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Tadbir : Jurnal Studi Manajemen Pendidikan
Published by Institut Agama Islam Negeri Curup
ISSN : 25803581     EISSN : 25805037     DOI : http://doi.org/10.29240/jsmp
Core Subject : Religion, Education, Social,
Religion Education Social Sciences
Tadbir : Jurnal Studi Manajemen Pendidikan is a scientific periodical published by the Institut Agama Islam Negeri (IAIN) Curup, specializing in the study of the science of management education. Articles published in this journal are conceptual ideas, study and application of theory, practical writing and research results.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 258 Documents
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Agile Leadership in Islamic Boarding School: An Exploratory Study of Team Iteration and Collaboration Practices in Times of Disruption: Case Study at Al-Amien Prenduan Islamic Boarding School, Sumenep, Madura Ahmad Sukandar; Musleh Wahid; Indra Azwar Mawardi; Didik Himmawan
Tadbir : Jurnal Studi Manajemen Pendidikan Vol. 10 No. 1 (2026)
Publisher : Institut Agama Islam Negeri (IAIN) Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/jsmp.v10i1.15349

Abstract

This exploratory qualitative study investigates agile leadership practices in Islamic boarding school leadership, focusing on iteration and team collaboration in an era of disruption. The case study was conducted at Al-Amien Prenduan Madura Islamic Boarding School, selected for its long history and adaptive capacity. Data were collected over six months (January–June 2023), a post-COVID-19 transition phase during which Islamic boarding schools were intensifying digital adaptation and organizational restructuring. Collection methods included triangulation through in-depth interviews, participatory observation, and documentation studies involving kiai, senior ustadz, administrators, and senior santri. Data analysis followed reduction, presentation, and conclusion-drawing procedures, with validity assessed through credibility, transferability, dependability, and confirmability. The results show that this pesantren applies agile leadership through a collective system, with the Majlis Kiai (Council of Clerics) serving as a participatory strategic decision-making body. Iterative practices are reflected in continuous planning and evaluation cycles, while team collaboration involves a multi-level decision-making structure. The pesantren demonstrates flexibility in integrating digital technology while preserving its traditional identity through gradual adaptation, supported by an adaptive organizational culture, integrated management, and dialogical communication distinguishing it from traditional salaf pesantren. Theoretically, this study integrates agile leadership concepts into traditional pesantren leadership; practically, it offers an adaptive leadership model for Islamic educational institutions facing disruption. The findings affirm that agile leadership emphasizing iteration and team collaboration can be implemented in Islamic boarding schools without eroding spiritual and traditional values. By balancing Islamic identity with digital adaptation through distributed leadership, this approach enhances learning effectiveness, organizational capacity, and responsiveness to external change.
Transformational Leadership Practices and Their Impact on Students’ Discipline through Organizational Cultural Strengthening in Modern Islamic Boarding Schools in Karawang Regency Wahidin Wahidin; Fatimah Az Zahro; Achmad Taufik Ismail; Chairil Fajar Hadiansyah
Tadbir : Jurnal Studi Manajemen Pendidikan Vol. 10 No. 1 (2026)
Publisher : Institut Agama Islam Negeri (IAIN) Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/jsmp.v10i1.15362

Abstract

This study examines the influence of transformational leadership on student discipline and the mediating role of organizational culture in a modern Islamic boarding schools in Karawang Regency. This study used a quantitative explanatory survey of 137 students, of which 102 respondents were selected using the Slovin formula and proportional random sampling. Data were analyzed using PLS-SEM with Smart-PLS 4.1.1.6. The results showed that transformational leadership significantly influenced organizational culture (β = 0.687, p < 0.001) and student discipline (β = 0.357, p < 0.001), while organizational culture also significantly influenced student discipline (β = 0.480, p < 0.001). The indirect effect of transformational leadership on student discipline through organizational culture was significant (β = 0.330, p < 0.001; VAF = 48.0%), indicating partial mediation. The model explained 44.9% of the variance in organizational culture and 63.4% of the variance in student discipline. These findings confirm that leadership becomes more effective in strengthening discipline when translated into shared values, routines, and supervisory practices within Islamic boarding schools.
Mobile-Integrated Smart School Management Ecosystem Model (SiPPKe) for the Prevention and Intervention of School-Based Violence Evitha Soraya; Supadi; Tarma; S. Nudia Mastur; Winda Dewi Listyasari
Tadbir : Jurnal Studi Manajemen Pendidikan Vol. 10 No. 1 (2026)
Publisher : Institut Agama Islam Negeri (IAIN) Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/jsmp.v10i1.16392

