Integrating Qur’anic Values into School Leadership for Learning Quality: Evidence from Indonesia’s School Transformation Program
Abstract
This study examines how principals in Integrated Islamic Sekolah Penggerak junior high schools integrate Qur’anic values with contemporary school leadership to support learning quality, identifies the strategies used, and analyzes factors that enable or constrain implementation. A qualitative multiple-case design was conducted across three schools in Lampung Province, Indonesia. Participants comprised, selected purposively for their direct involvement in leadership, curriculum, and instructional development. Data were generated through semi-structured interviews, non-participant observations, and document analysis and were analyzed through iterative within-case thematic analysis followed by cross-case comparison. Learning quality was interpreted through qualitative indicators of instructional practice and the learning environment rather than direct measures of student achievement. Across the cases, principals combined visionary, participatory, instructional, and managerial practices with Qur’anic principles of amanah, shura, and akhlaq in strategic planning, collaborative decision-making, supervision, teacher development, and character-oriented learning. The evidence also identified institutional commitment, teacher participation, and shared values as enabling conditions, while limited instructional creativity, gaps in inclusive and preventive policies, and weak long-term evaluation constrained implementation. From the cross-case synthesis, the study proposes the Qur’anic Values-Based Integrated Management Model (QV-BIMM) as a contextually derived framework linking ethical values, leadership processes, and qualitative indicators of learning quality. The model remains provisional and requires further testing in broader settings.
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