The Principal’s Leadership in Integrating Islamic Values into the Implementation of the Merdeka Curriculum at SDIT Bin Baz Rejang Lebong

Abstract

TIntegrating Islamic values into the Merdeka Curriculum presents a leadership challenge for Islamic schools seeking to align national curriculum requirements with their religious educational missions. This qualitative case study examined how the principal of SDIT Bin Baz Rejang Lebong facilitates this integration. Eight school-based informants were selected through purposive sampling. Data were collected through semi-structured interviews, classroom observations, and institutional document analysis, including the School Operational Curriculum (KOSP). Data analysis involved iterative data reduction, data display, and conclusion drawing, supported by triangulation across data sources. The findings identified four interconnected leadership practices: articulating an Islamic educational vision, aligning curriculum planning with Islamic values, facilitating teacher development through professional learning communities and mentoring, and cultivating a school culture grounded in Islamic principles. These practices illustrate how leadership coordinates curriculum implementation and institutional values within a specific school context. The study provides a context-specific understanding of leadership practices without establishing their effects on student achievement, character development, spiritual growth, or long-term sustainability.