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Vidya: Journal of Educational Research
Published by Afkaruna Journal Publisher
ISSN : -     EISSN : 31640192     DOI : https://doi.org/10.67245/vidya
Core Subject :
Vidya: Journal of Educational Research (e-ISSN: 3164-0192) is a peer-reviewed academic journal published by Afkaruna Journal Publisher. This journal is published twice a year, in March and September. The journal welcomes empirical, theoretical, and methodological studies that explore educational development and learning dynamics. Its scope includes curriculum development, teaching and learning methodologies, educational technology, learning assessment, and educational policy analysis. Special emphasis is placed on manuscripts that integrate transformative pedagogical insights and inclusive values into modern educational practices. The journal encourages studies that advance knowledge and contribute to both academic and practical understanding of education and teaching.
Arjuna Subject : -
Articles 7 Documents
 1 
Digital Leadership of Madrasah Principals in Enhancing Institutional Reputation through Educational Digitalization Sirojudin Ahmad
Vidya: Journal of Educational Research Vol. 1 No. 1 (2026): March
Publisher : PT. Afkaruna Journal Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67245/vidya.v1i1.26

Abstract

urpose – This study aims to examine the digital leadership of madrasah principals in enhancing institutional reputation through educational digitalization. It addresses how principals formulate digital vision, guide technology adoption, strengthen teacher capacity, and use digital systems to improve service quality, transparency, and public trust. Design/methods/approach – This study employed a qualitative case study design. Data were collected through in-depth interviews, observation, and documentation involving the madrasah principal, vice principals, teachers, administrative staff, students, and parents. The data were analyzed using thematic analysis through data organization, reduction, coding, theme development, and interpretation. Source and technique triangulation were applied to strengthen credibility. Findings – The findings show that digital leadership was reflected in four main practices: formulating digital vision and policy, strengthening teachers’ digital competence and learning innovation, developing digital information systems and public communication, and managing digitalization challenges. Educational digitalization supported institutional reputation by improving learning services, administrative efficiency, information transparency, stakeholder communication, digital branding, and public trust. However, implementation was constrained by limited infrastructure, uneven teacher digital competence, budget limitations, and resistance to change. Research implications/limitations – This study implies that madrasah principals need strategic, adaptive, and value-based digital leadership to enhance institutional reputation. However, the study is limited to a qualitative case study and does not quantitatively measure the direct impact of digitalization on reputation indicators. Originality/value – This study links digital leadership, educational digitalization, teacher digital competence, public trust, and institutional reputation in the madrasah context.
Strategic Leadership of Madrasah Principals in Enhancing Institutional Attractiveness for Prospective Students Alam Apriansyah
Vidya: Journal of Educational Research Vol. 1 No. 1 (2026): March
Publisher : PT. Afkaruna Journal Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67245/vidya.v1i1.27

Abstract

Purpose – This study aims to examine the strategic leadership of madrasah principals in enhancing institutional attractiveness for prospective students. It addresses how madrasahs strengthen competitiveness through educational quality, flagship programs, branding, digital communication, parental trust, and community engagement while maintaining their Islamic identity. Design/methods/approach – This study employed a qualitative approach with a case study design. Data were collected through in-depth interviews, observation, documentation, and focus group discussions involving madrasah principals, teachers, school committee representatives, and parents. The data were analyzed using thematic analysis through data organization, reduction, coding, theme development, and interpretation. Source and technique triangulation were applied to strengthen the credibility of the findings. Findings – The findings show that madrasah principals enhanced institutional attractiveness through integrated strategic leadership practices. These included improving learning quality, developing flagship programs such as tahfidz, language development, science and technology activities, and entrepreneurship, strengthening madrasah branding, using digital communication, building parental trust, and expanding community engagement. Supporting factors included leadership commitment, teacher participation, positive school culture, foundation support, and community trust, while inhibiting factors included budget constraints, resistance to change, infrastructure limitations, school competition, and negative stereotypes about madrasahs. Research implications/limitations – This study implies that madrasah principals need strategic, collaborative, and value-based leadership to attract prospective students. However, it is limited to a qualitative case study and does not measure the impact of leadership strategies on enrollment growth. Originality/value – This study links strategic leadership, institutional attractiveness, educational marketing, parental trust, and Islamic education management.
Qur’anic Value-Based Leadership in the Digital Transformation of Islamic Schools Muhammad Q Hadian
Vidya: Journal of Educational Research Vol. 1 No. 1 (2026): March
Publisher : PT. Afkaruna Journal Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67245/vidya.v1i1.28

