The Principal and Kiai to Supervision Development of Teacher’s

Pedagogy Capability: Comparative Leadership Analysis

Adiyono

, Arum Putri Rahayu

, Fitriani

, Jasiah

and Yenny Suzana

STIT Ibnu Rusyd Tanah Grogot, Paser, East Kalimantan, Indonesia

STAI Ma’arif Magetan, Jl Raya Maosati-Ngawi, Baluk, Karangerejo, Magetan, Indonesia

IAIN Palangkaraya, Central Kalimantan, Indonesia

IAIN Langsa, Aceh, Indonesia

Keywords: Supervision, of the Principal, Kiai, Leadership Comparative, Boarding School.

Abstract: The goal of this study was to ascertain the following: (1) the role of school principals, and Kiai in overseeing

the development of Kemendikbud Ristek-based schools; (2) the strategies used by principals and Kiai in

overseeing the development of Kemendikbud Ristek-based schools/curricula; and (3) the results attained by

principals and Kiai in overseeing the development of schools/curricula based on the Ministry of Education

and Culture, Research, A case study research design is used in this study, which takes a qualitative approach.

Both Hidayatullah Kuaro Senior High School in East Kalimantan and Darul Istiqomah Barabai Junior High

School in South Kalimantan are the sites of this study. Methods for gathering data include in-depth interviews,

field observations, and documentation. Reduction, data visualization, and analysis are the methods

used.Verification of data The findings of this study relate to internal aspects, such as the function of principals

and Kiai supervisors, the tactics employed by principals and Kiai for supervising, the performance principals

and Kiai create as supervisors and the elements that support and impede development.Teacher performance

monitoring activities through monitoring teacher performance measurement, coaching related to pedagogic

competence, improving performance as an effort to improve the results of teacher supervision in carrying out

online learning. Specifically increasing its pedagogical competence, namely integrating technology into

learning and managing interesting learning content.

1 INTRODUCTION

The main factor might affect whether an organization

succeeds in leadership. A leader must persuade his

teammate to work toward predefined goals. To

successfully foster or lead the company he leads, a

leader also needs to have a positive personality. This

is highly helpful for managing the organization's

prospective resources. The school principal is the

institution's chief executive. As a leader in

educational institutions, the principal plays a

significant part in empowering the available

resources in his school. The educational process can

function efficiently and appropriately if a school

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principal is able to employ potential resources wisely.

Wahjosumidjo (2011: 17)

In the develop course, the principal's role is

crucial. In this situation, the principal has an impact

on educational institutions whether it will succeed or

causing a failure in their development. Andriani

(2008: 59–60) describes the principal's position as a

catalyst or someone who promotes the development

and assigns the responsibility of persuading school

personnel of the urgency needs for school

development in order to raise the teaching standards.

Through his leadership, the leader may control these

changes. Wibowo (in Supriyanto, 2009),

This consist one of the skills that the superiors in

a certain educational area must learn regarding of the

390

Adiyono, ., Putri Rahayu, A., Fitriani, ., Jasiah, . and Suzana, Y.

The Principal and Kiai to Supervision Development of Teacher’s Pedagogy Capability: Comparative Leadership Analysis.

DOI: 10.5220/0012201600003738

Paper published under CC license (CC BY-NC-ND 4.0)

In Proceedings of the 4th International Conference on Innovation in Education (ICoIE 4 2022) - Digital Era Education After the Pandemic, pages 390-401

ISBN: 978-989-758-669-9; ISSN: 2975-9676

leadership in order to implement a decent managing

arrangement for the organization that they have

oversee and pursue it on a better path. Development

is required at schools and certain educational area to

raise the teaching standards from both aspects which

conclude the input and outcome of the educational

process. It is said to be successful if educational input

can foster a novel, engaging, imaginative, efficient,

and enjoyable learning environment. If the results—

both academic and non-academic—are strong, the

output can be considered successful. A school must

develop in accordance with the times and the

demands of the institution as well as the community

it serves. The leadership exercised by religious-based

boarding schools can lead to the development of

school principals and kiai. Institutions for Islamic

education provide spaces for all Islamic educational

endeavors. Individuals come together to establish

groups. Speaking of groups, it goes without saying

that there is always one individual who stands out and

has the ability to influence others. Because of this, the

term "leader" is used to describe the process of

directing and organizing the actions of these groups.

The success and viability of an educational institution

are significantly impacted by the leadership

development process.

Leadership responsibilities and tactics will result

in performance that has an effect on raising

educational standards. Performance is a thing that

people produce within a certain time frame and

according to certain standards. According to

Prawirosentono (2002: 23), performance is an effort

by someone from a certain work that has been

completed with the tasks assigned by an organization

in accordance with their respective authorities and

responsibilities in order to achieve organizational

goals ethically, morally, and legally. However, there

must be significant barriers that the leader must

overcome in order to carry out the progress—limits

Of Organizational Change by Kaufman (1985:8).

Technology these days has a really massive

development as it bring changes to education, not

only for the content of curriculums but also changes

in pedagogy, which cause a teaching method based on

technology, Afandi in Purnasari and Sadewo (2020).

