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Hastabrata: Journal of Business and Management Studies
Published by Afkaruna Journal Publisher
ISSN : -     EISSN : 3163415X     DOI : https://doi.org/10.67245/hastabrata
Core Subject :
Hastabrata: Journal of Business and Management Studies (e-ISSN: 3163-415X) is a peer-reviewed academic journal published by Afkaruna Journal Publisher. This journal is published three times a year, in April, August, and December. The journal welcomes empirical, theoretical, and methodological studies that explore management and leadership dynamics. Its scope includes strategic management, education management, human resource management, marketing, finance, and entrepreneurship. Special emphasis is placed on manuscripts that integrate local wisdom and cultural values into modern organizational practices. The journal encourages studies that advance knowledge and contribute to both academic and practical understanding of business and management.
Arjuna Subject : -
Articles 10 Documents
 1 
Digitalizing Pesantren Leadership Supervision in Strengthening Entrepreneurship and Social Media-Based Alumni Networks Muhammad Rayyan Huzaifi
Hastabrata: Journal of Business and Management Studies Vol. 1 No. 1 (2026): April
Publisher : Hastabrata: Journal of Business and Management Studies

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Abstract

This study examines the transformation of leadership supervision at Pondok Pesantren Minhajul Abidin in the digital era, focusing on its role in strengthening alumni-based entrepreneurial networks. As traditional religious institutions evolve into socio-economic entities, the role of the kiai or school leadership has shifted from conventional religious authority to dynamic social and digital leadership. Using a qualitative case study approach, this research analyzes how the leadership implements a hybrid supervision model that integrates digital platforms like WhatsApp and Instagram—specifically through the "Friday Status Movement" (Gerakan Jum’at Status)—with traditional pesantren values. The findings reveal that the leadership performs a "gatekeeper" function to ensure branding alignment with Islamic business ethics while utilizing the 3C framework—Connect, Contribute, and Co-create—to optimize the social capital of alumni and student guardians. The study further demonstrates that this supervisory model fosters a sustainable socio-entrepreneurship ecosystem, where business units like food stalls and souvenir shops support the institution's economic independence and facilitate Islamic philanthropy, such as free meal programs for orphaned students. This research concludes that adaptive digital leadership and robust social capital are critical for pesantren to build inclusive, equitable, and resilient community-based economic networks.
Implementation of Educational Supervision Management in Improving the Quality of Learning Muhammad Jayin Abdillah
Hastabrata: Journal of Business and Management Studies Vol. 1 No. 1 (2026): April
Publisher : Hastabrata: Journal of Business and Management Studies

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Abstract

This study aims to describe the practice of supervisory management in Islamic education in improving the quality of learning in Islamic educational institutions. This study employs a qualitative approach using a case study design, with data collection techniques including in-depth interviews, participatory observation, and documentation, and involves school principals, teachers, and educational staff as research subjects. Data analysis was conducted through the stages of data reduction, data presentation, and drawing conclusions, whilst data validity was tested through triangulation of sources and techniques. The research findings indicate that the practice of Islamic educational supervision management is implemented through systematic planning, the regular conduct of academic supervision, and follow-up measures comprising teacher mentoring and performance evaluation. Supervision is not solely focused on administrative aspects but also on the development of teachers’ pedagogical and professional competencies, and is integrated with Islamic values, which have a positive impact on enhancing teachers’ motivation and performance. The conclusion of this study indicates that effective, well-planned, and sustainable Islamic education supervision management practices are capable of significantly improving the quality of learning; therefore, the commitment of madrasah heads and all stakeholders is required to optimise the function of supervision within Islamic education management.
Implementation of the Madrasah Head’s Academic Supervision Strategy in Improving the Quality of Beginning Teachers Welli Yanto; Akhmad Fauzi Hamzah
Hastabrata: Journal of Business and Management Studies Vol. 1 No. 1 (2026): April
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Abstract

