%0 Thesis
%9 Masters
%A Thoriq Majid Rahmadias, NIM.: 24204011019
%B FAKULTAS ILMU TARBIYAH DAN KEGURUAN
%D 2026
%F digilib:78404
%I UIN SUNAN KALIJAGA YOGYAKARTA
%K Model Pendidikan, Internalisasi Nilai Islam, Karakter Kepemimpinan  Transformasional, Pendidikan Agama Islam, Pesantren Modern
%P 334
%T MODEL PENDIDIKAN KEPEMIMPINAN TRANSFORMASIONAL BERBASIS NILAI ISLAM DI PONDOK MODERN SABILURROSYAD MUHAMMADIYAH BANJARNEGARA DALAM PERSPEKTIF PENDIDIKAN AGAMA ISLAM
%U https://digilib.uin-suka.ac.id/id/eprint/78404/
%X This study addresses the need for Islamic Religious Education (IRE) to  develop students’ character and leadership responsibility, as transformational  leadership studies have predominantly focused on institutional leaders. It analyzes  an Islamic value-based transformational leadership education model, Islamic value  internalization, and santri leadership-character development from an IRE  perspective at Pondok Modern Sabilurrosyad Muhammadiyah Banjarnegara.  This descriptive-analytical qualitative field research involved six  informants, with data collected through interviews, observation, and documentation  and validated through source, technique, and time triangulation. The analytical  framework employs a six-component educational model synthesis, Bass and  Riggio’s four dimensions of transformational leadership, and Krathwohl, Bloom,  and Masia’s affective-domain taxonomy. Data were analyzed using Miles,  Huberman, and Saldaña’s model of data condensation, data display, and conclusion  drawing and verification.  The findings show that the educational model forms a leadershipdevelopment  ecosystem integrating the mosque, school, dormitory, santri  organizations, and community through six components: goals, core values,  educational actors, strategies, environment, and evaluation. Islamic values are  internalized through recognition, acceptance, internal appreciation, and practice,  developing into personal awareness and social responsibility. Leadership character  is manifested in exemplary conduct and responsibility, the ability to motivate  others, critical thinking and problem-solving, and concern for peers. From the  perspective of IRE, these characteristics represent uswah hasanah, amanah,  istiqamah, da‘wah, musyawarah, tabayyun, ukhuwah, rahmah, and ta‘awun. The  findings affirm that leadership education functions as a process of value education  and moral formation that actualizes Islamic values through entrusted responsibility  and the social responsibility of santri. This study contributes to IRE by positioning  leadership as an outcome of value and character education rather than merely a  managerial skill.
%Z Prof. Dr. Tasman Hamami, M.A.