This study aims to develop a human resource management model based on ta’dib for Islamic Religious Education teachers in the Smart Society 5.0 era. This study is motivated by the tendency in teacher management within Islamic educational institutions to continue emphasising administrative, technical, and performance aspects while giving inadequate attention to the moral, intellectual, and spiritual formation of teachers. This study employs a qualitative library research design, including document analysis, content analysis, and conceptual synthesis. Primary data are sourced from the works of Syed Muhammad Naquib al-Attas on ta’dib, adab, science, Islamic education, and the Islamic outlook on life. In contrast, secondary data are obtained from relevant studies on Islamic education management, human resource management, teacher competency, artificial intelligence, and Smart Society 5.0. The results of the study indicate that ta’dib-based human resource management can be structured around five interrelated dimensions: value-oriented teacher recruitment, adab-centred professional development, ethical performance evaluation, knowledge-based organisational culture, and humanistic digital adaptation. The novelty of this study lies in the transformation of ta’dib from a philosophical concept in Islamic education into a conceptual framework for the management of Islamic Religious Education teachers. The implications of this research emphasise that Islamic educational institutions need to manage teachers not only as instructional staff, but also as professional, ethical, spiritual, and digital-humanistic mu'addib figures.
This study aims to develop a contextual leadership effectiveness framework for State Islamic Senior High Schools (MAN) in Indonesia. The study employed a qualitative multiple-case study approach across three MANs, using semi-structured interviews with madrasah principals and supported by descriptive survey data from teachers and students. The qualitative data were analyzed using thematic analysis and cross-case synthesis, while the survey data were analyzed descriptively. The results identified five leadership competency domains that, through cross-case synthesis, were integrated into four dimensions of leadership effectiveness: instructional leadership, adaptive managerial competency, relational governance, and religious moral authority. The resulting framework enriches the study of educational leadership by incorporating Islamic institutional values and provides a reference for leadership development and policy formulation in Islamic secondary education. This study provides implications for the development of Islamic educational leadership by providing a conceptual and practical framework that can serve as a basis for strengthening madrasah principal competencies, designing contextual leadership training programs, and improving Islamic educational governance that is oriented towards values, trust, and sustainable educational quality.
This study aims to analyze the optimal delivery strategy for LMS-based interactive learning media to increase engagement among elementary school students. This study used a qualitative case study approach, in which data were collected through interviews, observations, and documentation. Data analysis was conducted through qualitative analysis stages, including data condensation, data presentation, conclusion drawing, and verification. The results indicate that LMS optimization can be achieved through four main strategies: the implementation of micro-learning and scaffolding to manage cognitive load, the integration of direct feedback and gamification to increase learning motivation, the strengthening of multi-dimensional engagement through cognitive, emotional, and behavioral engagement, and a combination of asynchronous and synchronous orchestration to integrate self-directed learning with classroom interactions. The research findings indicate that an LMS designed around appropriate delivery strategies can evolve into an interactive learning ecosystem that supports students' holistic learning experiences. This research has implications for teachers and digital learning system developers in designing LMSs that are more adaptive, interactive, and oriented towards increasing engagement among elementary school students.
Higher education increasingly requires effective quality assurance systems to sustain learning governance and institutional performance amid evolving educational demands. This study aims to examine how institutional quality assurance reforms the learning management framework within a secular academic environment through integrated governance practices. A qualitative case study employing a descriptive-interpretive approach involved 35 purposively selected informants, with data collected through semi-structured interviews, non-participant observations, and document analysis, followed by interactive thematic analysis. The findings reveal that integrated management strengthened cross-unit collaboration, continuous evaluation fostered an organizational learning culture, and institutional quality assurance enhanced evidence-based learning governance through systematic planning, monitoring, and continuous improvement. The study proposes an integrated institutional governance framework that extends quality assurance beyond accreditation compliance. These findings provide practical guidance for university leaders to strengthen sustainable academic quality through collaborative governance, continuous evaluation, and evidence-based institutional decision-making.
This study aims to analyze Madrasah Principal Leadership Styles in Enhancing Educational Quality: A Case Study at MTs Pondok Pesantren Nurul Iman Seberang, Jambi. The research employs a qualitative approach with a case study design to gain an in-depth understanding of leadership practices within their natural context. Data were collected through in-depth interviews, participant observation, and documentation, involving the principal, teachers, and staff as key informants. The data were analyzed using an interactive model consisting of data reduction, data display, and conclusion drawing. The findings reveal that the principal implements an integrated leadership style combining transformational, democratic, and spiritual approaches. Transformational leadership is reflected in motivating teachers and encouraging professional development, while democratic leadership fosters participation and collaborative decision-making. Meanwhile, spiritual leadership reinforces moral values and promotes a religious-based organizational culture. This integrated approach contributes significantly to improving educational quality, including enhanced teacher performance, a supportive learning environment, and strengthened character education.