This study aims to describe the role of the madrasah principal as a supervisor in mentoring beginning teachers, the supervision strategies implemented, and the supporting and inhibiting factors in its implementation. Beginning teachers often encounter various challenges in carrying out their professional duties, particularly in pedagogical aspects and learning management. Therefore, educational supervision oriented toward teacher mentoring and professional development is essential for improving the quality of learning in madrasahs. This research employs a qualitative approach with a case study design. The research participants consisted of the madrasah principal and beginning teachers. Data were collected through in-depth interviews, direct observation of learning activities and supervision processes, and document analysis. The collected data were analyzed using data reduction, data presentation, and conclusion drawing stages. The findings reveal that the madrasah principal actively performs the role of academic supervisor by developing systematic supervision planning, conducting clinical supervision, providing constructive feedback, and carrying out continuous mentoring. The collaborative and humanistic supervision approach has a positive impact on improving the pedagogical competence, professional competence, and self-confidence of beginning teachers. However, the implementation of supervision still faces several obstacles, such as limited time and heavy administrative burdens on the madrasah principal. This study concludes that the madrasah principal’s role as a supervisor contributes significantly to the mentoring of beginning teachers. Therefore, strong commitment and adequate institutional support are needed so that educational supervision can be carried out optimally and sustainably
Strengthening Islamic School Branding through Leadership Innovation: A Study in Pesantren-Based Madrasah Ibtidaiyah Abdillah Abdillah
Hastabrata: Journal of Business and Management Studies Vol. 1 No. 1 (2026): April
Publisher : Hastabrata: Journal of Business and Management Studies

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Abstract

This study aims to explore and analyze the innovations implemented by the madrasah head in strengthening the branding of an Islamic school, specifically within the context of a pesantren-based Madrasah Ibtidaiyah. In a competitive educational landscape, school branding has become a crucial strategy for institutional sustainability and public trust. Using a qualitative approach with a case study method, data were gathered through in-depth interviews, participant observation, and documentation analysis. The findings reveal that leadership innovation is manifested through three strategic dimensions: (1) managerial innovation, involving integrated strategic planning with the pesantren’s vision and professional human resource development; (2) curricular innovation, characterized by the integration of the national curriculum with a structured tahfidz (Quranic memorization) program and Islamic character building (Ta’dib); and (3) digital branding innovation, utilizing social media and digital platforms to foster transparency and positive public perception. The synergy between a strong religious culture and consistent academic achievements serves as a unique brand identity that distinguishes the institution from competitors. This study concludes that the madrasah head’s ability to act as an innovative catalyst is the primary driver in building a sustainable, competitive, and value-driven Islamic school brand.
Character-Based Educational Leadership in Shaping Teachers’ Professional Character Muhammad Fadli
Hastabrata: Journal of Business and Management Studies Vol. 1 No. 1 (2026): April
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Abstract

This study aims to explore and analyze the implementation of Akhlak Karimah-based educational leadership in shaping the professional character of teachers. Amidst the challenges of modern education, a leadership model that integrates technical competence with moral integrity is essential. This research employs a qualitative approach with a library research design, where data were obtained from relevant academic sources, including books, journals, and official policies. The findings indicate that leadership based on Akhlak Karimah—grounded in the principles of Siddiq, Amanah, Fathanah, and Tabligh—serves as a primary mechanism for internalizing teacher character. This model is operationalized through four strategic pillars: (1) moral role modeling (uswah hasanah), (2) routine spiritual mentoring, (3) an Islamic value-based work culture, and (4) an ethics-based evaluation system. The synergy of these pillars fosters increased teacher discipline, harmonious interpersonal relationships, and a religious school culture that balances technical professionalism with spiritual awareness. This study concludes that Akhlak Karimah-based leadership is a holistic and relevant model for Islamic educational institutions in producing educators who are not only professionally competent but also morally exemplary.
Madrasah Principal Leadership in Orchestrating Value-Based Digital Transformation in a Pesantren Context Qoiz Alqurny
Hastabrata: Journal of Business and Management Studies Vol. 1 No. 2 (2026): August
Publisher : Hastabrata: Journal of Business and Management Studies

