<![CDATA[This study aims to construct an instructional leadership model for school principals based on Kemuhammadiyahan values within the context of an Islamic boarding school. This issue is addressed to overcome a persistent problem, namely the dichotomy of curriculum and the dominance of bureaucratic leadership styles that tend to neglect the academic substance of pesantren education. This research employed a qualitative approach with a descriptive-analytical case study design. Data were collected through semi-structured interviews, passive participatory observation, and document analysis at Pondok Pesantren Modern Muhammadiyah Sangen. Informants were selected using purposive and snowball sampling techniques, involving the principal, vice principals, asatidz, and Muhammadiyah organizational administrators. The data were analyzed using the interactive model of Miles, Huberman, and Saldaña. The findings reveal three main themes: (1) the theological internalization of the values of Tauhid, Amanah, Tajdid, Berkemajuan, and Uswah Hasanah as the leadership worldview, (2) the articulation of instructional strategies through the mandatory integration of Al-Islam values in lesson planning and school culture formation, and (3) the formulation of a hypothetical model of progressive instructional leadership. This model synergizes balanced guidance for teachers and students through the implementation of a tripartite curriculum consisting of general sciences, pesantren classical texts, and Kemuhammadiyahan. This study contributes to the enrichment of value-based educational leadership theory through a progressive modernist Islamic leadership paradigm. Practically, the findings provide an applicable guideline for school principals in managing the quality of an integrated 24-hour curriculum. Future studies are recommended to examine the validity of this hypothetical model in broader pesantren contexts using a multi-case approach or research and development design.]]>
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