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Proceeding Of International Conference On Education, Society And Humanity
Published by Universitas Nurul Jadid
ISSN : 29866979     EISSN : 29865832     DOI : -
Core Subject : Religion, Economy, Humanities, Education, Social,
Religion Humanities Economics, Econometrics & Finance Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice
Proceedings of the International Conference on Education, Society and Humanity published by the Postgraduate program of Nurul Jadid University, Probolinggo, Indonesia. The proceeding published articles of interest to education practitioners, teachers, education policy makers, and researchers. This proceeding encompasses research articles, original research reports, reviews in education, society and Humanity in any fields including: Education Management, Learning Strategy, Educational Philosophy, Instructional Technology, and Education Policy, Gender Issues, Business Studies, Communication Studies, Cross-Cultural Studies, Economics, Linguistics, Psychology, Sociology, etc.
Arjuna Subject : Ilmu Sosial - Ilmu Sosial (Lain-Lain)
Articles 951 Documents
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THE CONCEPT OF TRANSFORMATIONAL LEADERSHIP IN EDUCATIONAL INSTITUTION LEADERS Muhammad Ardli Mubarok; Desy Islamiati
PROCEEDING OF INTERNATIONAL CONFERENCE ON EDUCATION, SOCIETY AND HUMANITY Vol 4, No 1 (2026): Four International Conference on Education, Society and Humanity
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Abstract

Leaders in educational institutions play a crucial role in the development of these institutions. Consequently, a leader must possess a genuine spirit of leadership. Transformational leadership focuses on efforts to inspire, motivate and develop team members in order to bring about positive change within the organisation. This type of leadership involves leaders who are able to articulate a clear vision, create an environment that supports innovation, and attend to the needs of individuals so that they can reach their full potential. This study aims to explore and understand the nature of transformational leadership. It employs a descriptive and analytical approach through a comprehensive literature review to collect, sort, and analyse relevant literature. The findings indicate that the key characteristics of transformational leadership comprise four main components: idealised influence, inspirational motivation, intellectual stimulation, and individualised consideration. It is hoped that this research will provide in-depth insights into leadership theory and offer guidance to practitioners on enhancing leadership effectiveness within their organisations.
IMPROVING ENVIRONMENTAL AWARENESS OF MADRASAH STUDENTS THROUGH GUIDANCE AND COUNSELING MANAGEMENT Sukarman Sukarman; Fikrotul Irtiya; Muhammad Khoiruddin
PROCEEDING OF INTERNATIONAL CONFERENCE ON EDUCATION, SOCIETY AND HUMANITY Vol 4, No 1 (2026): Four International Conference on Education, Society and Humanity
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Abstract