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67245/hastabrata.v1i2.35

Abstract

This study examines the role of madrasah principal leadership in orchestrating value-based digital transformation within a pesantren context. Using a qualitative case study design, the research was conducted at Pondok Pesantren Darullughah Wadda’wah (Dalwa), Pasuruan, Indonesia, involving one madrasah principal and two teachers as informants. Data were collected through interviews, observation, and documentation, and analyzed using the interactive model of Miles and Huberman. Source triangulation was employed to strengthen the credibility of the findings. The results show that the madrasah principal plays a central role as an initiator of change, strategic policy director, facilitator of teacher digital competence, and developer of a digitally adaptive organizational culture. Digital transformation is reflected in the integration of technology into learning, administrative services, digital information systems, and teacher development, while remaining aligned with pesantren values. Its implementation is supported by leadership commitment, educators’ willingness to adapt, and internet infrastructure, but constrained by unequal access to technological facilities and variations in teachers’ digital literacy. The study conceptualizes the madrasah principal as an orchestrator of value-based digital transformation, connecting leadership, digital policy, human resource development, technological infrastructure, and pesantren values within an integrated institutional transformation process. These findings contribute to the understanding of digital leadership in Islamic education and highlight the importance of balancing technological modernization with institutional identity and values.
Integrated Madrasah Principal Leadership in Building an Internalized Discipline Culture among Teachers and Students Ihsan Machin Hidayat
Hastabrata: Journal of Business and Management Studies Vol. 1 No. 2 (2026): August
Publisher : Hastabrata: Journal of Business and Management Studies

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67245/hastabrata.v1i2.36

Abstract

This study examines how madrasah principal leadership contributes to the development of teacher and student discipline through the integration of six leadership roles: educator, manager, administrator, supervisor, leader, and innovator (EMASLI). Using a descriptive qualitative approach, the research was conducted at MAN Dalwa and involved three informants consisting of one madrasah principal, one teacher, and one student. Data were collected through in-depth interviews, participatory observation, and documentation, and credibility was strengthened through source triangulation. The findings indicate that disciplinary development is not sustained solely through formal rules, monitoring, or sanctions. Instead, discipline is built through the interaction of exemplary leadership, structured regulation, administrative accountability, developmental supervision, dialogue, shared commitment, innovation, and the internalization of Islamic values. The principal’s exemplary conduct provides moral legitimacy, while managerial and administrative functions establish consistency and accountability. Supervision and communication support professional and behavioral development, whereas leadership and innovation strengthen collective responsibility and value-based disciplinary practices. Based on these findings, the study proposes an integrated EMASLI model of disciplinary leadership, conceptualizing the development of discipline as a process that moves from externally enforced compliance toward a more internalized culture of responsibility and self-regulation. The study contributes to Islamic educational leadership literature by showing how multiple principal roles can operate synergistically in shaping discipline among both teachers and students within a madrasah context.
Madrasah Principal Leadership for Context-Responsive Teacher Quality Development in Non-Formal Islamic Education Herliyana Sari
Hastabrata: Journal of Business and Management Studies Vol. 1 No. 2 (2026): August
Publisher : Hastabrata: Journal of Business and Management Studies