After the pandemic era, online learning that

utilizes digital technology for learning activities were

still being depend on until now despite the pandemic

era is over. However, there are some challenges to

this phenomenon. In an interview with teachers at

school, the teachers were explaining about the content

of the material they had prsented per chapter in the

form of e-books, powerpoints, and learning videos.

When the teaching method through the presentation

was to be shown, there are barely any students asked

the teacher for further explanations (Fajriani, 2021).

Many teachers outside Java are confused about

preparing online materials. In addition, network

problems that hinder the teaching process to deliver

their lessons was considered to be not optimal. Not all

teachers master IT as it lead them to the difficulties of

designing lesson plan and that cause a problem of

struggling to integrate any kinds of learning method,

hinder to evaluating learning methods and so on

(Kusumahati, 2021).

Teacher’s way of presenting their lesson and

materials is the successful level of teachers in

carrying out tasks in accordance with their

responsibilities and authorities based on their

performance standards to achieve goals. Teacher

competence in the learning process and outcomes are

grouped into four abilities, namely planning teaching

and learning programs, implementing / managing the

teaching and learning process, assessing the teaching

and learning process and mastering, (Septiawati and

Eftanastarini, 2020).

The general purpose of education is to help

students reach their own maturity, so that they are

able to standby themselves in the middle of society.

One of the prerequisites for education to function and

achieve goals as formulated in the law, education

must be "administated", or managed by following

administrative science. Gagne and Berliner in

Makmun (2005: 23) put forward three functions or

roles of teachers in the process, namely as: 1)

Planners who prepares what must be done in the

teaching and learning process (pre-teaching

problems). 2) Organizers who creates the situation,

lead, stimulate, move, and direct teaching and

learning activities according to the plan, act as

resource persons, leadership consultants (leaders),

who are wise in a democratic and humanistic

(humane) sense during the process/ during teaching

problems, 3) The assessor (evaluator) who collects,

analyze, interpret and finally giving out consideration

(judgement) to the success rate of teaching and

learning based on the criteria set both regarding the

effectiveness of the process, as well as the

qualifications of the product (output). Highlighting

the role of the teacher, teachers must strive to improve

competence in the learning process, starting from

planning, implementing and evaluating.

Teachers must develop an active, creatively

innovative and fun learning process. Teachers were

also permitted to give the students their own space to

develop the potential that they have within

themselves. One way to develop active and creative

learning is the use of ICT in learning, so that learning

is effective and consist with high quality outcomes.

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391

Learning that takes place effectively and considered

high quality will have implications for improving the

quality of student learning processes and outcomes.

Teachers must be able to develop learning designs

and be skilled in using online learning media (Adlin,

2019).

Teachers at Hidayatullah Kuaro Junior High

School and teachers at Darul Istiqomah Barabai

Junior High School have carried out a small teaching

and learning process supported by ICT (Information

Communication and Technology) facilities. But more

teachers have not used ICT media in learning, and do

not even understand how to use it. Such conditions

make the teacher's ability or mastery of the use of ICT

in carrying out learning in the classroom, or other

places of learning less mastered. For example, there

are still teachers who do not understand computer

operations, let alone on the internet. This deficiency

will certainly hinder efforts to improve the quality of

learning processes and outcomes in schools because

the competencies are not well mastered. In fact, the

success of an activity, of more than 50% is

determined by good competence, so the success of

learning is largely determined by the competence of

the teacher.

2 LITERATURE REVIEW

2.1 Supervision of the Principal

When and where it is needed, professional guidance

and support, known as supervision, is given to

students at all educational levels (Taymaz, 2011, 4).

It is a process that consists of aspects for analysis,

evaluation, correction, and development (Başar,

1998, 4), as well as administrative, contextual, and

educational acts (Wiles and Bondi, 2000, 11–13), and

it is the hub for creating new teaching methods

(Sullivan ve Glanz, 2009, 4; Kalule and Bouchamma,

2007, 90).

The supervision idea, according to Purwanto

(1987), is a training activity that is intended to help

teachers and other school staff carry out their jobs

successfully. According to Sahertian (2000),

supervision refers to the actions taken by school

administrators to guide teachers and other staff

members in improving instruction. This includes

motivating, choosing teachers for job growth and

development, and updating educational objectives,

teaching materials, teaching methods, and

evaluations.

The goal of supervision is to enhance and develop

the learning process overall, which implies that it is

not only important to enhance the caliber of teachers

but also to promote the development of the teaching

profession by providing facilities that facilitate

effective instruction. Provide direction and coaching

in terms of curriculum implementation, selection and

use of teaching methods, learning materials,

procedures, and teaching assessment approach to help

teachers enhance the quality of their knowledge and

abilities (Al-Kiyumi & Hammad, 2020; Nilda et al.,

2020).

