The Role of the Madrasah Principal’s Transformational Leadership in Implementing a Child-Friendly School at MTsN 1 North Aceh
DOI:
https://doi.org/10.26594/dirasat.v11i2.6255Keywords:
Transformational leadership, Child-Friendly School, Madrasah Principal, Islamic Education Management, Kepemimpinan Transformasional, Sekolah Ramah Anak, Kepala Madrasah, Manajemen Pendidikan IslamAbstract
This study examined the role of the madrasah principal’s transformational leadership in implementing a Child-Friendly School (CFS) at MTsN 1 Aceh Utara. This study used a qualitative case study approach. Data were collected through interviews, observations, and documentation involving the principal, vice principals, teachers, staff, and students. The findings indicated that transformational leadership significantly supports the implementation of CFS through role modeling, inspirational motivation, intellectual stimulation, and individualized consideration. The principal builds a shared vision, fosters a humanistic and religious culture, and encourages active participation across the madrasah community, resulting in a safe, violence-free environment that respects children’s rights and supports students’ Islamic character development. It can be concluded that transformational leadership based on Islamic values is essential for realizing a child-friendly madrasah.
Penelitian ini mengkaji peran kepemimpinan transformasional kepala madrasah dalam mengimplementasikan Sekolah Ramah Anak (SRA) di MTsN 1 North Aceh. Penelitian ini menggunakan pendekatan kualitatif dengan jenis penelitian studi kasus. Data pada penelitian ini dikumpulkan melalui tiga cara yaitu wawancara, observasi, dan dokumentasi yang melibatkan kepala madrasah, wakil kepala madrasah, guru, staf, dan siswa. Temuan penelitian ini menunjukkan bahwa kepemimpinan transformasional secara signifikan sangat mendukung implementasi PJK melalui teladan, motivasi inspiratif, stimulasi intelektual, dan pertimbangan individual. Kepala madrasah membangun visi bersama, menumbuhkan budaya humanistik dan religius, dan mendorong partisipasi aktif di seluruh komunitas madrasah, menghasilkan lingkungan yang aman dan bebas kekerasan yang menghormati hak-hak anak dan mendukung pengembangan karakter Islami siswa. Secara singkat dapat disimpulkan bahwa kepemimpinan transformasional berdasarkan nilai-nilai Islam sangat penting untuk mewujudkan madrasah ramah anak.
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