Leadership development is essential for Islamic educational institutions seeking to improve educational quality while preserving their religious and ethical foundations. This study aims to examine leadership development strategies, identify factors influencing their implementation, and explore the integration of Islamic ethical principles into leadership development. A systematic literature review (SLR) is designed using the PRISMA 2020 reporting framework and thematic synthesis. The review focuses on individual leadership competencies, organizational practices, and Islamic ethical orientation. The proposed analytical framework encompasses professional development, mentoring, succession planning, and distributed leadership, alongside organizational support, institutional culture, and opportunities to apply professional learning. It also examines how amanah (trustworthiness), ‘adl (justice), and syura (consultation) can connect leadership competence with ethical responsibility. The study’s intended contribution is an integrated conceptual framework for understanding leadership development in Islamic educational institutions and informing context-sensitive leadership programmes. Its practical implications concern leadership preparation, institutional policy, and professional learning. However, the strength of these conclusions will depend on the completeness and quality of the studies identified and included in the review. The study’s originality lies in bringing professional competencies, organizational conditions, and Islamic ethical principles into a common analytical framework.
توسعه رهبری برای مؤسسات آموزشی اسلامی که به دنبال ارتقای کیفیت آموزشی در عین حفظ مبانی دینی و اخلاقی خود هستند، امری ضروری است. هدف این مطالعه بررسی راهبردهای توسعه رهبری، شناسایی عوامل مؤثر بر اجرای آن‌ها و واکاوی ادغام اصول اخلاقی اسلامی در توسعه رهبری است. یک مرور نظام‌مند ادبیات (SLR) با استفاده از چارچوب گزارش‌دهی PRISMA 2020 و سنتز موضوعی طراحی شده است. این مرور بر شایستگی‌های فردی رهبری، رویه‌های سازمانی و جهت‌گیری اخلاقی اسلامی تمرکز دارد. چارچوب تحلیلی پیشنهادی شامل توسعه حرفه‌ای، مربی‌گری، برنامه‌ریزی جانشینی و رهبری توزیعی، در کنار حمایت سازمانی، فرهنگ نهادی و فرصت‌های به‌کارگیری یادگیری حرفه‌ای است. همچنین بررسی می‌کند که چگونه امانت (trustworthiness)، عدل (‘adl) و شورا (syura) می‌توانند شایستگی رهبری را با مسئولیت اخلاقی پیوند دهند. هدف این مطالعه ارائه یک چارچوب مفهومی یکپارچه برای فهم توسعه رهبری در مؤسسات آموزشی اسلامی و اطلاع‌رسانی به برنامه‌های رهبری متناسب با زمینه است. پیامدهای عملی آن به آمادگی رهبری، سیاست‌گذاری نهادی و یادگیری حرفه‌ای مربوط می‌شود. با این حال، قوت این نتایج به جامعیت و کیفیت مطالعات شناسایی و وارد شده در مرور بستگی خواهد داشت. نوآوری این مطالعه در گردآوری شایستگی‌های حرفه‌ای، شرایط سازمانی و اصول اخلاقی اسلامی در یک چارچوب تحلیلی مشترک نهفته است.
This study examines the use of web-based interactive game platforms in the instruction of Islamic Cultural History (Sejarah Kebudayaan Islam/SKI) at MA Safinatul Huda, Jepara. The research employs a qualitative approach with a case study design. Data were collected through interviews, observations, and documentation, and subsequently analyzed thematically. This study involves informants consisting of Islamic Religious Education (PAI) teachers, the school principal, students, and parents/guardians at MA Safinatul Huda Sowan Kidul, Kedung, Jepara. The findings indicate that, based on the informants' experiences and perceptions, the use of web-based interactive game platforms is seen to support student engagement in the learning process, facilitate the understanding of course material, and encourage reflection on religious values. Nevertheless, these findings regarding understanding and attitudes represent the informants' perceptions rather than objective measurements of learning outcomes or behavioral changes. Consequently, this study provides a contextual overview of the informants' experiences with these platforms, without concluding that there has been any measurable improvement in learning outcomes or a definitive causal relationship.
This classroom action research was motivated by the low learning outcomes in Natural and Social Sciences (IPAS) among fourth-grade students at SD Negeri 11 Pauh, Padang City, where only 31.03% of students (10 of 29) achieved the learning objective achievement criterion (KKTP) of 80. This study aimed to describe the lesson planning, the implementation, and the improvement of IPAS learning outcomes through the Problem Based Learning (PBL) model. The research involved 28 and was conducted in two cycles (two meetings in cycle I and one meeting in cycle II), each consisting of planning, acting, observing, and reflecting, using qualitative and quantitative approaches. Data were collected through lesson plan assessment sheets, teacher and student activity observation sheets, and written tests, then analyzed using percentages, mean scores, and classical mastery. The lesson plan score increased from 77.78% to 86.11% in cycle I and reached 91.67% in cycle II. Teacher activity increased from 66.67% to 75.00% and 87.50%, while student activity increased from 62.50% to 75.00% and 87.50%. The mean knowledge score rose from 65.89 to 77.14 and 86.42, and classical mastery increased from 31.03% at baseline to 92.86% in cycle II, exceeding the 80% target. Attitude and skills scores reached 92.85 and 84.37. It is concluded that, in the context of this single-class action research, the implementation of PBL was associated with improved IPAS learning outcomes of fourth-grade students, although the findings cannot be generalised without a comparison group.
