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bibo:abstract "This study examines the influence of an integrative curriculum and\r\ntransformational leadership on students' holistic competency through student\r\nengagement at MA PPMI Assalaam Sukoharjo. The background of the study is\r\nbased on the need for modern Islamic boarding school education to develop\r\nstudents' comprehensive competencies (cognitive, affective, psychomotor, and\r\nspiritual) amidst the challenges of globalisation. The study aims to analyse the\r\nimplementation of an integrative curriculum and transformational leadership,\r\nexamine their influence on student engagement, and examine the mediating role of\r\nstudent engagement in students' holistic competency.\r\nThe study employed a mixed-methods approach with a sequential\r\nexplanatory design. The population was 548 students in grades X-XII, and a sample\r\nof 162 students was taken using the Slovin formula. Data were collected through\r\ninterviews, observations, questionnaires, and documentation. Qualitative analysis\r\nused the Miles and Huberman model, while quantitative analysis included tests of\r\nvalidity, reliability, normality, multicollinearity, heteroscedasticity, multiple linear\r\nregression, Sobel mediation, and bootstrap analysis.\r\nThe results of the study indicate that: (1) the implementation of the\r\nintegrative curriculum is carried out holistically through the integration of\r\nintracurricular, cocurricular, extracurricular, and habituation, while\r\ntransformational leadership is implemented through role models, inspirational\r\nmotivation, intellectual stimulation, and individual attention; (2) the integrative\r\ncurriculum has a significant effect on student engagement (β = 0.621; p < 0.05; R²\r\n= 38.6%); (3) transformational leadership has a significant effect on student\r\nengagement (β = 0.868; p < 0.05; R² = 75.42%); (4) student engagement fully\r\nmediates the effect of the integrative curriculum on holistic competence (indirect\r\neffect = 0.3841; significant Sobel test); (5) student engagement also fully mediates\r\nthe effect of transformational leadership on holistic competence (indirect effect =\r\n0.475; significant Sobel test); (6) the mediating role of student engagement is very\r\nlarge, explaining up to 75.4% of the variation in holistic competence in the\r\nsimultaneous model; (7) there was no significant direct effect of the two\r\nindependent variables on holistic competence (p > 0.05). Overall, student\r\nengagement functions as a key mediator connecting educational input (integrative\r\ncurriculum and transformational leadership) with the output of students' holistic\r\ncompetence. This finding emphasises the importance of building active student\r\nengagement as a primary prerequisite for the success of modern Islamic boarding\r\nschool education."^^xsd:string;
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