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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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TRANSFORMATIONAL LEADERSHIP DIMENSIONS IN DIGITAL LEARNING TRANSFORMATION FOR ISLAMIC EDUCATION QUALITY Erma Listiyani; Muhammad Khoiruddin; Sukarman Sukarman
PROCEEDING OF INTERNATIONAL CONFERENCE ON EDUCATION, SOCIETY AND HUMANITY Vol 4, No 1 (2026): Four International Conference on Education, Society and Humanity
Publisher : PROCEEDING OF INTERNATIONAL CONFERENCE ON EDUCATION, SOCIETY AND HUMANITY

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Abstract

Digital learning transformation has become a strategic agenda for improving the quality of Islamic education in the era of digital disruption. This study aims to formulate the contribution of transformational leadership dimensions to the implementation of digital learning for improving the quality of Islamic education. This study employed library research with a qualitative approach. Data were collected through documentation of national and international journal articles, proceedings, books, official reports, and relevant policy documents. The data were analyzed using content analysis through data reduction, concept categorization, meaning interpretation, synthesis of findings, and conceptual formulation. The findings show that the four dimensions of transformational leadership contribute to digital learning transformation. Idealized influence builds digital-ethical role modelling through integrity, data security, academic honesty, and respectful digital communication. Inspirational motivation strengthens an Islamic digital transformation vision by directing technology use toward learning quality, access, institutional service, and Islamic identity. Intellectual stimulation encourages reflective digital pedagogical innovation through creative digital content, collaborative applications, learning analytics, problem-solving, and ethical AI utilization. Individualized consideration ensures inclusive and sustainable transformation through teacher needs mapping, gradual training, coaching, professional learning communities, and personal support. This study concludes that digital learning transformation in Islamic education should not be understood merely as technology adoption, but as a value-based, competence-oriented, and system-supported process. Transformational leadership becomes a strategic framework for integrating Islamic values, teacher digital competence, institutional governance, and quality improvement.
WEBSITE-BASED EDUCATIONAL MARKETING STRATEGIES TO INCREASE NEW STUDENT ADMISSIONS IN ISLAMIC BOARDING SCHOOLS Abd Aziz Rois; 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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Digital transformation has revolutionized the marketing practices of Islamic educational institutions, requiring Islamic boarding schools to adopt digital platforms to expand their information reach. This comprehensive paper aims to theoretically analyze website-based marketing strategies for increasing the enrollment of new students by examining the 4Ps marketing mix framework as the foundation of the analysis. Using a descriptive qualitative method with library research, this study synthesizes academic literature, previous research findings, and digital documentation from Islamic boarding schools. The results indicate that implementing the Marketing Mix (4P) through the boarding school’s official website has successfully transformed conventional strategies into ones that are more transparent, accountable, and accessible. By highlighting the Amtsilati Method as a Unique Selling Point (Product), transparency in tuition and boarding fee structures (Price), online registration features as a virtual location (Place), and optimization of SEO and visual content (Promotion), the institution has been able to build a strong digital brand. This strategy has proven to be the primary catalyst in restoring the trend of new student enrollment, which had previously been fluctuating, with an increase of 21.9% to 350 students by 2025.
