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All Journal Al-Insyiroh: Jurnal Studi Keislaman
Ethem Gürhan
Ministry National Education, Konya, Türkiye
Religion Economics, Econometrics & Finance Education Social Sciences

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From Centralized Authority to Shared Vision: Collective-Transformational Leadership in Pesantren Sutrisno Sutrisno; Ethem Gürhan; Muhtar Hazawawi
Al-Insyiroh: Jurnal Studi Keislaman Vol. 12 No. 1 (2026): March 2026
Publisher : LPPPM STAI Darul Hikmah Bangkalan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35309/alinsyiroh.v12i1.680

Abstract

The sustainability of faith-based educational organizations often relies heavily on the singular charisma of their founders, making them highly vulnerable to institutional collapse upon the founder's demise ("founder's syndrome"). This study explores the actualization of collective-transformational leadership and its impact on shaping organizational culture within traditional Pesantren. Employing a qualitative multiple-case study design, research was conducted across three distinct institutional models: the Federation, Modern, and pure Traditional models. Data were collected over six months through in-depth interviews with nearly 30 participants—including central clerics, senior teachers, and students—complemented by participant observation and document analysis. The cross-case thematic analysis reveals a strategic structural shift from solitary, founder-centric authority to formalized, shared leadership councils. This transition successfully institutionalizes the clerics' charisma rather than diluting it. Furthermore, through informal communication strategies and spiritual synergy, this collective leadership mitigates internal conflicts and inspires the organizational community. Consequently, this shared authority shapes resilient and agile organizational cultures tailored to specific institutional visions, ranging from socio-environmental activism and global modern integration to the robust preservation of classical scholasticism. Theoretically, this study expands transformational leadership discourse by demonstrating that charismatic influence can operate synergistically as a collective phenomenon. Practically, it offers a sustainable governance blueprint for global faith-based organizations navigating the tension between preserving traditional religious identity and adapting to modern educational complexities
The Impact of Local Wisdom Integration on Islamic Education in Aceh: A Mixed-Methods Study Muhammad Syaikhon; Ethem Gürhan
Al-Insyiroh: Jurnal Studi Keislaman Vol. 12 No. 2 (2026): September 2026
Publisher : LPPPM STAI Darul Hikmah Bangkalan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35309/9mrgn554

Abstract

This study evaluates the effectiveness of integrating Tolerance-Based Local Wisdom into Islamic education programs in Aceh, Indonesia, using a mixed-methods approach. Quantitative data were collected from 500 students, 50 teachers, and 10 school administrators across 10 Islamic schools, with analysis conducted using SPSS including descriptive statistics, classical assumption tests, and inferential statistics (t-test: t(498) = 3.45, p = 0.002; ANOVA: F(2,497) = 5.67, p = 0.01). Qualitative data from semi-structured interviews were analyzed thematically, identifying five key themes: curriculum integration, pedagogical strategies, implementation challenges, student engagement, and extracurricular reinforcement. The findings reveal that while Tolerance-Based Local Wisdom significantly enhances student engagement (M = 4.35) and is highly valued by students (M = 4.45), its direct impact on academic performance in technical subjects remains limited. Extracurricular activities such as Musabaqah Tilawatil Quran and community service emerged as crucial vehicles for reinforcing local wisdom values. The study contributes a comprehensive evaluation framework that integrates local wisdom into Islamic education assessment, with practical implications for educational policymakers in culturally diverse regions. This research addresses the gap between policy rhetoric and classroom implementation, offering actionable recommendations for curriculum development and teacher training in Aceh
Co-Authors Muhammad Syaikhon Muhtar Hazawawi Sutrisno Sutrisno