@phdthesis{digilib78970,
           month = {August},
           title = {MODEL PENDIDIKAN BERKEMAJUAN DALAM INOVASI MANAJEMEN KURIKULUM PENDIDIKAN AL-ISLAM BERBASIS PENGEMBANGAN KEPROFESIAN BERKELANJUTAN SD MUHAMMADIYAH DI KOTA YOGYAKARTA},
          school = {UIN SUNAN KALIJAGA YOGYAKARTA},
          author = {NIM.: 19300016114 Nur Munajat},
            year = {2026},
            note = {Prof. Dr. Sutrisno, M.Ag. dan Dr. Muqowim, S.Ag., M.Ag.},
        keywords = {Curriculum Innovation; Transformational Leadership; Islamic
Education; Progressive Education;},
             url = {https://digilib.uin-suka.ac.id/id/eprint/78970/},
        abstract = {Islamic Education (Pendidikan Al-Islam/PAI) in Muhammadiyah schools has distinctive characteristics compared with Islamic Education in public schools because it is developed based on the values of Progressive Islam (Islam Berkemajuan) and integrated into the Muhammadiyah curriculum. This distinctive context requires continuous curriculum management innovation; however, its implementation continues to face challenges related to teachers' curriculum management competencies, principals' leadership, collaborative culture, the effectiveness of Continuing Professional Development (CPD), teachers' selfregulation, and organizational support. This study aims to: (1) reconstruct the process of CPD-based Progressive Islamic Education curriculum management innovation; (2) examine the direct positive effects of transformational leadership and teachers' self-regulation on CPD participation and curriculum management innovation; (3) analyze the implementation of curriculum management innovation developed through transformational leadership, teachers' self-regulation, and active participation in CPD; and (4) reconstruct a Progressive Education System model for CPD-based Islamic Education curriculum management innovation. This study employed a mixed-methods approach using an embedded design. The quantitative sample consisted of 60 Islamic Education teachers selected using the Slovin formula, while the qualitative participants included 24 Islamic Education teachers, 10 principals, 2 school supervisors, and 3 Teacher Working Group (KKG) administrators selected through purposive sampling. Quantitative data were collected using a validated and reliable Likert-scale questionnaire and analyzed using multiple linear regression and path analysis with SPSS 25.0 and SmartPLS 4.0. Qualitative data were obtained through in-depth interviews, non-participant observations, and document analysis, validated through source and method triangulation, and analyzed using the interactive model. The findings indicate that: (1) CPD-based Progressive Islamic Education curriculum management innovation follows a systematic process consisting of needs identification, professional collaboration, planning, implementation, and continuous evaluation; (2) transformational leadership and teachers' self-regulation have positive and significant effects on CPD participation and curriculum management innovation; (3) transformational leadership serves as a motivating and facilitating external factor, while teachers' self-regulation functions as an internal driver that strengthens CPD participation and curriculum management innovation; and (4) the proposed Progressive Education System model integrates transformational leadership as an external factor and teachers' self-regulation as an internal factor through CPD to promote holistic, integrative, adaptive, and open curriculum management innovation in Progressive Islamic Education.}
}