Abstract

The escalating prevalence of school-based violence underscores a critical systemic failure in safeguarding student welfare at the secondary level. This research addresses this exigency by developing SiPPKe (School Violence Prevention and Intervention System), an Android-based framework that operationalizes a multi-dimensional approach (encompassing proactive early detection, pedagogical intervention, and a streamlined reporting to resolution protocol) to ensure a responsive, effective, and digitally-integrated institutional environment. The research employed a Research and Development (R&D) approach adapting the Borg and Gall framework, conducted across 48 State Senior High Schools in East Jakarta. The study involved IT management experts alongside quota-sampled teachers and students. The development lifecycle followed five systematic stages: preliminary analysis, initial model construction, expert validation, limited-scale field trials, and large-scale testing with iterative revisions. Data were acquired through a triangulation of literature reviews, interviews, and questionnaires, utilizing descriptive statistics for quantitative analysis and the Miles and Huberman interactive model for qualitative interpretation. Instrument validation confirmed high reliability, while SiPPKe effectively integrated risk mapping, digital education, and rapid-response reporting. Findings reveal that user engagement significantly correlates with TPPK strategy effectiveness. Conclusively, SiPPKe optimizes violence management by streamlining bureaucratic reporting, transforming reactive handling into a proactive, technology-driven safeguarding framework in schools.
Difficulties of Teaching Social Studies in the Absence of Educational Resources - Teachers' Perspective in Third Cycle of Basic Education in Independent Zakho Administration Nida Fattah
Tadbir : Jurnal Studi Manajemen Pendidikan Vol. 10 No. 1 (2026)
Publisher : Institut Agama Islam Negeri (IAIN) Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/jsmp.v10i1.16475

Abstract

This study aimed to identify the difficulties of teaching social studies in the absence of educational resources from the perspective of teachers in the third cycle of basic education in Independent Zakho Administration according to the following variables: gender, years of teaching experience, academic qualification, and grade level. The study sample included 94 male and female social studies teachers from Grades 7-9. A questionnaire consisting of 28 items distributed across five dimensions was developed based on relevant literature and distributed to the research sample during November 2025. The study found statistically significant differences at the 0.05 level between the means of sample responses according to gender, years of experience, and academic qualification variables, indicating that the absence of educational resources significantly impacts teaching effectiveness differently based on these demographic factors. However, no statistically significant differences were found regarding the grade level taught. Based on these findings, the researcher recommended several measures, most importantly the need for educational authorities to provide adequate educational resources, establish resource centers in schools, allocate sufficient budgets for teaching materials, and develop partnerships with organizations to support resource provision.
Negotiating Integrity and Self-Identity: Transforming Authentic Leadership Through OBE-Based Reflective Learning in Educational Management Students Enung Hasanah; Zultiyati Zultiyati; M. Ikhsan Al Ghazi
Tadbir : Jurnal Studi Manajemen Pendidikan Vol. 10 No. 1 (2026)
Publisher : Institut Agama Islam Negeri (IAIN) Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/jsmp.v10i1.16325

Abstract

This study aims to explore the process of identity transformation and psychological dynamics of college students in leadership development through a Reflective Outcomes-Based Education (OBE) intervention. Using a qualitative research design, the study involved 11 participants who provided in-depth data through a structured reflection instrument. Results indicate that authentic leadership development is triggered by two main interrelated processes. First, an intense value negotiation dynamic emerges, in which participants grapple with the balance between personal ego and collective interests to build integrity through transparency and acceptance of their own vulnerability. Second, this process culminates in significant self-transformation, marked by the deconstruction of old understandings and the reconstruction of identity from a people-pleasing mentality to a principled leadership one. The study concludes that the reflective intervention within the OBE framework not only increases self-awareness but also builds resilience to external pressures through stronger self-mastery.
Adkar Change Management Model to Enhance the Use of LMS in Lectures: Does it Work? M. Rezeki Muamar; Danny Meirawan; Munir; Endang Herawan; Rahmi Hayati
Tadbir : Jurnal Studi Manajemen Pendidikan Vol. 10 No. 1 (2026)
Publisher : Institut Agama Islam Negeri (IAIN) Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/jsmp.v10i1.16553

