SPIRITUAL LEADERSHIP (SPIRIT IMPLEMENTATION AS LEADERSHIP MODELS IN ISLAMIC EDUCATIONAL INSTITUTIONS)

The current situation of Islamic educational institutions is facing a negative cycle and quality problems. This situation is caused by ineffective management at the Islamic Education Institute (LPI). Studies show that leadership is the key to changing negative cycles. He also played a big role in establishing Islamic education. To transform Islamic education into a reference LPI, strong leadership is needed to build quality and superior human resource management. Strong leadership is leadership that has a vision to create effective organizational processes, culture and a good learning environment. Undoubtedly, the leadership model in question is not a conventional leadership model; rather, it is a model of extraordinary leadership—spiritual leadership that brings enlightenment to the world of education. Therefore, leadership based on religious ethics is also called spiritual leadership. Leadership that creates inspiration and innovation

Challenges and Opportunities for Madrasah in Improving The Competence of Graduate Students

This study aims to find out what madrasa strategies are in increasing the competence of graduate students in facing the globalization era at MAN 1 Pekanbaru and the factors that influence it. The informants in this study were school principals, curricula deputy heads, teachers and students of MAN 1 Pekanbaru. The madrasa strategy in increasing the competence of graduate students in facing the era of globalization at MAN 1 Pekanbaru is; 1) Changing the curriculum by adding material related to globalization; 2) Increasing the competence of teacher professionalism; 3) Changing the mindset of the teacher; 4) Improving the quality of madrasas; 5) Evaluate learning activities. Based on the results of observations, interviews, and documentation, it was found that the madrasah challenges were; 1) There is globalization; 2) Shifting educational paradigm; 3) Low public trust in madrasah productivity; 4) IT-based learning; 5) Curriculum changes; 6) Competence of madrasah graduates; 7) human resources produced by madrasas; 8) Network and collaboration of madrasah graduates