Journal of Islamic Management Futures

Transformational Leadership in Developing a Pesantren-Based Science Madrasah: Integrating Scientific Excellence and Islamic Values in Indonesia

2026-08-21T17:05:22+07:00

This study examines transformational leadership in the development of a pesantren-based science madrasah at MI Al-Azhar Menganti Gresik, Indonesia. Using a descriptive qualitative approach with a case study design, data were obtained through participatory observation, semi-structured interviews, institutional document analysis, and relevant literature. Data were analyzed using the interactive model of data condensation, data display, and conclusion drawing. The findings reveal that transformational leadership operates through four dimensions: idealized influence through exemplary leadership and consistency; inspirational motivation through the formulation of a shared vision integrating science and pesantren values; intellectual stimulation through curriculum innovation and integrative science learning; and individualized consideration through teacher mentoring and attention to students' diverse potential. The study further identifies four strategic priorities: strengthening the tawhid-science curriculum, developing teacher professional capacity, cultivating an academic-religious culture, and strengthening partnerships with parents and the pesantren community. These findings demonstrate that transformational leadership can bridge scientific advancement and Islamic-pesantren values while strengthening sustainable madrasah development.

Ethnopedagogical Leadership and Noble Character Formation: A Phenomenological Study in an Islamic Elementary School

2026-08-20T16:12:41+07:00

This study examines ethnopedagogical leadership and its relationship with the cultivation of noble character at MI Tarbiyatul Akhlaq Wedoroanom. The study employed a qualitative approach with a phenomenological design. Data were collected through interviews, observations, and documentation involving the principal and teachers. The findings indicate that ethnopedagogical leadership is implemented through three Javanese leadership principles: Ing Ngarsa Sung Tuladha, Ing Madya Mangun Karsa, and Tut Wuri Handayani. These principles are reflected in the principal’s exemplary behavior, teacher participation in decision-making, motivation, communication, and support for professional development. The study also found that ethnopedagogical leadership is closely related to noble character cultivation through daily habituation, including greeting, handshaking, respecting teachers, discipline, and mutual care. The study concludes that ethnopedagogical leadership provides a culturally grounded leadership model that connects local wisdom, school culture, and character education. Future research should examine this model across multiple schools and cultural contexts.

Islamic Educational Management 5.0: A Human-Centered Model for Synchronizing Artificial Intelligence and Digital Culture in Pesantren

2026-08-20T16:40:09+07:00

The emergence of Society 5.0 and Artificial Intelligence (AI) presents opportunities and challenges for traditional Islamic boarding schools (pesantren), requiring technological transformation without compromising spiritual authority and classical scholarship (turats). This study examines the operationalization of Islamic Educational Management 5.0 at Pesantren Nurul Huda, focusing on the synchronization of AI, digital culture, and Islamic governance. Using a qualitative single-case study, data were collected through semi-structured interviews with kiai, asatidz, IT managers, and santri, six-week observations, and institutional document analysis. Data were analyzed using Miles, Huberman, and Saldana’s interactive model, supported by methodological triangulation and member checking. Findings indicate three dimensions of synchronization: AI-supported academic and administrative management, dual-filter cultural adaptation combining technical and Islamic ethical evaluation, and human-centered governance in which AI functions as a decision-support tool (wasilah) under religious leadership. The study proposes a human-centered Islamic Educational Management 5.0 framework that enhances efficiency while preserving sanad al-‘ilm, suhbah, and institutional authenticity.

Managing School-Based Psychological Services to Promote Student Well-Being: A Qualitative Case Study in an Indonesian Elementary School

2026-08-24T15:47:04+07:00

Student well-being is an important indicator of educational quality and students’ emotional, social, and academic development. This study examines the implementation of psychological services and their contribution to student well-being at SDN Kedung Baruk I No. 275 Surabaya. Using a qualitative case study design, data were collected through interviews with the principal, teachers, parents, and students, supported by observation and documentation. Data were analyzed thematically through data condensation, data display, and conclusion drawing. The findings show that psychological services have been implemented since 2023 through classroom guidance and counseling, individual and group assistance, support for students with special needs, early identification of emotional difficulties, and collaboration with parents and external professionals. Teachers and school leaders serve as primary facilitators despite the absence of a dedicated counselor. The services are perceived positively and contribute to students’ emotional regulation, psychological safety, learning motivation, and social relationships. However, limited professional resources, teacher workload, inadequate policies, and psychological stigma remain challenges. The study highlights the importance of strengthening psychological services within educational management.

Governing Educational Synergy through Collaborative Leadership: A Case Study of an Pesantren Foundation in Indonesia

2026-08-25T10:03:15+07:00

This study aims to analyze and describe the implementation of collaborative leadership strategies in enhancing synergy among educational institutions under the auspices of a foundation. Managing multiple educational units within an integrated foundation framework often faces challenges such as sectoral ego, resource disparities, and ineffective cross-unit communication. A descriptive qualitative approach was employed in this research. Data were gathered through in-depth interviews, participatory observations, and document analysis. The findings indicate that collaborative leadership plays a crucial role in establishing a shared vision, facilitating open two-way communication, and integrating work programs across educational units. The resulting synergy positively impacts operational governance efficiency, optimizes shared facility usage, and improves overall educational quality. This study is expected to provide empirical insights for foundation leaders and educational practitioners, as well as serve as a foundational reference for future research with more rigorous, meticulous, and comprehensive research designs to yield more accurate, valid, and generalizable findings regarding collaborative leadership strategies within foundation-based educational environments.