Implementasi Gaya Kepemimpinan Transformasional Dalam Pelaksanaan Kurikulum Merdeka Belajar   Di Madrasah Tsanawiyah  Kepahiang

Neni Putri; Idi Warsah; Irwan Fathurrochman

doi:10.36668/jal.v14i1.1391

Authors

Neni Putri Institut Agama Islam Negeri Curup, Indonesia
Idi Warsah Institut Agama Islam Negeri Curup, Indonesia
Irwan Fathurrochman Institut Agama Islam Negeri Curup, Indonesia

DOI:

https://doi.org/10.36668/jal.v14i1.1391

Abstract

Abstract: The successful implementation of the Merdeka Belajar curriculum in Indonesian madrasahs requires adaptive and visionary leadership. However, limited empirical studies have explored how transformational leadership contributes to this curricular reform, particularly in Islamic educational settings. This study investigates the implementation of transformational leadership practices by madrasah principals in facilitating the Merdeka Belajar curriculum at Madrasah Tsanawiyah in Kepahiang Regency. Employing a qualitative deskriptif approach, data were collected through in-depth interviews, participant observation, and documentation involving principals, teachers, and education supervisors. The study involved four selected madrasahs representing varying institutional characteristics. Data were analyzed using Miles and Huberman’s interactive model, focusing on the dimensions of transformational leadership: idealized influence, inspirational motivation, intellectual stimulation, and individualized consideration. The findings reveal that transformational leadership fosters a more autonomous, creative, and collaborative school culture, significantly enhancing teachers’ readiness and pedagogical innovation in line with Merdeka Belajar principles. Nevertheless, challenges such as resistance to change, limited professional development, and infrastructural constraints were identified as barriers. This study suggests that strengthening transformational leadership competencies among madrasah principals is crucial for sustaining curriculum reform in Islamic schools. Implications for leadership development and policy formulation in religious education contexts are discussed.

Keywords: transformational leadership, educational reform, Islamic education,

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