<![CDATA[Improving the quality of education in schools is now required to be more adaptive in improving the quality of its services by implementing a systematic and visionary change management model. The focus of this study provides an overview of how is SLBN 1 in Blitar implements transformative change management. The implementation steps, identification of driving and inhibiting factors. The focus of the research includes an analysis of the change cycle of planning, execution, and evaluation. A descriptive qualitative approach serves as the study framework. To obtain valid data, the author combined interview data collection techniques, participatory observation, and documentation. Data analysis through reduction, presentation, and drawing conclusions was carried out interactively to ensure the validity of the findings. The results show the adoption of three main pillars: a shift in school culture to be more religious, the use of information technology (ICT) in the learning process, and the transformation of managerial aspects to a digital system. This success cannot be separated from the role of various parties. The main supporting factors are the transformational leadership style of the principal, the active involvement of teachers and education staff, and the support of parents and the community. Challenges encountered are human resources and infrastructure. From the human resources side, some teachers are reluctant to abandon old patterns (resistance to innovation). On the technical side, limited technological support facilities ultimately create additional difficulties for school communities in adapting to the digital ecosystem. These findings confirm that the effectiveness of transformation depends on the synchronization of innovative managerial aspects and the strengthening of institutional principles. Integrating these two elements is key, as it serves as both a moral foundation and a direction for every innovation implemented within the educational institution's structure.]]>
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