TY  - THES
N1  - Prof. Dr. Imam Machali, S.Pd.I., M.Pd.
ID  - digilib76068
UR  - https://digilib.uin-suka.ac.id/id/eprint/76068/
A1  - Yusuf Hidayat, NIM.: 24204091008
Y1  - 2026/03/06/
N2  - 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 (? = 0.621; p < 0.05; Rē
= 38.6%); (3) transformational leadership has a significant effect on student
engagement (? = 0.868; p < 0.05; Rē = 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.
PB  - UIN SUNAN KALIJAGA YOGYAKARTA
KW  - Kurikulum Integratif
KW  -  Kepemimpinan Transformasional
KW  -  Student
Engagement
KW  -  Kompetensi Holistik
M1  - masters
TI  - PENGARUH KURIKULUM INTEGRATIF DAN KEPEMIMPINAN TRANSFORMASIONAL TERHADAP KOMPETENSI HOLISTIK SANTRI MELALUI STUDENT ENGAGEMENT DI MA PPMI ASSALAAM SUKOHARJO
AV  - restricted
EP  - 299
ER  -