Supriono (2014), States that the specific goals of

educational supervision at the federal level include 1)

assisting teachers in understanding educational goals;

2) assisting teachers in directing student learning

experiences; 3) assisting teachers in using modern

learning tools; 4) assisting teachers in evaluating

student progress and the outcomes of the teacher's

own work; 5) assisting teachers in using learning

experiential resources; 6) assisting teachers in

meeting student learning needs, and 7) assisting

teachers in meeting their own professional

development needs. Helping new instructors at the

school feel satisfied with their assignments; 9) Aiding

educators in finding ways to more readily adapt to

society and make use of community resources; 10)

Assisting teachers so they can commit all of their time

and effort to the growth of the school.

The oversight exercised must be capable of

enhancing the efficiency and effectiveness of the

organization's management procedures. The benefits

and drawbacks of management implementation will

be understood through oversight at all stages of the

process, including the beginning, middle, and end.

(2015) Suprihatin Suprihatiningrum (2014).

According to Depdiknas (2006), The role of

supervision from the standpoint of national education

policy, principals were being involved in seven major

roles: (1) educators (educators); (2) managers; (3)

administrators; (4) supervisors; (5) leaders; (6)

cultivators of work climate; and (7) entrepreneurs.

The purpose of supervision is to help teachers

create suitable environments for teaching and

learning activities so that students may learn

effectively, whether through one-on-one or group

instruction. The principal, who acts as a supervisor

and must be able to offer guidance or lessons and

appropriate solutions to deal with a variety of student-

related issues, and carrying out specific techniques.

The principal can assist teachers in order to pertaining

the implementation of the school curriculum. The

following tasks can be completed as part of this

curriculum activity: creating semester schedules and

learning program plans (RPP).

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Susanto (2016) defines the group technique as the

application of supervision to a group of supervised

individuals. The supervisor may put people in a

scenario where they are all suspected of having the

same issue. Regarding the methods that can be used,

they include holding meetings, having group

discussions, providing in-service training, and giving

seminars.

Principal Supervision Indicators According to

Permendiknas Number 13 of 2007, school principals

are required to meet certain competency standards.

These standards include: 1) Planning supervision

programs to boost teacher professionalism, including

the Supervision Planning Program, notebooks

purchasement, instruments, and learning supervision

schedules.

Teacher competence is a factor supporting

successful learning in schools. One of the

competencies of the teacher is pedagogical

competence. Based on Law Number 14 of 2005

explains that pedagogic competence is the ability of

teachers to manage the learning process of students

consisting of a basic understanding of education,

students acknowledgment, development of learning

tools, learning design, implementation of dialogical

and educational learning, utilization of learning

technology, learning evaluations, and development of

the students potential (Kurniasih & Sani, 2017).

Teachers' pedagogical knowledge affects the quality

of teaching understanding which has an impact on

student learning outcomes. If the teacher has a good

quality within themselves, the students might be

involved into the decent quality impact.

2.2 Kiai

Charisma for leaders in their leadership is rooted for

the influence (emotional) of their followers, and

usually, this charisma arises from the personality

values of a leader. In Islamic boarding schools

tradition, charismatic leadership arises from the high

knowledge possessed by the kiai, obedience to

Islamic teachings, noble character, and having the

highest station in the Erekat, for example, makrifat

(Abdul Gaffar Karim (2009: 103), Horikoshi (1987:

226-227). The implication of charismatic leadership

is the occurrence of dynamic changes in the

organization. In Islamic boarding school, charismatic

leadership encourages dynamic change and

obedience to ustadz, students, and the community

around the school, so that the kiai become the role

model of social arrangement.

The charisma of the kiai in the Islamic boarding

schools derives from a combination of (traditional)

Islamic education and the charisma acquired or

inherited (genealogically) or charismatic leadership

attributes of kiai (Inayah Rohmaniyah and Mark

Woodward, 2012: 123). (Sukamto, 1999: 23).

Ideology can be strongly persuaded to take lead under

charismatic leadership (Chumaidi Syarif Romas,

2003: 205). Big bodies, strong voices, keen eyes, the

presence of genetic linkages to prior charismatic kiai,

and engineering processes can all be used to produce

compelling leaders (Abdur Rozaki, 2004: 87-88).

Giving special kiai titles to those with knowledge

and virtues that regular people lack, as well as

widespread support among the Islamic boarding

school community. In terms of the major personality,

kiai became a patron of the neighborhood and took on

more of a role than merely a teacher (Bruinessen,

2005; Gunawan and Palupi, 2012; Mursidik, et al.,

2013; Gunawan, 2013). This was supported by

Kusminardjo (1989), who claimed that a leader's

personality as a whole is what makes him or her

successful (effective). The president, as the

personification of the institution, communicates a

variety of images to the public to support Shah and

Monahan's (2008) assertion that the president

symbolizes the institution and all that it means to its

various constituencies.

The existence of Islamic boarding schools as

academic institutions and the function of kiai are

inextricably linked. Kiai is a learned man who chose

his path to become the Islamic boarding school's

head. A leader's role in an organization is crucial. In

the process of planning, implementing, encouraging,

and monitoring so that the goals are accomplished

collectively in groups, the leader becomes a

barometer of the group's success (Nugraha, 2010;

Gunawan, 2016a; Gunawan and Sulistyoningrum,

2013). Every leader has a unique leadership style that

is customized to the organizational situation. Islamic

boarding school's leadership style differs from other

educational institutions.

