Emim Nuryadi, Machdum Bachtiar, Eneng Muslihah

Model Kepemimpinan Pendidikan Syekh Nawawi dan Ki Hajar Dewantara

Introduction

Model kepemimpinan pendidikan syekh nawawi dan ki hajar dewantara. Pahami model kepemimpinan pendidikan Syekh Nawawi & Ki Hajar Dewantara. Fokus pembentukan karakter, moral, dan etika siswa untuk SDM berkualitas Indonesia.

Abstract

The Educational Leadership of Sheikh Nawawi and Ki Hajar Dewantara, sees the two figures with a focus on the implementation of moral and ethical values in the teaching and learning process. Sheikh Nawawi emphasized religion-based education that forms noble morals, while Ki Hajar Dewantara used the Leadership Trilogy (example, enthusiasm, mandir) to create a conducive and inspiring educational climate. In this context, both show that educational leadership is not only about academic material, but also about the formation of students' character and morality. The integration of spiritual and social values in education is a significant contribution to the development of quality human resources in Indonesia.   Keywords: Educational Leadership, Sheikh Nawawi, Ki Hajar Dewan Tara

Review

The proposed paper, "Model Kepemimpinan Pendidikan Syekh Nawawi dan Ki Hajar Dewantara," presents a highly relevant comparative analysis of two pivotal figures in Indonesian educational thought. By focusing on Sheikh Nawawi and Ki Hajar Dewantara, the study aims to explore their distinct yet converging approaches to educational leadership, specifically highlighting the implementation of moral and ethical values in the teaching and learning process. This comparative lens offers a valuable opportunity to understand how different philosophical and pedagogical traditions contribute to holistic character development within an educational framework, a theme of enduring importance in contemporary education. The abstract effectively outlines the core contributions of the research. It delineates Sheikh Nawawi's emphasis on religion-based education for the formation of noble morals, contrasting this with Ki Hajar Dewantara's iconic Leadership Trilogy (Ing Ngarsa Sung Tuladha, Ing Madya Mangun Karsa, Tut Wuri Handayani) designed to create a conducive and inspiring educational climate. Crucially, the paper intends to demonstrate a shared conviction that effective educational leadership transcends mere academic instruction, fundamentally centering on the cultivation of student character and morality. The stated integration of spiritual and social values promises a rich exploration of how these aspects contribute significantly to the development of quality human resources in Indonesia. This research holds substantial potential for enriching discourse on educational leadership in Indonesia and potentially globally. By bringing together perspectives that integrate both spiritual and social dimensions of learning, the study provides a robust framework for understanding quality education that extends beyond cognitive outcomes. The findings could offer valuable insights for contemporary educators and policymakers seeking to implement curricula that genuinely foster character, ethical conduct, and responsible citizenship. A deeper exploration into the practical application of these models in modern educational settings, perhaps through case studies or pedagogical innovations inspired by their principles, would further enhance the impact and relevance of this timely contribution.

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