MODEL PENDIDIKAN KEPEMIMPINAN TRANSFORMASIONAL BERBASIS NILAI ISLAM DI PONDOK MODERN SABILURROSYAD MUHAMMADIYAH BANJARNEGARA DALAM PERSPEKTIF PENDIDIKAN AGAMA ISLAM

Thoriq Majid Rahmadias, NIM.: 24204011019 (2026) MODEL PENDIDIKAN KEPEMIMPINAN TRANSFORMASIONAL BERBASIS NILAI ISLAM DI PONDOK MODERN SABILURROSYAD MUHAMMADIYAH BANJARNEGARA DALAM PERSPEKTIF PENDIDIKAN AGAMA ISLAM. Masters thesis, UIN SUNAN KALIJAGA YOGYAKARTA.

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Abstract

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.

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