Organon: Journal of Islamic Education Management

Building a Research Culture in Schools: An Analysis of Principals’ Innovative Leadership and Adaptive Strategies

2026-05-13T07:25:11+00:00

In the 21st century, the complex demands of global education require schools to transform into dynamic learning organizations, making the establishment of a research and innovation-based ecosystem an institutional necessity. This study aims to analyze the principal’s role in cultivating this ecosystem, identify effective innovative leadership strategies, and explore adaptive solutions to implementation challenges. Utilizing a qualitative library research design, this study conducted a descriptive content analysis of reputable academic literature published in recent years. The findings reveal that successful transformation requires a paradigm shift from conventional administrative management to visionary, innovative leadership. Key strategies include institutionalizing teacher action research through Professional Learning Communities (PLCs), integrating digitalization for transparent quality management, and employing adaptive, transformational approaches to overcome structural constraints. The study highlights that despite significant barriers such as heavy workloads and resource limitations, particularly in peripheral areas, principals can drive sustainable educational quality by leveraging social capital, intrinsic motivation, and collaborative governance.

Implementation of Competency-Based Leadership Models in Enhancing Academic Achievement

2026-05-13T07:26:19+00:00

Effective leadership is widely recognized as a cornerstone for improving student academic outcomes and institutional quality. This study investigates the implementation of competency-based leadership models at Pondok Roudlatu Ta’limil Qur’an Gresik and examines its role in enhancing student academic achievement. Using a qualitative case study approach, data were gathered through in-depth interviews, participant observation, and document analysis involving the principal, teachers, and staff. The findings reveal that the principal’s proficiency in managerial, professional, social, and personality competencies facilitates a robust educational environment through strategic planning, merit-based teacher placement, and continuous academic supervision. These leadership practices successfully cultivate a positive academic culture characterized by high student motivation and improved teacher instructional quality. While structural barriers such as administrative workloads and infrastructure gaps persist, the principal’s transition to professionalized governance ensures institutional resilience. This research emphasizes that strengthening principal competencies is vital for sustaining educational excellence in modernized Islamic boarding schools.

Instructional Leadership and Spiritual-Based Academic Supervision in Strengthening School Religious Culture

2026-05-13T07:27:41+00:00

This study examines the integration of instructional leadership and spiritual-based academic supervision in fostering a substantive religious culture within Islamic elementary education. Using a qualitative approach, the research analyzes how supervisory mechanisms are transformed from administrative control into a comprehensive spiritual mentoring process. The findings reveal that the synergy between academic supervision and spiritual leadership creates a religious climate through daily habituation, the integration of Islamic values into the curriculum, and the implementation of a 'hidden curriculum.' Furthermore, the study identifies that adaptive leadership strategies and ecosystem synergy between the school and parents are crucial in overcoming urban environmental barriers. The results demonstrate that this holistic supervision model significantly enhances students' religious character and elevates public trust in the institution. This research contributes to the discourse on educational leadership by positioning spiritual values as the core of academic oversight to achieve long-term character transformation.

From Tradition to Transformation: Alumni Networks, Digital Leadership, and Entrepreneurial Innovation in Strengthening Pesantren Sustainability

2026-05-13T07:28:28+00:00

This study examines the transformation of pesantren in responding to social change and the challenges of the digital era. Using a qualitative approach with a case study design, data were collected through in-depth interviews, observations, and documentation involving institutional leaders and relevant stakeholders. The findings reveal that pesantren transformation extends beyond technological adaptation and involves broader institutional changes in educational orientation, leadership practices, entrepreneurial development, and social networking. Pesantren have increasingly adopted adaptive strategies through digital competency development, entrepreneurship programs, and institutional innovation while maintaining their religious values and identity. Leadership plays a crucial role in directing institutional change, particularly through adaptive and value-based approaches that support organizational development. Furthermore, alumni networks contribute significantly to institutional sustainability by strengthening social support and institutional legitimacy. Despite facing challenges such as technological disparities, infrastructure limitations, and human resource readiness, pesantren demonstrate considerable potential to remain relevant and sustainable in contemporary society. This study highlights that the transformation of pesantren is not merely a process of modernization but represents a strategic effort to balance religious traditions with evolving societal demands.

Beyond Administration: Instructional Leadership Strategies of Principals in Managing Learning Guidance Programs in Islamic Schools

2026-05-13T07:29:14+00:00

This study explores principals’ instructional leadership strategies in managing learning guidance programs in Islamic schools. The study was motivated by the growing need for school leadership practices that extend beyond administrative functions and focus on instructional improvement, teacher development, and student support. Employing a qualitative case study approach, data were collected through semi-structured interviews, observations, and document analysis involving principals, teachers, and school members directly engaged in learning guidance activities. Data were analyzed using the interactive model of Miles, Huberman, and Saldaña through data condensation, data display, and conclusion drawing. The findings reveal that principals implemented several strategic practices, including establishing instructional vision and direction, promoting collaborative leadership, conducting academic supervision, integrating digital innovation, applying adaptive leadership approaches, and strengthening school culture. These strategies contributed to improving the effectiveness and sustainability of learning guidance programs while fostering teacher engagement and institutional commitment. The findings further indicate that leadership in Islamic schools integrates instructional practices with ethical and institutional values, creating a more holistic approach to educational management. This study contributes to the growing discussion on instructional leadership by providing contextual insights into how principals manage learning guidance programs within Islamic educational institutions.