The widespread environmental damage of today increasingly emphasizes the importance of environmental awareness. The lack of environmental awareness demonstrated by students in their daily school environment indicates a low level of environmental awareness. This study examines the implementation of Guidance and Counseling (GC) services in fostering environmental responsibility among students at Madrasah Aliyah Nahdlatul Muslimin during the 2025/2026 academic year, analyzes the contribution of GC services to the development of students’ environmental care character, and identifies the supporting and inhibiting factors affecting the implementation of GC services in promoting environmental responsibility.This study employed a qualitative approach using a descriptive research design. Data were collected through interviews, observations, and document analysis and were analyzed using data reduction, data display, and conclusion drawing techniques. The findings reveal that GC services were implemented through personal, social, academic, career, group counseling, crisis intervention, and mediation services. Improvements in students' environmental character were reflected in maintaining classroom and school cleanliness, caring for plants, supporting school greening programs, utilizing waste segregation facilities, and maintaining hygiene through adequate sanitation facilities. Supporting factors included exemplary behavior of teachers, adequate facilities, stakeholder collaboration, and active student participation. Conversely, the major barriers were the lack of systematic integration between GC programs and environmental education, students' limited environmental awareness and behavioral consistency, insufficient counseling time, and the influence of external environmental factors.
COMMODIFICATION OF KNOWLEDGE IN THE DIGITAL ECOSYSTEM: A LITERATURE STUDY ON SHIFTING ACCESS TO EDUCATION AND THE SOCIAL JUSTICE EMERGENCY CRISIS Zein Faizin; Subaidi Subaidi; Sukarman Sukarman
PROCEEDING OF INTERNATIONAL CONFERENCE ON EDUCATION, SOCIETY AND HUMANITY Vol 4, No 1 (2026): Four International Conference on Education, Society and Humanity
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This literature study research analyzes the phenomenon of knowledge commodification in the digital education ecosystem and its implications for access to education and social justice. The rapid transition to educational technology (EdTech) and platform-based learning has shifted the paradigm of education from a public good to a highly commercialized digital commodity. This research aims to evaluate the trend of digital privatization in education, examine the shift in access to learning materials, and respond to emerging education equity emergencies. Using a qualitative literature matrix methodology, data were collected from 20 reputable academic journals published in the last five years, national education statistics reports, and critical sociological frameworks integrated with Islamic educational values. The results show that market-driven digital platforms exacerbate the "digital abyss" and create stratified access to quality education, where premium knowledge is hidden behind paid walls. The study also integrates the Qur'anic instructions on justice in the dissemination of knowledge, and argues that commercial exclusivism violates fundamental human rights in education. The research concludes that the commercialization of digital education poses a critical threat to social justice, thus requiring a strict regulatory framework and institutional commitment to openly accessible public pedagogy.
TRANSFORMATIONAL LEADERSHIP AS A CATALYST FOR TEACHER PERFORMANCE AND EDUCATIONAL INNOVATION IN THE DIGITAL AGE Zahwa Rifqotul Maula; Salsabila Nur Hamidah
PROCEEDING OF INTERNATIONAL CONFERENCE ON EDUCATION, SOCIETY AND HUMANITY Vol 4, No 1 (2026): Four International Conference on Education, Society and Humanity
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Abstract

This study aims to analyse the transformative leadership of the headteacher in enhancing teacher performance and educational innovation in the digital age at MTs Hidayatus Sholihin Turus-Gurah-Kediri. The study employs a qualitative approach using a case study design. Data were collected through in-depth interviews, observations and documentation involving the headteacher, deputy headteacher, teachers, school administrators and pupils. Data analysis was conducted using the interactive model developed by Miles, Huberman and Saldana, comprising the stages of data collection, data condensation, data presentation, and the drawing and verification of conclusions. The research findings indicate that the headteachers have implemented transformative leadership through the development of a shared vision, the provision of motivation, intellectual stimulation, professional development for teachers, and guidance on the use of digital technology. These strategies have led to improvements in teachers’ digital competence, discipline, innovation , collaboration and performance. The implementation of transformative leadership is supported by the commitment of madrasah heads, a collaborative work culture, and the availability of technological resources; however, it still faces challenges in the form of disparities in teachers’ digital competence, infrastructure limitations, and resistance to change. The implications of this research suggest that transformative leadership is an effective approach in supporting digital transformation and improving the quality of education in madrasahs
ANALYSIS OF THE NALO (NEEDS ANALYSIS, LEARNING, AND OUTPUT) EVALUATION FRAMEWORK FOR SENIOR HIGH SCHOOL PHYSICS LEARNING Ryka Kaswati; Riyadi Riyadi; Yetti Supriyati
PROCEEDING OF INTERNATIONAL CONFERENCE ON EDUCATION, SOCIETY AND HUMANITY Vol 3, No 1 (2025): Three International Conference on Education, Society and Humanity
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Abstract

The complexity of Physics learning in senior high schools requires an evaluation framework that not only measures learning outcomes but also identifies students' learning needs and the quality of instructional implementation. Existing evaluation models, such as CIPP and Hammond, have not comprehensively integrated these dimensions within a Physics-specific evaluation framework. This study aimed to develop the NALO Evaluation Model through a Systematic Literature Review. Relevant studies were identified from reputable international databases and analyzed using thematic synthesis to construct the conceptual dimensions and indicators of the proposed model. The findings revealed three interconnected evaluation components. The Needs Analysis component emphasizes diagnosing students' prior knowledge, misconceptions, cognitive and affective readiness, motivation, and learning context as the foundation for instructional planning. The Learning component evaluates teacher readiness, instructional planning, learning resources, teaching strategies, classroom interaction, formative assessment, and instructional organization to ensure effective implementation. The Output component extends evaluation beyond academic achievement to include conceptual understanding, scientific reasoning, science process skills, scientific attitudes, and twenty-first-century competencies comprising critical thinking, creativity, collaboration, and communication. The novelty of the NALO model lies in integrating these three components into a diagnostic and continuous evaluation framework that explains not only learning outcomes but also the underlying factors contributing to instructional effectiveness. The proposed model provides a comprehensive reference for evaluating and improving the quality of Physics learning in senior high schools.
TRANSFORMATION OF EDUCATIONAL FINANCING SYSTEMS THROUGH FINANCIAL MANAGEMENT DIGITALIZATION IN MADRASAH Nurul Fitria; Subaidi Subaidi; Sukarman Sukarman
PROCEEDING OF INTERNATIONAL CONFERENCE ON EDUCATION, SOCIETY AND HUMANITY Vol 4, No 1 (2026): Four International Conference on Education, Society and Humanity
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Abstract