Abstract

The ADKAR change management model was applied to enhance Learning Management System (LMS) adoption at higher education. This study highlights distinct differences between LMS users and non-users across all five stages of the ADKAR model Awareness, Desire, Knowledge, Ability, and Reinforcement. LMS users exhibited a higher level of Awareness, recognizing the rationale for LMS adoption and its benefits, while non-users showed limited understanding and engagement. In terms of Desire, LMS users demonstrated stronger motivation and a sense of urgency to adopt LMS, compared to non-users who lacked initiative and internal drive. Knowledge gaps were evident, with LMS users possessing better technical skills and problem-solving abilities, whereas non-users required more training and access to resources. Similarly, LMS users demonstrated higher Ability, effectively applying knowledge in practice, whereas non-users struggled due to insufficient practical experience and mentorship. Lastly, in the Reinforcement stage, LMS users benefited from ongoing recognition and support, while non-users lacked sufficient reinforcement mechanisms. The study concludes that targeted interventions, such as personalized training, mentorship, and effective communication, are essential to bridge these gaps and ensure broader LMS adoption across the institution.
Mapping the Intellectual Structure of Agile Leadership and Organizational Agility in Higher Education: A Bibliometric Review Wresni Pujiyati; Badrudin; Nasir
Tadbir : Jurnal Studi Manajemen Pendidikan Vol. 10 No. 1 (2026)
Publisher : Institut Agama Islam Negeri (IAIN) Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/jsmp.v10i1.16717

Abstract

Higher education institutions are increasingly required to develop adaptive leadership and organizational capabilities in response to digital transformation, institutional complexity, and environmental uncertainty. This study aims to map the intellectual structure of research on agile leadership and organizational agility in higher education through a bibliometric review. Bibliographic data were retrieved from the Scopus database and screened using the PRISMA 2020 flow diagram. The final corpus consisted of 141 Scopus-indexed documents published between 2003 and 2026. The data were analyzed using VOSviewer to examine annual publication trends, keyword co-occurrence, co-authorship networks, country collaboration, and co-citation structures. The findings show that scholarly attention to this topic has increased substantially after 2021, with 103 documents published between 2021 and 2026. Keyword co-occurrence analysis reveals that the field is strongly shaped by dynamic capabilities, organizational agility, digital transformation, knowledge management, and innovation, while agile leadership remains an emerging but increasingly relevant theme. Co-authorship analysis indicates fragmented collaboration among authors, while country collaboration shows international distribution with uneven network connections. Co-citation analysis confirms that the intellectual foundation of the field is interdisciplinary, combining dynamic capabilities, resource-based view, strategic management, adaptive leadership, and university innovation studies. This study contributes to higher education management literature by clarifying the conceptual structure, collaboration patterns, and theoretical foundations of agility-related research in higher education.
Analyzing Students’ Critical Thinking Skills in SWOT-Based Problem-Solving Deni Kadarsah; Risbon Sianturi
Tadbir : Jurnal Studi Manajemen Pendidikan Vol. 10 No. 1 (2026)
Publisher : Institut Agama Islam Negeri (IAIN) Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/jsmp.v10i1.16740

Abstract

This study aims to analyze students’ critical thinking skills in SWOT-based problem-solving within the context of the Educational Administration Study Program at Universitas Pendidikan Indonesia. Using a qualitative descriptive design, this study involved ten students who had completed more than six semesters of study. Data were collected through a problem-based task related to educational management and policy, in which participants were asked to identify strengths, weaknesses, opportunities, and threats, and then propose possible solutions. The data were analyzed using NVivo 12 with reference to Costa’s (1985) critical thinking indicators: Elementary Clarification, Basic Support, Inference, Advance Clarification, and Strategies and Tactics. The findings show that in the self-assessment stage, two participants were categorized under Basic Support, six under Inference, and two under Advance Clarification. In the SWOT-based problem-solving task, all participants demonstrated Elementary Clarification, Basic Support, and Inference, indicating their ability to identify problems, support arguments, and draw logical conclusions. However, only two participants reached Advance Clarification and Strategies and Tactics, suggesting that students’ critical thinking remained largely procedural, namely focused on completing analytical steps rather than consistently questioning assumptions, evaluating alternatives, and formulating strategic actions. The study contributes to the application of Costa’s critical thinking framework in Educational Administration learning and shows that SWOT-based tasks can serve as diagnostic tools for identifying students’ reasoning patterns. The findings imply that learning activities should integrate TOWS-based strategy formulation, reflective memos, case-based discussion, and reasoning-oriented assessment rubrics to strengthen students’ reflective and strategic critical thinking.

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