Abstract

Purpose – This study aims to examine Qur’anic value-based leadership in the digital transformation of Islamic schools. It addresses the gap in educational leadership literature by exploring how Qur’anic values guide school leaders in responding to digital change while preserving the moral, spiritual, and educational mission of Islamic schooling. Design/methods/approach – This study employed a qualitative approach with a case study design. Data were collected through in-depth interviews, observation, and documentation involving the school principal, vice principal for student affairs, curriculum coordinator, teachers, and administrative staff at an Islamic senior secondary school in Bogor, Indonesia. The data were analyzed using thematic analysis through data organization, coding, theme development, and interpretation. Source and technique triangulation were applied to strengthen credibility. Findings – The findings show that Qur’anic values such as amanah, sidq, ‘adl, shura, and uswah hasanah serve as ethical foundations for Islamic school leadership. These values are reflected in responsible decision-making, transparent communication, participatory leadership, fair support for teachers, and the principal’s role as a moral example. Digital transformation is supported through teacher empowerment, professional development, and the development of an ethical digital culture. Research implications/limitations – This study implies that Islamic school leaders need adaptive, participatory, and ethically grounded digital leadership strategies. However, the study is limited to a single case and qualitative design, so the findings cannot be generalized broadly. Originality/value – This study contributes to Islamic educational leadership by integrating Qur’anic values, digital transformation, teacher empowerment, and ethical school culture.
Instructional Leadership and the Development of Professional Learning Communities in Islamic Schools Mohammad Ali Reza Beik
Vidya: Journal of Educational Research Vol. 1 No. 1 (2026): March
Publisher : PT. Afkaruna Journal Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67245/vidya.v1i1.29

Abstract

Purpose – This study aims to examine instructional leadership and the development of professional learning communities in Islamic schools. It addresses the need to understand how principals support teacher collaboration, reflective practice, and professional learning while maintaining Islamic values as part of school culture. Design/methods/approach – This study employed a qualitative approach with a case study design. The research was conducted at SDIT Al Hidayah Sumenep, an Islamic elementary school selected purposively because it actively promotes teacher collaboration and professional development. Data were collected through in-depth interviews, observation, and documentation involving the principal and teachers. The data were analyzed using thematic analysis through data organization, reduction, coding, theme development, and interpretation. Source and technique triangulation were applied to strengthen the credibility of the findings. Findings – The findings show that the principal enacted instructional leadership by setting a shared direction for teacher learning, facilitating collaboration, encouraging reflective practice, motivating teachers, and supporting continuous professional development. Professional learning communities were developed through regular teacher discussions, sharing of classroom experiences, reflective dialogue, and school-based professional learning activities. Islamic values such as shura, togetherness, mutual advice, responsibility, and respect strengthened the collaborative culture and gave PLCs a moral and religious foundation. Research implications/limitations – This study implies that Islamic school principals need to institutionalize PLCs as structured and value-based professional learning spaces. However, the study is limited to a single case and qualitative design, so the findings cannot be generalized broadly. Originality/value – This study contributes to educational leadership literature by linking instructional leadership, PLC development, teacher professional learning, and Islamic school culture.
Supervisory Leadership of Madrasah Principals in Improving Teacher Performance Muhammad Rifky Amaly
Vidya: Journal of Educational Research Vol. 1 No. 1 (2026): March
Publisher : PT. Afkaruna Journal Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67245/vidya.v1i1.30