The The advancement of digital technology has driven significant transformations in various aspects of educational management, including financing systems in madrasahs. The digitalization of financial management has become a strategic approach to promoting more effective, efficient, transparent, and accountable financial governance. This study aims to analyze the transformation of the educational financing system through the digitalization of financial management in madrasahs, as well as to examine its benefits, challenges, and implementation strategies. This study employed a library research method with a qualitative approach. Data were collected through documentation of scientific literature, books, journal articles, educational regulations, and relevant previous studies. Data analysis was conducted using content analysis to identify concepts, patterns, and findings related to the digitalization of educational financial management. The findings reveal that the transformation of the educational financing system in madrasahs has occurred across all stages of financial management, including planning, implementation, reporting, monitoring, and evaluation. The implementation of digitalization through various technology-based financial systems and applications has improved administrative efficiency, transaction recording accuracy, transparency in fund utilization, and accountability in financial management. Furthermore, digital systems support data-driven decision-making and strengthen supervisory functions through the availability of systematically documented audit trails. However, the implementation of financial digitalization still faces several challenges, including limited digital literacy among human resources, unequal technological infrastructure, and the need to adapt to new working cultures. Therefore, strengthening human resource competencies, providing adequate technological infrastructure, developing integrated financial information systems, and ensuring continuous policy support are essential factors for the successful transformation of educational financing. The digitalization of financial management has proven to be a strategic instrument for fostering professional, transparent, and accountable financial governance in madrasahs while remaining aligned with the Islamic values of trustworthiness (amanah) in educational management.
BEYOND ACADEMIC ACHIEVEMENT: OBE-BASED EDUCATION MANAGEMENT IN IMPROVING GRADUATES' EMPLOYABILITY SKILLS Syafa'atul Habib; Siti Aisyah Dalimunthe; Nelly Hastuti; Melania Rahmi
PROCEEDING OF INTERNATIONAL CONFERENCE ON EDUCATION, SOCIETY AND HUMANITY Vol 4, No 1 (2026): Four International Conference on Education, Society and Humanity
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Abstract

The purpose of this study is to examine Outcome-Based Education (OBE) based educational management and its impact on the employability skills of university graduates. In Outcome-Based Education, graduates' learning outcomes are placed at the center of the educational process. Therefore, labor market demands serve as the primary guide in the formulation of curriculum, teaching methods, and assessment. The analysis in this study covers the role of Outcome-Based Education in higher education and employability skills. The method used is a descriptive qualitative approach, which involves collecting and analyzing data drawn from books, papers, articles, and other relevant documentation. The role of OBE in higher education and employability skills is derived through data reduction, data presentation, and conclusion. This study found that OBE-based educational management strengthens graduates' employability skills, problem-solving abilities, critical thinking, and leadership. Additionally, OBE addresses employability skill gaps through project-based learning, collaboration, and industry placements. The study also identified that the barriers to employability in OBE include constant curriculum changes, technological shifts, and faculty readiness. Therefore, it is clear that universities need to implement Outcome-Based Education with the aim of strengthening their educational management systems to produce competitive graduates and educate graduates who.
THE INFLUENCE OF SUPERIOR ACCREDITATION IMPROVEMENT MANAGEMENT ON THE IMPROVEMENT OF ISLAMIC SCHOOL INSTITUTIONS Saefrudin Saefrudin; Agus Irfan; Muhammad Subhan
PROCEEDING OF INTERNATIONAL CONFERENCE ON EDUCATION, SOCIETY AND HUMANITY Vol 4, No 1 (2026): Four International Conference on Education, Society and Humanity
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Abstract

