the compatibility of Islamic values with the practice of women's leadership; Challenges of Women's Leadership in a Gender Context which reflect cultural barriers and social stereotypes; and Support and Legitimacy of Ibu Nurul's Leadership which grows through concrete performance, collective participation, and effective communication with various elements of the madrasah. This study contributes to theoretical, practical, and policy implications. Theoretically, this study enriches the study of gender and leadership in Islamic education, especially in the context of elementary madrasahs. Practically, the research findings can serve as a reference for other madrasah principals in developing leadership patterns that are inclusive, participatory, and responsive to the needs of the school community. Meanwhile, from a policy perspective, this research provides input for policymakers to further open up leadership opportunities for women in Islamic educational institutions, while simultaneously reducing existing structural and cultural barriers. Thus, this research not only describes a phenomenon but also provides new insights into the issue of gender equality in Islamic educational leadership at MI Mirqotul Ulum, relevant for development in broader research settings.

Transforming Out-of-School Education: The Role of Teacher Digital Literacy in Enhancing Learning Quality Yuni Rohimatus Syamsiyah; Abu Hasan Agus R; Qisthi Efridita
Managere: Indonesian Journal of Educational Management Vol. 8 No. 2 (2026)
Publisher : Universitas Nurul Jadid

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52627/managere.v8i2.2087

This study aims to investigate the role of teacher digital literacy in enhancing learning quality in primary schools, particularly in contexts with limited access to technology. Education in remote areas faces persistent structural challenges, including limited digital devices, unstable internet connectivity, and varying teacher readiness. Teacher digital literacy, encompassing the ability to select, adapt, and integrate technology into pedagogical practices, is critical for fostering inclusive and effective learning. A qualitative case study approach was employed, involving observations, interviews, desk reviews, and interview guides to capture teachers’ experiences, strategies, and challenges in implementing digital literacy. Findings indicate that digitally literate teachers enhance learning processes through platforms such as Google Classroom and Zoom, strengthen communication and collaboration with students, and leverage objective evaluation data to design adaptive instructional strategies. Additionally, the use of digital learning resources fosters student motivation, autonomy, and engagement. The study recommends teacher professional development programs that emphasize the integration of pedagogy and technology, alongside infrastructure improvements to support sustainable educational transformation.

The Role of Collaborative Leadership in Enhancing Educational Management Systems in Primary Schools Sudirman Sudirman; Abu Hasan Agus R
JUMPA : Jurnal Manajemen Pendidikan Vol 6, No 2 (2025)
Publisher : Universitas Nurul Jadid

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/jumpa.v6i2.14769

This study examines the impact of collaborative leadership in improving the quality of education in public elementary schools. The background of this research highlights the growing need for effective school leadership, especially in rural areas, to address challenges in educational quality. The study adopted a qualitative case study approach, utilizing desk reviews, observations, and semi-structured interviews with school leaders, teachers, parents, and students to collect data. The findings show that implementing collaborative leadership has led to a more effective decision-making process, fostering a sense of ownership and commitment to educational goals among all stakeholders. Effective communication within the school community was also identified as an important factor in improving leadership practices and ensuring alignment between teachers, parents, and students. Parental involvement in school decision-making and activities significantly contributes to student success, emphasizing the importance of collaboration outside of the classroom. The study further shows that this leadership model has fostered a more inclusive and supportive school culture, improving teaching effectiveness and student outcomes. This research offers implications for understanding collaborative leadership in Indonesian primary schools, a relatively underexplored context.

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