2.3 Comparative Leadership Analysis

The leadership model in organizational education and

Max Weber's philosophy of Leadership serve as the

study's analytical pivot points. According to Weber,

who bases his classification of leadership styles on

the theory of dominance, there are three types of

leadership: traditional, charismatic, and logical.

According to Weber's theory, charismatic leadership

has its roots in the chastity, heroism, and

extraordinary qualities (character) of its leader, while

legal (rational) leadership is based on the belief in

legality on the basis of rules and regulations

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393

procedures that apply, traditional leadership is

sourced on the authority of certain community

traditions, and according to Abdul Gaffar Karim

(2009: 103) charisma emerges based on the quality

spiritual leader. The two prerequisites are described

by Horikoshi (1987: 226-227).

For goal attainment, group commitment, and

organizational culture change, leadership is a process

(activity) that influences what a leader does to

followers (Sadler, 1997:22). Leadership calls on

followers to carry out the orders of the leader. There

are numerous styles (categories) of leadership (kiai)

to persuade the followers (ustadz or students in the

islamic boarding school tradition).

3 METHODOLOGY

This kind of research is phenomenological, using a

qualitative research methodology to focus on what a

person experiences when he or she feels a deep

meaning. Choosing informants with the intention of

meeting a number of characteristics that can produce

information that is trustworthy, true, and accurate is

known as purpose sampling (Creswell) (2008: 77).

This study employs a qualitative methodology

and a case study research design. In-depth interviews,

field observations, and documentation were the

methods employed for data gathering in this study. In

this study, data were gathered in the field and

analyzed at the same time. In data analysis, the

researcher condenses the information gathered in the

field, arranges it in accordance with the study focus,

and then makes inferences on each focus. The validity

of the data in this study was examined using member

verification, the persistence of observations, and

triangulation approaches (sources and

methods/techniques).

The study was conducted at Darul Istiqomah

Barabai Junior High School in South Kalimantan and

Hidayatullah Kuaro Middle School in East

Kalimantan. Methods that required for gathering data

are doing detailed interviews, field observations, and

documentation. While analysis techniques that were

used consist of data reduction, data visualization, and

data verification. 221 pupils attend Hidayatullah

Kuaro Junior High School, which has 32 students.

320 pupils attend Darul Istiqomah Barabai Middle

School, which has 37 ustad.

4 RESEARCH RESULTS AND

DISCUSSION

The strategy of principals and kiai so that the

development they bring leads to improving the

quality of education, specifically by (1) improving the

facilities and infrastructure management such as

classrooms, office buildings, and other facilities, (2)

improving the human resources management by

provide training system, (3) cultivating a culture

boarding school-style schools, (4) supervising, and

(5) maintaining communication with the principal to

oversee the development of the school. These roles

and development techniques give rise to new

performances to address the issues and needs of the

Islamic boarding school as well as the school itself.

The performances produced by school principals

and kiai are (1) organizing dream class programs, (2)

obtaining A-accredited school status, (3) E-Report as

an online evaluation material, (4) establishing a

special cottage for memorizing the Qur'an, (5) get

academic and non-academic awards.

The concentration of technology-based media is

very influential on the success of the learning process,

because technology-based media is an audio-visual

media. In addition to being heard, it can also be seen,

so the message conveyed in learning is easily digested

by students. The ability of Hidayatullah Kuaro Junior

High School teachers in the use of technology-based

media in learning is still lacking. Meanwhile, to

realize educational goals and support the success of

the learning process, teachers' ability to use media is

needed. Therefore, it is considered necessary for the

principal to supervise and provide directions for

improving teacher competence. According to

Purwanto (1987), "Supervision is a coaching activity

planned to assist teachers and school employees in

doing work effectively." Academic supervision

carried out by researchers to teachers of Hidayatullah

Kuaro Junior High School is in accordance with the

supervision steps, namely: (1) the initial meeting

stage, (2) the implementation stage, (3) the reverse

stage (reflection).

Factors that encourage development in SMP

Hidayatullah Kuaro are from internal and external

schools. Internal factors come from (1) the

Leadership of school principals and kiai, (2) support

for Islamic boarding schools, (3) infrastructure, and

(4) school guards and alumni. At the same time, the

external factors of development are (1) the

community's need for high formal and religious

education, (2) students who excel but have no money,

and (3) the success of other educational institutions.

Meanwhile, the factors that hinder the development

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394

of SMP Darul Istiqomah Barabai are (1) difficulties

to divide the time of students at school and in Islamic

boarding school, (2) the the principal and kiai’s

mindset differences regarding of the policies, (3)

inconsistency of running the program.

In Javanese, kiai can refer to three different kinds

of titles. Initially, as an honorific designation for

objects that are revered, such as "Kiai Garuda

Kencana," the Golden Train at the Yogyakarta

Palace. The community bestows two honorific

titles—the second for parents—and the third on a

Muslim religious authority who owns or leads an

Islamic boarding school. Regarding of the boarding

school, the kiai's leadership is based on a combination

of (traditional) islamic education and the charisma

that is either acquired or inherited (genealogically) or

the kiai's charismatic leadership character (Inayah

Rohmaniyah and Mark Woodward, 2012: 123)

(Sukamto, 1999: 23). Ideology is strongly persuaded

by charismatic leadership (Chumaidi Syarif Romas,

2003: 205).