INFLUENCE OF MADRASAH PRINCIPALS' TRANSFORMATIONAL LEADERSHIP ON TEACHER PROFESSIONALISM IN THE DIGITAL ERA: A SEQUENTIAL EXPLANATORY MIXED-METHODS STUDY Moch. Rikza Alkhubra Abdul Jabbar; Chusnul Chotimah; Mukhamad Sukur
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 the influence of transformational leadership exercised by madrasah principals on teacher professionalism and to explain the mechanisms underlying this relationship. A Sequential Explanatory Mixed Methods approach was employed. The quantitative phase involved 43 teachers selected through total sampling, while the qualitative phase included the madrasah principal, vice principals, teachers, administrative staff, and students selected using purposive and snowball sampling techniques. Quantitative data were analyzed using Structural Equation Modeling–Partial Least Squares (SEM-PLS), whereas qualitative data were analyzed following the interactive model of Miles, Huberman, and Saldaña. The integration of quantitative and qualitative findings was conducted during the interpretation stage using connecting and merging techniques. The results revealed that transformational leadership exerted by the madrasah principal had a positive and significant effect on teacher professionalism (β = 0.744; p < 0.001), with an R² value of 0.554. The qualitative findings reinforced these results by demonstrating that teacher professionalism was fostered through the principal's exemplary leadership, vision internalization, technology-based competency development, and dialogic academic supervision, all of which contributed to the establishment of a sustainable learning culture. The study concludes that transformational leadership not only enhances teacher professionalism but also creates a learning ecosystem that continuously supports teachers' professional competence development within the madrasah context.
THE INFLUENCE OF WORK MOTIVATION AND WORK COMMITMENT ON MADRASAH TEACHERS' LOYALTY Moh. Sahal; Muhammad Khoiruddin; 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 study aims to describe the influence of work motivation and work commitment on the loyalty of teachers working in madrasahs. Employing a qualitative approach with library research as its primary research design, data were collected from relevant books, scientific journal articles, and academic sources. The collected data were then analyzed using Content Analysis to identify and interpret patterns and themes , complemented by triangulation to enhance credibility. The results indicate that teacher loyalty does not develop spontaneously but is simultaneously and significantly shaped by both work motivation and work commitment. Work motivation, consisting of intrinsic and extrinsic drives, encourages teachers to perform their duties with enthusiasm, discipline, and perseverance. Meanwhile, work commitment—encompassing affective, continuance, and normative dimensions—reflects teachers' emotional and moral attachment to the institution, driving them to comply with regulations and remain loyal despite various challenges. Within the madrasah context, these factors are deeply intertwined with spiritual values, sincerity, and the intention to regard teaching as an act of worship. Consequently, the relationship among work motivation, work commitment, and teacher loyalty is mutually reinforcing , collectively contributing to institutional stability, enhanced instructional quality, and a harmonious working environment. Based on these findings, it is highly recommended that madrasah management prioritize strategies to strengthen teacher motivation and commitment through inspirational leadership, fair reward systems, and the reinforcement of Islamic values.
CONCEPTUALIZING AI-SUPPORTED EDUCATIONAL LEADERSHIP: A SYSTEMATIC LITERATURE REVIEW AND QUALITATIVE META-SYNTHESIS Juhji Juhji; Teguh Fachmi; Supardi Supardi; Irfan Abbas
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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The development of Artificial Intelligence (AI) has transformed educational leadership practices by improving decision-making, organizational governance, teacher professional development, and institutional transformation. Despite the significant increase in publications on AI in education, existing studies remain fragmented, generally discussing AI from separate perspectives, such as digital leadership, AI governance, teacher readiness, prompt literacy, and technology adoption. This study aims to synthesize research developments on AI-Supported Educational Leadership, identify key themes, uncover research gaps, and formulate an integrated conceptualization as a foundation for developing educational leadership theory and practice in the era of artificial intelligence. This study employed a Systematic Literature Review (SLR) approach, combined with qualitative meta-synthesis, following the PRISMA 2020 guidelines. A literature search was conducted through the Scopus database using keywords related to Artificial Intelligence and Educational Leadership. Articles were selected based on predetermined inclusion and exclusion criteria and analyzed using open coding, axial coding, and selective coding to produce a thematic and conceptual synthesis. The synthesis identified five main themes: strategic digital leadership, ethical AI governance, teacher readiness for AI, human-AI collaborative leadership, and strategic transformation of educational organizations. These five themes interact to form a conceptualization of AI-Supported Educational Leadership, which views AI as an organizational capability to strengthen leadership, organizational learning, institutional innovation, and the sustainability of educational performance. This study reveals that the existing literature remains dominated by the technology adoption perspective and has not fully explained the organizational mechanisms linking AI to the effectiveness of educational leadership. AI-Supported Educational Leadership is a leadership paradigm that integrates strategic leadership, responsible AI governance, teacher capacity development, organizational learning, and human-AI collaboration to support sustainable educational transformation. This perspective expands the concept of digital leadership by positioning AI as part of an organizational capability rather than merely an enabling technology. This study offers a conceptual synthesis that integrates various dimensions of leadership, organization, and artificial intelligence to conceptualize AI-Supported Educational Leadership. This conceptualization makes theoretical contributions to the development of the educational leadership literature while offering empirical research directions and strategic recommendations for educational leaders and policymakers to implement AI effectively, ethically, and sustainably.