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67245/hastabrata.v1i2.37

Abstract

This study examines the leadership strategy of the madrasah principal in developing teacher quality at Madrasah Diniyah An-Nur Bawean, Gresik, within a non-formal and island-based Islamic educational context. Using a descriptive qualitative approach, the study involved three informants consisting of one madrasah principal and two teachers. Data were collected through observation, unstructured interviews, and documentation, while source triangulation was employed to strengthen the credibility of the findings. The results show that teacher quality development is organized through three core programs: Qur’anic reading development, the sub-district-level Mu’allimil Qur’an program, and methodological refresher activities. These programs are implemented through regular teacher meetings, collaborative learning, small-group practice, direct guidance, supervision, and continuous evaluation. The findings also indicate that teamwork and institutional support function as important enabling conditions, while uneven teacher responsibility remains a major implementation challenge. Based on these findings, the study proposes a context-responsive teacher quality development model, in which the principal identifies local needs, designs context-specific development programs, facilitates collaborative professional learning, and sustains improvement through supervision and evaluation. The study contributes to Islamic educational leadership literature by showing that teacher development in a non-formal madrasah can be strengthened through locally grounded professional learning that aligns Qur’anic competence, pedagogical improvement, institutional identity, and available resources.
Adaptive and Collaborative Local Curriculum Leadership in Developing Culturally Rooted Learning Maulana Malik Ibrahim
Hastabrata: Journal of Business and Management Studies Vol. 1 No. 2 (2026): August
Publisher : Hastabrata: Journal of Business and Management Studies

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67245/hastabrata.v1i2.38

Abstract

This study examines how school principal leadership develops and sustains Pencak Silat as a local content curriculum in primary education. Using a qualitative case study design, the research involved the school principal and the teacher responsible for the Pencak Silat program as key informants. Data were collected through in-depth interviews, participant observation, and documentation, and were analyzed using the Miles and Huberman interactive model. Data credibility was strengthened through source triangulation, method triangulation, and member checking. The findings show that the principal develops the program through six interconnected dimensions: curriculum integration, instructional adaptation, teacher capacity building, external collaboration, achievement development, and value internalization. The curriculum is progressively structured for students in Grades 3–6, supported by practical learning, audiovisual media, teacher development, and collaboration with external Pencak Silat actors. Principal commitment, institutional resources, and stakeholder collaboration function as enabling conditions, while limited specialized instructors, facility constraints, student concentration, and other implementation conditions require continuous adaptation. The study proposes an adaptive and collaborative local curriculum leadership model, in which adaptation ensures that culturally rooted content remains developmentally appropriate and pedagogically feasible, while collaboration enables schools to mobilize expertise, resources, and cultural networks beyond their internal capacity. The study contributes to curriculum leadership literature by explaining how local cultural heritage can be institutionalized as a structured, sustainable, and value-oriented component of primary education.
Developmental Academic Supervision for Novice Teacher Professional Adaptation in a Pesantren-Based Madrasah Ahmad Ahmad
Hastabrata: Journal of Business and Management Studies Vol. 1 No. 2 (2026): August
Publisher : Hastabrata: Journal of Business and Management Studies

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67245/hastabrata.v1i2.39

Abstract

This study examines how academic supervision conducted by a madrasah principal supports the professional adaptation of novice teachers in a pesantren-based madrasah. Using a qualitative field research design, data were collected through semi-structured in-depth interviews, limited participant observation, and documentation involving the madrasah principal, novice teachers, and relevant supporting informants. Data were analyzed through data reduction, data display, and conclusion drawing, while source triangulation, technique triangulation, and member checking were employed to strengthen credibility. The findings show that academic supervision operates through an interconnected developmental process consisting of individual needs identification, supervision planning and classroom observation, reflective dialogue and constructive feedback, follow-up professional development, and professional adaptation. The process is characterized by humanistic, collaborative, individualized, reflective, continuous, and developmental principles. It contributes to the improvement of novice teachers’ pedagogical competence, professional confidence, reflective practice, and adaptation to institutional expectations. However, the continuity of supervision is constrained by the principal’s limited time and administrative workload. Based on these findings, the study proposes a Developmental Academic Supervision for Novice Teacher Professional Adaptation model that positions principal-led supervision not merely as an evaluative mechanism but as a structured professional learning pathway for supporting novice teachers during the early stages of their careers.

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