Fadliansyah asserts that KH. Hasan Basuni, the

head of the Salafiyah Islamic boarding school, did not

have a significant impact on the boarding school

management. Everything pertaining to the the

boarding school management was given to his four

sons, who were assigned their respective

responsibilities, such as giving the takhassus Qur'an

to Ulul Fadli, the science curriculum and

development to Ustadz Fadliansyah, and Ulul Fadli,

who served as treasurer and was in charge of the

salafiyah hut to the east. KH. Hasan Basuni stronger

influence over decision-makers in Islamic residential

schools (Interview,07 Juni 2022).

The concept of Ahlussunah Waljamaah and

Nahdliyah thought is to be instilled via education at

the Darul Istiqomah Islamic Boarding School. asserts

that the inclusion of an-Nahdliyah is crucial because

if Ahlussunah Waljamaah (Aswaja) is the only group

recognized, many Islamic organizations' parties in

Indonesia will refer to themselves as Aswaja, which

would be in opposition to NU's interpretation of the

term. The Darul Istiqomah Islamic boarding school

was established by KH. Hasan Basuni and Nyai

Hajjah Siti Shalehah, S.Pd.I through the study of

fiqh, monotheism, morality, and memorization of the

Qur'an (Interview, 07 Juni 2022).

1. The boarding schools curriculum is inseparable

from the government curriculum as applied to the

Darul Istiqomah Barabai Islamic Boarding School

and the Hidayatullah Kuaro Islamic Boarding School.

2. The curriculum for Islamic boarding schools is

integrated with the curriculum of the Ministry of

Education and Culture, Research and Technology.

From here, there is mutual interaction and benefit

between the curriculum of Islamic boarding schools,

madrasas, and schools and the absence of an equal

education program. Thus the orientation of the

Islamic boarding school education curriculum does

not only lead to religious sciences educations,

especially in the fields of Tawhid/aqidah, Fiqh, and

Akhlaq/Sufism. But also Profan sciences. The

curriculum made by Islamic boarding schools shows

that there are changes from time to time in accordance

with the demands of community needs. The changes

were made within the framework of improving the

boarding school curriculum itself (Interview, 07 Juni

2022).

The boarding school learning process does apply

not only the ascending book system but also the

classical system in a pattern. This pattern of learning

does not only rely on traditional methods such as;

taking notes, memorizing, studying sitting (sorogan),

lectures, and translations, but also on modern

methods such as; discussions, questions, answers,

demonstrations, assignments, and field trips. The

acceleration program was also developed as a means

of developing the potential of students with high

academic abilities. In the learning process, Islamic

boarding schools have taken/applied elements of

Madrasah and School Pedagogics carried out by the

Government in the curriculum of the Ministry of

Education and Culture, Research and Technology.

We can categorize today's boarding schools using

the three types of boarding schools that once existed

in order to see how they differ from those of the past:

A kiai teaches the pupils using books authored in

Arabic by Islamic well-known clerics since the

middle ages while they typically live in dorms within

the boarding school. Boarding schools are

educational and teaching institutions that frequently

deliver those teachings in a non-classical style.

A boarding school is a type of educational facility

that is essentially similar to the boarding schools

mentioned above, but where the students live and are

dispersed across the surrounding village. The

boarding school's teaching methodology also permits

the students to arrive in big groups.in particular time.

Today’s boarding schools are a mixture between

the system from the boarding school which teach

Islamic religion by various ways, and the students are

given the facility to live within the boarding school,

or near them, in the modern boarding school essence

dictates that the students are still within the criteria of

a non-formal education learner, and also the boarding

school provides the formal education in the form of

Islamic school or even regular school in various

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levels and specialties depending on necessity

(Hasbullah : 1999).

The results of the research findings regarding the

role of school principals and kiai as development

leaders are managerial, namely regulating Human and

Non-Human Resources so that they can work

optimally. This is in accordance with the opinion of

Suhardiman (2011: 39), which states that the

principal's managerial duties are related to the

management of all resources in the school. The

principal of SMP An-Nur Bululawang Malang is

assisted by two deputy principals in managing the

school's human resources. This is done because the

principal feels incapable of supervising and managing

a massive number of human resources. For this

reason, he invited the vice principal and his staff to

work together in managing the school's human

resources. The involvement of school residents in

managing school human resources will create a sense

of ownership and responsibility to achieve it. The HR

is also supervised by kiai in Darul Istiqomah Barabai

Islamic boarding school.

The management of the pesantren is delegated in

a rational manner. Many kiai assign their children and

the pupils administrators for the responsibility of

running the boarding school. The kiai's democratic

attitude is apparent, especially in the leadership of the

kiai of the Aswaja Nusantara Islamic boarding

school, despite the fact that the regeneration of

leadership is carried out genealogically. The growth

of the Salafiyah Islamic boarding school into a mixed

Islamic boarding school, which blends the Salafiyah

Islamic boarding school educational system with

modern education, is another way for the kiai's

rational attitude demonstration. In contrast to residing

in Islamic boarding school, several Islamic boarding

schools operate official schools and urge their pupils

to enroll in them as well. A large frame, strong voice,

keen eyes, ancestral ties to charismatic kiai in the

past, and the engineering process can all be used to

produce charismatic leaders (Abdur Rozaki, 2004:

87-88).

