http://digilib.uin-suka.ac.id/id/eprint/78969 2026-10-12T01:35:00Z info:eu-repo/semantics/descriptiveMetadata https://digilib.uin-suka.ac.id/id/eprint/78969/ KEPEMIMPINAN BERBASIS BUDAYA DALAM PENGUATAN MUTU PENDIDIKAN AGAMA ISLAM (Studi Multisitus di MIS Al Islam Tonoboyo dan MIS Ma’arif Grabag 01 Kabupaten Magelang) Edi Martani, NIM.: 20304011001 371.102 Kepemimpinan Bidang Pendidikan This study analyzes culture-based leadership in strengthening the quality of Islamic Religious Education (Pendidikan Agama Islam/PAI) in madrasah (Islamic schools). The study departs from the gap that religious programs and activities do not always develop into meaningful and sustainable culture. Religious activities may remain merely routine if they are not supported by role modeling, value internalization, teacher capacity, institutional structure, community participation, and contextual relevance. Studies of educational leadership also tend to position culture as a background or an outcome of leadership rather than as an active medium connecting leadership values with the strengthening of PAI quality. This study aims to analyze: (1) the configuration of culture-based leadership; (2) the mechanisms for internalizing and actualizing religious values into madrasah culture; and (3) the strategies and their contributions to PAI quality indicators and the conditions that reinforce them. The synthesis of these three focuses is used to formulate a theoretical construction of culture-based leadership that is more comprehensively grounded in the empirical context of the two research sites. This study employed a qualitative approach with a multisite case study design at MIS Al Islam Tonoboyo and MIS Ma’arif Grabag 01 in Magelang Regency. Data were obtained through interviews with 14 informants, observations, and documentation. The data were analyzed using reflective thematic analysis followed by cross-site analysis. Data trustworthiness was strengthened through source and technique triangulation, data checking, prolonged observation, and comparison of supporting and limiting evidence for the findings. The findings reveal three main results. First, the configuration of culture-based leadership is formed through the integration of religiosity, role modeling, madrasah culture, participation, professional development, and adaptation. This configuration takes a cultural-relational form at MIS Al Islam Tonoboyo and a structural-innovative form at MIS Ma’arif Grabag 01. Second, religious values are internalized, actualized, and institutionalized through the integration of cultural and structural pathways. The cultural pathway includes role modeling, value communication, habituation, traditions, social relationships, deliberation (musyawarah), and meaning-making; the structural pathway includes vision, policies, programs, task distribution, professional development, supervision, monitoring, evaluation, and follow-up. Religiosity functions as a generative core value that directs courtesy, discipline, responsibility, togetherness, care, professionalism, creativity, and innovation. Third, strategies for strengthening PAI quality are implemented through religious culture, teacher empowerment, integration of learning and habituation, involvement of families and communities, technological adaptation, and continuous evaluation. These strategies contribute to strengthening faith and aqidah (Islamic creed), religious literacy, religious attitudes and noble character (akhlak mulia), and the ability to perform worship and practice Islamic teachings. The contribution operates through institutional mechanisms that shape teacher capacity, culture, social relations, and educational experiences and is reinforced by value alignment, contextual relevance, role modeling, participation, social support, adaptation, evaluation, and follow-up. The cross-site synthesis produces a theoretical formulation of the madrasah principal as a cultural orchestrator, namely a leader who reads, interprets, aligns, mobilizes, and institutionalizes values, people, structures, culture, learning, and resources contextually. In this formulation, religiosity becomes the generative core value, the integration of structural and cultural pathways becomes the mechanism for strengthening culture, and teachers become the primary mediators between cultural values and students’ educational experiences. Culture-based leadership is not a single leadership style but a process of contextual orchestration that integrates various dimensions of leadership to strengthen students’ faith (iman), knowledge (ilmu), character (akhlak), and practice (amal). 2026-08-13 Thesis NonPeerReviewed text id https://digilib.uin-suka.ac.id/id/eprint/78969/1/20304011001_BAB-I_IV-atau-V_DAFTAR-PUSTAKA.pdf text id https://digilib.uin-suka.ac.id/id/eprint/78969/2/20304011001_BAB-II_sampai_SEBELUM-BAB-TERAKHIR.pdf Edi Martani, NIM.: 20304011001 (2026) KEPEMIMPINAN BERBASIS BUDAYA DALAM PENGUATAN MUTU PENDIDIKAN AGAMA ISLAM (Studi Multisitus di MIS Al Islam Tonoboyo dan MIS Ma’arif Grabag 01 Kabupaten Magelang). Doctoral thesis, UIN SUNAN KALIJAGA YOGYAKARTA. info:eu-repo/semantics/objectFile info:eu-repo/semantics/objectFile info:eu-repo/semantics/humanStartPage