<![CDATA[Twenty-first century education requires comprehensive student leadership development beyond academic achievement. Student councils represent strategic platforms for cultivating organizational competencies, yet frequently encounter systematic challenges including inadequate coaching frameworks and limited developmental programming. This qualitative descriptive study examined student council development through self-development training at two Islamic secondary schools in Indonesia. Data were collected through participant observation, semi-structured interviews with principals, advisors, teachers, and council members, and documentation analysis. Analysis followed Miles et al.'s interactive model, with trustworthiness established through triangulation, member checking, and thick description. Findings revealed that systematic application of management functions—planning, organizing, implementing, and controlling—effectively enhanced student competencies when grounded in participatory approaches. Planning employed needs analysis and deliberative forums. Organization established democratic structures with clear role delineation. Implementation utilized experiential methods integrating theoretical instruction with authentic practice. Control mechanisms incorporated reflective evaluation and constructive feedback. Both schools successfully developed leadership, communication, and organizational competencies while adapting frameworks to distinct institutional contexts—one emphasizing technical-managerial skills, the other integrating Islamic values. Results demonstrate that student councils function as transformative leadership laboratories when supported through structured development programs. The integrated model extends management theory into youth organizational contexts while providing actionable frameworks for educational practitioners seeking to optimize student council effectiveness as strategic vehicles for comprehensive character and competency development.]]>
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