The leadership styles that distinguish one Kiai

from another are diverse. This is seen in the Barabai

salaf Islamic residential schools. For instance, the

first female Islamic boarding school to concentrate on

tahfidz al-Qur'an was the Darul Istiqomah Islamic

Boarding School, which was established in 1953 by

KH. Hasan Basuni and Nyai Hajjah Siti Shalehah.

After the Salafiyah Islamic Boarding School and

Ibnul Amin, Darul Istiqomah is the third Islamic

boarding school to be constructed in Barabai. KH.

Mahrus Amin, the son of the boarding school's

current caretaker.

One method that principals and kiai have

developed to raise educational standards is the

selection of kids for the "dream class." According to

Imron (2012: 43), there are three different ways to

choose new students for admissions: based on the

Pure Ebta Value List (DANEM), Interest and Ability

Search (PMDK), and the entrance exam results. In the

ideal method for choosing classes, the school first

establishes the standards or prerequisites that students

must satisfy in order to be admitted to the desired

class. In order to choose prospective students for the

optimum class, the school's principal collaborates

with the State University of Malang and Darussalam

Gontor.

Positive improvements in a school will only take

place, in the words of Kurnia & Qomaruzzaman

(2012: 24), "if all school subjects grasp the nature of

their own school culture, whether apparent and

invisible, formal or informal." If the school

community is aware of the school's culture, it will be

possible to track developments inside the institution.

The school's one-day-one-hadith, istigosah, and

tausiyah cultures are created by the principal. In

addition to serving as the school's identity under the

auspices of the Islamic boarding school, the principal

built this culture with the intention of instilling moral

and religious behavior in the student body. By

tightening up student discipline at SMP Hidayatullah

Kuaro, principals and kiai also enhanced student

management ( Imron, 2012: 174 ).

That may be used include cooperative control,

inner control, and external control. One of the

regulations in Darul Istiqomah Barabai middle school

is that pupils who miss three days of class will receive

a warning and may be expelled. These rules

demonstrate how Hidayatullah middle school uses

methods of external control to discipline its students.

A variety of disciplinary guidelines are established by

the principal and the kiai must be followed. Students

who break the rules must take the punishment that

results from their actions. According to the points of

violation, penalties are applied. The principal carries

out this action as one of his or her initiatives to raise

educational standards through encouraging growth.

By hiring new instructors who place emphasis on

alumni that familiar with Nahdlatul 'Ulama,

principals and kiai can also enhance the management

of human resources at Hidayatullah Kuaro middle

school. According to Mulyasa (2012: 64),

"recruitment activities are carried out, namely an

effort to find and get as many prospective teachers

and staff who meet the requirements as possible to

then choose the best and most capable candidates" in

order to obtain teachers and staff in accordance with

needs. The principal of Hidayatullah Kuaro middle

school hired new instructors in order to accommodate

more students. Finally, the principal made a choice to

hire new teachers, but they had to be university

graduates. Renowned in Malang and knowledgeable

on Nahdlatul Ulama Mulyasa (2012: 67).

ICoIE 4 2022 - The Fourth International Conference on Innovation in Education

396

The Darul Istiqomah Islamic boarding school

keeps an eye on its former students. This observation

is done to keep the beliefs or ideologies of the Darul

Istiqomah Islamic boarding school alumni in the

Aswaja an-Nahdliyah rail. The establishment of an

alumni organization serves as a monitoring tool.

There have been no pupils who have left the NU

amaliyah under this supervision up to this point.

Muhammadiyah was visited by individuals, but they

soon left again. Alumni who continue their education

at UAD, UMY and Darussalam Gontor are still

taught these techniques in Islamic boarding schools

(Appointment, October 3, 2015). Leadership is an

action (process) in which a leader influences his

followers to establish group commitment, change

organizational culture, and achieve goals (Sadler,

1997:22). leadership calls for the followers'

submission to the leader's commands. There are

various styles (kiai) of leadership that can be used to

sway followers (ustadz or students in the Islamic

boarding school tradition).

According to Weber's leadership theory, the kiai

at Darul Istiqomah Barabai Islamic boarding school

in Hidayatullah Kuaro exhibit three leadership styles

(traditional, charismatic, and rational). The three

leadership philosophies have an impact on the various

religious beliefs of students. Different sources of

dominance are the cause of this variation. Weber's

idea of leadership is built on the idea of domination,

according to Kurdi (2007:134). The following table

provides a more thorough description.