Abstract

Purpose – This study aims to examine the supervisory leadership of madrasah principals in improving teacher performance. It addresses how supervision can be implemented not merely as administrative control, but as a professional development process that supports teacher discipline, instructional quality, reflective practice, and accountable work culture. Design/methods/approach – This study employed a qualitative case study design at MTs Ashlinatul Amin. Data were collected through in-depth interviews, observation, and documentation involving the madrasah principal, vice principals, teachers, and administrative staff. The data were analyzed using thematic analysis through data organization, reduction, coding, theme development, and interpretation. Source and technique triangulation were applied to strengthen credibility. Findings – The findings show that supervisory leadership was implemented through systematic supervision planning based on teacher needs, participatory and reflective supervision practices, constructive evaluation and feedback, continuous follow-up, and the development of a professional teacher work culture. These practices helped teachers improve lesson planning, classroom management, teaching methods, assessment practices, discipline, and instructional responsibility. Research implications/limitations – This study implies that madrasah principals need supervision strategies that are systematic, participatory, reflective, and oriented toward teacher professional development. However, this study is limited to a single qualitative case and does not statistically measure the relationship between supervisory leadership and teacher performance. Originality/value – This study contributes to educational leadership literature by linking supervisory leadership, academic supervision, teacher performance, professional work culture, and Islamic educational values in the madrasah context.
Reframing Educational Dualism in Indonesia: From Epistemological Integration to Institutional and Social Integration Moh. Mudhar; Muhammad Nashihuddin Faqih; Asep Rahmatullah
Vidya: Journal of Educational Research Vol. 1 No. 2 (2026): September
Publisher : PT. Afkaruna Journal Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67245/vidya.v1i2.40

Abstract

Purpose – This study examines educational dualism in Indonesia as a multidimensional problem involving epistemological separation, institutional differentiation, and social inequality. It addresses the limited integration between knowledge-integration discourse and sociological analysis by arguing that epistemological reconciliation alone is insufficient without institutional and social transformation. Design/methods/approach – The study employs qualitative library research with a sociological-conceptual approach. Peer-reviewed studies, primarily published between 2021 and 2026, were purposively selected alongside foundational works. The literature was analyzed through historical-institutional analysis, thematic-conceptual comparison, and Bourdieusian interpretation using the concepts of field, habitus, cultural capital, social capital, symbolic capital, and social reproduction. Findings – Islamic educational institutions have increasingly developed integrative forms through curricular expansion, institutional transformation, and the incorporation of scientific, technological, vocational, and professional knowledge. However, epistemological and institutional integration do not automatically eliminate symbolic hierarchies, unequal recognition, or differences in capital convertibility. The study identifies three interconnected levels of integration: epistemological, institutional, and social integration. Research implications/limitations – The proposed framework may inform the evaluation of knowledge-integration policies and institutional reform. However, the library-based design does not empirically measure capital accumulation, institutional prestige, or graduate mobility across educational pathways. Originality/value – The study extends knowledge-integration discourse by introducing a three-level framework that links epistemological reconstruction, institutional implementation, and social integration through a Bourdieusian perspective.
Beyond Administrative Supervision: A Relational-Transformational Supervision Cycle for Santri Talent Development in an Indonesian Pesantren Muhammad Refly Jordan Azizi
Vidya: Journal of Educational Research Vol. 1 No. 2 (2026): September
Publisher : PT. Afkaruna Journal Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67245/vidya.v1i2.44

Abstract

Purpose – This study examines how leadership supervision supports student talent and interest development at Pondok Pesantren Ar-Riyadh Palembang. It focuses on how supervisory practices move beyond administrative control toward developmental guidance. Design/methods/approach – The study employs a qualitative single-case design conducted from September to November 2024. Data were collected through interviews, direct observation, and document analysis involving the mudir, program mentors, students, and parents. Data were analyzed through interactive qualitative analysis and process-oriented thematic interpretation. Findings – The study identifies four interconnected supervisory mechanisms: trust-based delegation, monitoring and mentoring, performance-based evaluation, and recognition and opportunity. These mechanisms enable mentors to exercise operational autonomy while remaining connected to leadership guidance and accountability. Monthly competitions support progress evaluation, while recognition, external participation, community da'wah, and digital media activities expand developmental opportunities. The process contributes to program continuity and student development. Research implications/limitations – The findings offer a process-oriented framework for talent-development supervision in pesantren. However, the single-case design does not establish causal relationships and requires further examination across different institutional contexts. Originality/value – The study proposes the Relational-Transformational Supervision Cycle for Santri Talent Development, explaining how supervisory routines grounded in pesantren values connect delegation, mentoring, evaluation, recognition, and developmental opportunity.

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