Kepemimpinan Adaptif dan Rekonstruksi Perencanaan Strategis Pendidikan Islam di Era Kurikulum Dinamis
DOI:
https://doi.org/10.23969/jp.v11i02.49749Keywords:
Adaptive Leadership, Dynamic Curriculum, Islamic Education, Strategic PlanningAbstract
This study explores the implementation of adaptive leadership and the reconstruction of strategic planning in Islamic Education at SDN 009 Samarinda Ilir within the context of a dynamic curriculum. The research problem centers on how adaptive leadership is enacted in the reconstruction of strategic planning for Islamic Education and on identifying the supporting and inhibiting factors that shape this process. A qualitative case study design was employed, with data collected through in‑depth interviews involving the principal, vice‑principal, four teachers, and six grade VI students, complemented by observation and documentation of school programs, curriculum documents, and institutional work plans. Data were analyzed using descriptive‑analytic thematic techniques, supported by source and method triangulation to enhance credibility. The findings indicate that adaptive leadership serves as a primary driver in reconstructing Islamic Education’s strategic planning through systematic socialization, professional training, and participatory discussions, thereby facilitating the integration of Islamic values into revised curriculum practices. Internal supporting factors comprise the principal’s commitment, teachers’ professional capacity, and a participatory organizational culture, whereas internal constraints include limited strategic planning capacity, resistance among some teachers, and workload pressure. External supporting factors stem from policy support, capacity‑building programs by educational authorities, and community partnerships, while external constraints include limited operational funding, policy uncertainty at the local level, and variable stakeholder commitment. The study concludes that adaptive leadership and reconstructed strategic planning in Islamic Education at Elementary School 009 Samarinda Ilir constitute vital resources for sustaining value‑oriented, responsive, and contextually grounded schooling in an era of dynamic curriculum change
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