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PENGARUH KURIKULUM INTEGRATIF DAN KEPEMIMPINAN TRANSFORMASIONAL TERHADAP KOMPETENSI HOLISTIK SANTRI MELALUI STUDENT ENGAGEMENT DI MA PPMI ASSALAAM SUKOHARJO
This study examines the influence of an integrative curriculum and transformational leadership on students' holistic competency through student engagement at MA PPMI Assalaam Sukoharjo. The background of the study is based on the need for modern Islamic boarding school education to develop students' comprehensive competencies (cognitive, affective, psychomotor, and spiritual) amidst the challenges of globalisation. The study aims to analyse the implementation of an integrative curriculum and transformational leadership, examine their influence on student engagement, and examine the mediating role of student engagement in students' holistic competency. The study employed a mixed-methods approach with a sequential explanatory design. The population was 548 students in grades X-XII, and a sample of 162 students was taken using the Slovin formula. Data were collected through interviews, observations, questionnaires, and documentation. Qualitative analysis used the Miles and Huberman model, while quantitative analysis included tests of validity, reliability, normality, multicollinearity, heteroscedasticity, multiple linear regression, Sobel mediation, and bootstrap analysis. The results of the study indicate that: (1) the implementation of the integrative curriculum is carried out holistically through the integration of intracurricular, cocurricular, extracurricular, and habituation, while transformational leadership is implemented through role models, inspirational motivation, intellectual stimulation, and individual attention; (2) the integrative curriculum has a significant effect on student engagement (β = 0.621; p < 0.05; R² = 38.6%); (3) transformational leadership has a significant effect on student engagement (β = 0.868; p < 0.05; R² = 75.42%); (4) student engagement fully mediates the effect of the integrative curriculum on holistic competence (indirect effect = 0.3841; significant Sobel test); (5) student engagement also fully mediates the effect of transformational leadership on holistic competence (indirect effect = 0.475; significant Sobel test); (6) the mediating role of student engagement is very large, explaining up to 75.4% of the variation in holistic competence in the simultaneous model; (7) there was no significant direct effect of the two independent variables on holistic competence (p > 0.05). Overall, student engagement functions as a key mediator connecting educational input (integrative curriculum and transformational leadership) with the output of students' holistic competence. This finding emphasises the importance of building active student engagement as a primary prerequisite for the success of modern Islamic boarding school education.
FAKULTAS ILMU TARBIYAH DAN KEGURUAN, UIN SUNAN KALIJAGA YOGYAKARTA
PENGARUH KURIKULUM INTEGRATIF DAN KEPEMIMPINAN TRANSFORMASIONAL TERHADAP KOMPETENSI HOLISTIK SANTRI MELALUI STUDENT ENGAGEMENT DI MA PPMI ASSALAAM SUKOHARJO (Text)
PENGARUH KURIKULUM INTEGRATIF DAN KEPEMIMPINAN TRANSFORMASIONAL TERHADAP KOMPETENSI HOLISTIK SANTRI MELALUI STUDENT ENGAGEMENT DI MA PPMI ASSALAAM SUKOHARJO (Other)
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