STRENGTHENING RELIGIOUS CHARACTER THROUGH RELIGIOUS EXTRACURRICULAR ACTIVITIES IN ISLAMIC BOARDING SCHOOL EDUCATIONAL INSTITUTION Nor Alim Kilmi; Moh. Jasri; Hilya Banati Hajriyah
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 stu dy aims to identify the strengthening of students' religious character through religious extracurricular activities at SMA Al-Fattah Sukosari, Bondowoso. Religious character plays a crucial role in shaping students' personalities, which can be reinforced through religious activities outside formal lessons. This research uses a qualitative approach with a descriptive method. Data were collected through observation, interviews with guidance teachers and students, and documentation related to the religious extracurricular programs at the school. The results show that religious extracurricular activities such as religious study sessions, book studies, Quran memorization training, and joint worship have a significant role in shaping students' religious character. These activities help students understand and internalize religious values, which lead to improvements in discipline, responsibility, and mutual respect among peers. Furthermore, the strengthening of religious character is also influenced by the active role of teachers who guide and motivate students. Parental support is also an important factor in reinforcing the religious values taught at school. This study concludes that the religious extracurricular activities at SMA Al-Fattah Sukosari are effective in cultivating students' religious character. Therefore, the development and improvement of the quality of religious extracurricular activities are highly recommended to achieve more optimal results in shaping students who are not only intellectually intelligent but also possess noble character and religious values.
TRANSFORMATIONAL LEADERSHIP IN THE IMPLEMENTATION OF BILINGUAL LEARNING AT MIN 2 JEPARA: A QUALITATIVE CASE STUDY Arina Arina; 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 study analyses the role of transformational leadership in implementing bilingual learning within the framework of the Merdeka Curriculum at Madrasah Ibtidaiyah Negeri (MIN) 2 Jepara, a state Islamic primary school in rural Central Java. The research addresses how a madrasah principal mobilises leadership to sustain an English-medium bilingual programme that integrates global competence with Islamic values amid constrained linguistic and material resources. A qualitative single-case study design was employed, drawing on semi-structured interviews with five key informants (the principal, the bilingual-class coordinator, the vice-principal for curriculum, and bilingual teachers), participant observation in bilingual classrooms, and document analysis. Data were examined through thematic analysis and triangulated across sources. The findings indicate that the principal’s transformational leadership, operating through idealised influence, inspirational motivation, intellectual stimulation, and individualised consideration, functioned as the decisive mechanism converting a policy aspiration into a working classroom practice. Leadership effects were realised indirectly, mediated by teacher capacity built through continuous in-house training, professional learning communities, and technology-enabled pedagogy, rather than through structural mandate. The principal reframed limited English proficiency among teachers and students from a deficit into a shared developmental project, while embedding Islamic values into English instruction through practices such as English Morning and value-laden vocabulary, producing synergy rather than dichotomy between globalisation and religious identity. The study contributes a religio-cultural, rural extension to transformational-leadership theory and offers transferable strategies for resource-limited madrasahs. The single-site design limits statistical generalisation but supports analytical generalisation to comparable Islamic schools.