This research aims to examine the influence of superior accreditation management on improving Islamic school institutions in Indonesia. Through a systematic literature review (SLR) approach to 40 relevant scientific sources published in 2021-2024, this research analyzes how the implementation of structured accreditation management contributes to improving the quality of governance, human resource competence, learning quality and institutional competitiveness. The results of the study prove that comprehensive accreditation management, including strategic planning, organizing human resources, visionary leadership, continuous quality control, and digitalization of governance significantly encourages overall improvement of Islamic School institutions. The quality culture formed through the accreditation process is the foundation for sustainable institutional transformation. The implications of this research point to the need to integrate accreditation management as the main strategy for developing the capacity of Islamic education institutions in the competitive era.
COLLABORATIVE LEADERSHIP MODEL IN ACADEMIC GOVERNANCE OF PRIVATE ISLAMIC UNIVERSITIES Muhammad Alwi; Abdul Halik; Muhammad Tasbih
PROCEEDING OF INTERNATIONAL CONFERENCE ON EDUCATION, SOCIETY AND HUMANITY Vol 4, No 1 (2026): Four International Conference on Education, Society and Humanity
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This study aims to analyze collaborative leadership practices and formulate a leadership model developed within the academic governance of Sekolah Tinggi Agama Islam Darud Da’wah wal Irsyad (STAI DDI) Pinrang. The study employed a qualitative approach with a single-case study design. Informants were selected purposively and included institutional leaders, academic unit heads, lecturers, administrative staff, and other institutional actors involved in academic decision-making. Data were collected through semi-structured interviews, non-participant observations, and document analysis. Data analysis is carried out interactively through the stages of data condensation, data presentation, conclusion drawn, and verification, while data validity is carried out through triangulation of sources and techniques as well as member checking. The findings reveal that the collaborative leadership model at STAI DDI Pinrang is constructed through the integration of four main dimensions: facilitative and relational leadership, participatory academic decision-making, the internalization of prophetic values and ethical role modelling, and strengthened accountability through continuous evaluation and internal quality assurance. The model was not formally or normatively designed but emerged contextually through leadership practices that reduced hierarchical distance, built trust, expanded stakeholder participation, and fostered collective responsibility. The integration of these dimensions resulted in academic governance that was more collaborative, accountable, adaptive, and oriented toward continuous improvement. This study proposes a prophetic value-based collaborative leadership model that may serve as a relevant framework for strengthening academic governance in private Islamic higher education institutions.
UNDERSTANDING BARRIERS TO DIGITAL TRANSFORMATION IN MADRASAH: A CASE STUDY ON INFRASTRUCTURE, DIGITAL COMPETENCE, AND SERVICE QUALITY Muhammad Munawir Pohan; Wasehudin Wasehudin; Samsu Samsu
PROCEEDING OF INTERNATIONAL CONFERENCE ON EDUCATION, SOCIETY AND HUMANITY Vol 4, No 1 (2026): Four International Conference on Education, Society and Humanity
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Abstract

Digital transformation is a strategic necessity for madrasas to improve the effectiveness of governance, learning, and the quality of educational services. However, its implementation still faces various obstacles that affect the overall success of digitalization. This study aims to identify and analyze obstacles to digital transformation, focusing on digital infrastructure, human resource digital competence, and the quality of educational services. The study used a qualitative approach with a case study design. Data were collected through in-depth interviews, participant observation, and documentation studies with madrasah principals, teachers, education personnel, operators, and students. Data analysis used an interactive model that included data condensation, data presentation, triangulation of sources and techniques, and member checking. The results show that limited digital infrastructure, low digital competence of teachers and education personnel, and the dominance of an administrative orientation in digitalization are the main obstacles to digital transformation. Furthermore, the integration of Islamic values into digital learning content remains suboptimal, thereby hindering substantive improvement in the quality of educational services. This research offers a new perspective: digital transformation in madrasas must be understood as the integration of technological, human resource, and educational service capacities within a human-centered and value-based framework. These findings have implications for developing digital transformation policies that are more adaptive, sustainable, and oriented toward improving the quality of educational services.

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