The shift of kiai leadership, which is carried out

genealogically by their descendants and relatives, is

the result of traditional leadership in Islamic boarding

school. The Salafiyah Mlangi Islamic boarding

schools experienced the same thing. Although there

is some independence of thought in some boarding

schools, the influence of traditional leadership on

pupils made them to think at seen in pupil's adherence

(fanaticism) to the kiai's religious beliefs. The

Salafiyah Islamic boarding school alumni adopt the

same religious philosophy as their kiai due to their

fanatical mentality. This differs from Islamic

education offered in contemporary pesantren like

Gontor.

Students' ideologies are instilled through the

processes of study and instruction, as well as through

Aswaja's actions, An-Nahdiyah, and the example of

the kiai. A high concentration of knowledgeable

caregivers combined with modern insight is a

powerful tool for influencing pupils' scientific

paradigms.

The kiai, who serves as the boarding school

leader, appoints a caretaker or instructor, taking into

account the competence and abilities of the students.

What ideology places a greater emphasis on the kiai’s

pupils and carers set a positive example for moral

behavior. Kiai has a significant impact on the

boarding school's leadership. Even when the

caregivers/ustaz impart knowledge that is more

liberated, the majority of pupils continue to adhere to

the science that the kiai has taught them. Despite the

fact that the knowledge being taught is still based on

conventional books (classical books), santri ethics

can be produced together with high reading skills.

The more knowledge gained, the easier it is to refine

conventional thinking to make it more contemporary

and logical. This topic has emerged as a defense

against the assault of beliefs that might skew behavior

and thought.

The kiai have a significant impact on the Islamic

boarding school's leadership. The majority of

students continue to adhere to the knowledge that has

been taught by the kiai, even though the caregivers

and ustaz teach freer knowledge. Even though the

knowledge is still taught through classical texts, it can

result in students who have good ethics and proficient

readers. With more knowledge acquired,

conventional thinking can be improved to become

more contemporary and logical. This serves as a

defense against ideological assaults that could harm

actions and beliefs.

Leadership that exudes charisma is based on a

leader's ability to emotionally sway followers, and

this charisma typically results from that leader's core

ideals. The boarding school’s heritage gives rise to

charismatic leadership.

In the development of Islamic boarding school-

based schools, the two roles of principals and Kiai

are: (1) as managers of HR regulators in schools and

Islamic boarding schools; (2) as supervisors; (3) as

decision makers; (4) as responsible individuals; (5) as

models (Uswatun Hasanah); (6) as a motivator; and

(7) as a work partner. The three methods used by

administrators and kiai to build Islamic boarding

schools are: (1) better facility and infrastructure

management; (2) better human resource

management; (3) conducting supervision activities;

and (4) hiring new instructors and training educators.

(5) Require teachers to develop instructional

scenarios; (6) Coordinate and communicate with all

students and residents of the pesantren. The four

presentations were made by heads of schools and

kiais in creating Islamic boarding schools.

Planning programming for dream classes, and (2)

creating electronic reports. (1) Leadership of the

principal and kiai is one of the five criteria supporting

the development of Islamic boarding schools. Support

for Islamic boarding schools, school infrastructure,

and attendance at outside schools (1) The need for

education in the community; (2) student achievement

but financial limitations; and (3) competition with

other institutions. (1) Dividing the time spent by

pupils in schools and Islamic residential schools is

The Principal and Kiai to Supervision Development of Teacher’s Pedagogy Capability: Comparative Leadership Analysis

397

one of the six struggles preventing change. (2)

Disparate policy-making philosophies between

school principals and kiai, (3) inconsistent program

administration based on findings from research.

Kiai's job as a supervisor is to supervise the

activities of teachers, especially in the field of

learning which includes: a. Determine learning

objectives, determine strategies, choose methods,

choose the right learning materials, determine

learning media and resources, and determine

evaluation tools. b. Implementation of activities

learning/guidance which includes the use of

appropriate learning resources, the use of appropriate

and effective learning methods, strategies,

techniques, models, and approaches, the creation of a

pleasant learning environment; development and

utilization of learning and/or guidance tools and

media; c. Assessment of learning processes and

outcomes / guidance which includes: guiding teachers

in carrying out evaluation of learning processes and

outcomes, guiding teachers in carrying out feedback

from the results of learning evaluations, guiding

teachers in diagnosing student learning difficulties,

and guiding teachers in carrying out remedial

learning. d. Providing feedback from the results of the

assessment for the improvement of learning /

guidance services, which includes: the results of

supervision are submitted to the teacher to be

discussed together, the results of supervision

e. used as a tool for professional development /

teaching skills of teachers, the results of supervision

are used as the basis for compiling the supervision

program.

The new education paradigm management

mentions at least principals, which in this article is

that kiai has seven roles that take part as educators,

managers, administrators, supervisors, leaders,

innovators, and motivators commonly abbreviated as

EMASLIM. One of the roles as a driver of the process

of school activities properly is the supervisor.