STRENGTHENING STUDENTS' RELIGIOUS CHARACTER EDUCATION THROUGH ISLAMIC BEHAVIOR HABITUATION PROGRAM MANAGEMENT Umi Afifah; Sukarman Sukarman; 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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This study aims to analyze the concept of Islamic education management in developing students' religious character and to construct a conceptual framework for implementing Islamic behavioral habituation programs. The study employed a qualitative approach using a descriptive-analytical literature review method through content analysis technique. The findings indicate that the management of Islamic behavioral habituation programs requires a holistic, systematic, and integrative approach grounded in the integration of three main pillars: Islamic education management theory, behavioristic learning theory, and character education theory, oriented toward the tarbiyah goal of forming the insan kamil — a complete human being encompassing the dimensions of aqidah, ibadah, and akhlak. Operationally, the strengthening of religious character is carried out through the POAC management functions and five key strategies, namely curricular integration, modeling, the creation of a religious school culture, parental collaboration, and the reinforcement of students' intrinsic motivation. The conceptual framework for implementation comprises five components: an Islamic philosophical foundation, a periodically structured program design, leadership- and modeling-based implementation, institutional system support, and continuous evaluation encompassing cognitive, affective, and psychomotor aspects. The resulting conceptual framework is adaptive to the diverse contexts of schools across Indonesia and serves as a practical reference for designing Islamic behavioral habituation programs that are systematic, measurable, and effective.
ISLAMIC EDUCATION TRANSFORMATION MANAGEMENT THROUGH INTEGRATION OF TRADITIONAL AND MODERN EDUCATION IN CHARACTER BUILDING OF INDEPENDENT STUDENTS Intan Kumala Sari; 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 study aims to analyze the management strategy of Islamic education transformation in integrating traditional and modern education systems and to determine its contribution to the development of independent character of students management of Islamic education transformation through the integration of traditional and modern education in the formation of independent character of students. This study uses a qualitative method with a library research approach through a review of various literature, scientific journals, and references relevant to Islamic education management, Islamic boarding school integration, and character education. Data analysis was conducted descriptively through the stages of data reduction, information grouping, interpretation, and drawing conclusions. The results show that the transformation of Islamic boarding school education is carried out through a change management strategy that maintains traditional values such as the study of yellow books, the role model of kiai, moral development, and Islamic boarding school culture, and integrates them with a modern education system in the form of curriculum development, technology, and skills. This integration contributes to the formation of independent character of students through the habituation of discipline, responsibility, self-management skills, and leadership. This study concludes that the management of Islamic education transformation that balances traditional and modern values can make Islamic boarding schools into adaptive, quality educational institutions, and remains based on Islamic values.
AI-DRIVEN EDUCATIONAL FINANCIAL GOVERNANCE : A SYSTEMATIC LITERATURE REVIEW ON THE TRANSFORMATION OF FINANCIAL MANAGEMENT AND RESOURCE ALLOCATION IN THE DIGITAL ERA Ahmad Misbah
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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The digital transformation of educational institutions has necessitated a paradigm shift in governance, particularly in financial management. Traditional financial practices in educational institutions are increasingly inadequate in addressing the complexities of modern resource allocation, transparency, and sustainability. While the integration of Artificial Intelligence (AI) in education has predominantly focused on pedagogical enhancements, its application in educational financial governance remains underexplored. This study aims to systematically review the current literature on the integration of AI in educational financial management. Utilizing the PRISMA framework, a systematic search was conducted across major academic databases (Scopus, Web of Science, and DOAJ) for publications between 2019 and 2026. This review identifies three main dimensions of AI application: predictive budgeting and financial planning, automated auditing for transparency, and resource allocation optimization. Furthermore, the study highlights critical challenges, including data privacy concerns, algorithmic bias, and the digital divide among educational stakeholders. The research findings propose a conceptual framework for AI-driven financial governance, offering strategic insights for educational leaders to enhance financial sustainability and accountability. This review contributes to the paucity of literature on AI in educational administration and provides a roadmap for future empirical research.

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