Vol. 2 No. 2 (2026): June
Articles

Model Kepemimpinan Efektif dalam Pengelolaan Pendidikan di Madrasah Ibtidaiyah

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  • Tazkia Adeline Faza,
  • Kurnia Astutik
Tazkia Adeline Faza
Universitas At-Taqwa Bondowoso
Kurnia Astutik
Universitas At-Taqwa Bondowoso

Published 2026-06-29

Keywords

  • Kepemimpinan Efektif,
  • Kepala Madrasah,
  • Madrasah Ibtidaiyah,
  • Mutu Pendidikan,
  • Kepemimpinan Transformasional

Copyright (c) 2026 Tazkia Adeline Faza, Kurnia Astutik (Author)

Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Abstract

Artikel ini membahas model kepemimpinan efektif dalam pengelolaan pendidikan di Madrasah Ibtidaiyah (MI) sebagai lembaga pendidikan dasar Islam yang menghadapi berbagai tantangan dalam peningkatan mutu pendidikan. Penelitian ini bertujuan untuk menganalisis peran kepala madrasah, model kepemimpinan yang diterapkan, strategi peningkatan mutu pendidikan, serta pengaruh kepemimpinan terhadap prestasi dan karakter peserta didik. Penelitian menggunakan pendekatan kualitatif dengan desain studi kasus. Data diperoleh melalui observasi, wawancara mendalam, dan dokumentasi yang melibatkan kepala madrasah, guru, serta tenaga kependidikan. Hasil penelitian menunjukkan bahwa model kepemimpinan transformasional, partisipatif, dan distributif menjadi model yang paling dominan diterapkan dalam pengelolaan pendidikan di Madrasah Ibtidaiyah. Kepala madrasah berperan sebagai pemimpin pembelajaran, motivator, supervisor, dan penggerak budaya organisasi yang religius dan kolaboratif. Strategi peningkatan mutu pendidikan dilakukan melalui penguatan profesionalisme guru, supervisi akademik, evaluasi berkelanjutan, serta pelibatan seluruh warga sekolah dalam pengambilan keputusan. Kepemimpinan yang efektif terbukti memberikan pengaruh positif terhadap peningkatan kualitas pembelajaran, kedisiplinan siswa, budaya sekolah, dan pembentukan karakter religius peserta didik. Faktor pendukung kepemimpinan meliputi dukungan guru, budaya kerja kolaboratif, dan fasilitas pendidikan, sedangkan faktor penghambat mencakup keterbatasan sumber daya manusia dan sarana prasarana. Dengan demikian, kepemimpinan efektif menjadi kunci utama dalam pengembangan mutu pendidikan di Madrasah Ibtidaiyah secara berkelanjutan

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