Because it is directly related to the process of

implementing work carried out by school resources

(Prasetia, 2021). Supervisors function as professional

guidance to educators, monitor teachers so that the

teaching and learning process is achieved properly,

and monitor and handle as a preventive measure and

improve the performance of educators. Academic

supervision is given to teachers as coaching

(Azharuddin, 2020). Often teachers feel that they still

need a helping hand from others because the teacher

does not know the types, understand the procedures,

and mechanisms of available resources (Ginting,

2020). To improve the quality of students, qualified

teachers are needed. Qualified teachers are able to

display maximum performance or performance, this

needs to be considered by the principal who has a

supervisory role. Principal / kiai as supervisor means

the obligation of superiors in guiding and fostering

education and staffs for the teaching needs carried out

in schools in order to realize a quality learning

process. The benefits of supervision for teachers to

improve technical and professional abilities in

managing learning (Ginting, 2020), especially

increasing pedagogical competence, integrating

technology into learning and managing interesting

learning content.

Teachers are given freedom by superiors

including motivation, direction, and various activities

related to competency development and performance,

schools can facilitate teachers in various activities

based on consultant input or ideas and suggestions

from teachers according to the needs of the school and

students. The activities in question include Technical

Guidance (Bimtek) and Training, collective

organizational activities such as participating in the

Teacher Working Group (KKG), as well as scientific

forums (Anwar &Alfina, 2019). Bimtek activities can

help teachers expand the learning capacity and insight

of teachers related to mastering learning methods,

learning theory, and understanding learning situations

in the classroom and outside the classroom with the

principles of educational learning (Silfa, 2020). Then

involve in training seminars outside the school for

example held by the local Education Office such as

in-service activities such as the latest curriculum

training, guidance on making learning tools, training

in subject content, computer training or learning

technology, workshops, and so on (Rahmadi&

Arafat, 2021). Research studies show that short online

training has the potential to affect teachers'

interpretation of teaching and learning situations,

especially for teachers who are not experienced in

teaching. So that pedagogical training is given in the

early stages of teachers starting a teaching career

(Vilppu, et al., 2019). However, teachers must have a

growth mindset to continue learning in responding to

dynamic and massive changes while providing

educational services for students. Such as the creative

teachers who are the ones that have information

technology literacy both in running e-learning or

cyber pedagogy and conducting interactive learning

from home (Kodrat, 2020). So teacher’s skill training

and development is important to answer educational

challenges by utilizing technology. The importance of

principals facilitating teachers to participate in

training and development to support teacher skills

when teaching online. Because the difference in the

quality of teachers makes a shortage in the skills

needed to design online learning, apply learning

technology, and so on due to the lack of professional

development training (Palau, et al., 2021). So that the

ICoIE 4 2022 - The Fourth International Conference on Innovation in Education

398

principal as a facilitator can provide easy teacher

needs in accordance with educational developments.

5 CONCLUSION

In this study, there are significant findings, namely

the supervision of principals and kiai in Islamic

boarding schools in two provinces using Islamic

boarding school education management leading to

modern management where the division of labor has

been carried out in a clear organizational structure.

Kiai's leadership is Collaborative, Collective,

Democratic, and Humanistic and does not focus on

one individual. The participation of the Islamic

boarding school community is very high, which is

indicated by the dedication of the foundation,

administrators, and teachers in the management of

islamic boarding school education. At the same time,

education management is imbued with the spirit of

autonomy and participatory decision-making because

boarding school is not the private property of the Kiai.

The role of the principal as a supervisor means

that the principal carries out supervision or

supervision of teachers by monitoring so that learning

activities run in an orderly manner, as well as guiding

and fostering teachers for the educational and

teaching needs carried out in schools in order to

realize a quality learning process. Simply put, the

activity of monitoring teacher performance through

monitoring teacher performance measurement,

coaching related to pedagogical competence,

improving performance as an effort to improve the

results of teacher supervision in carrying out online

learning. Supervision activities are useful for

improving the technical and professional abilities of

teachers in learning management, especially

increasing their pedagogical competence, namely

integrating technology into learning and managing

interesting learning content. So that the role of the

principal as a supervisor is important to be carried out

regularly at the beginning of the semester and the end

of the semester and improved in order to be able to

photograph all the weaknesses and obstacles of

teachers during the online learning process so that it

can be helped by the principal's actions in an effort to

improve and professional development of teachers.

The role of the principal as a facilitator means that the

principal provides convenience or facilities for

teachers to develop following various activities for

the needs of education and students. One of them is

that teachers attend various trainings such as

seminars, workshops, workshops, Technical

Guidance and Training, collective organizational

activities, and scientific forums. For example,

training conducted by the local Education Office is

for example about curriculum training, guidance on

making learning tools, training in subject content,

computer training or learning technology, workshops,

and so on. The problem of lack of training provided

by the principal can be improved by the principal as a

facilitator to support the skills of teachers in

technology-based learning.

The curriculum model developed shows an open

perspective of the boarding school’s education

system. Boarding schools implement not only their

own curriculum but also apply the curriculum offered

by the Government, either through formal institutions

such as Madrasas or Schools. The boarding school

curriculum is integrated with the curriculum of the

Ministry of Education and Culture, Research and

Technology.

The results of the study are a contribution to a new

concept in the comparative leadership of Islamic

boarding schools that adhere to the curriculum of the

Ministry of Education and Culture, Research and

Technology. This study has a limited sample, only a

few cases. In line with that, further research is needed

that accommodates larger samples and cases and

shows new directions in research.

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