Journal of Science and Education (JSE)

Quality Management of Islamic Religious Education to Strengthen Students’ Moral Character in Elementary Schools

Ayi Nursaleh — 2025-12-04

This study examines the implementation of quality management in Islamic Religious Education (PAI) as a strategic effort to strengthen students’ moral character (akhlakul karimah) in elementary schools. Using a qualitative case study approach, the research was conducted at SDN Sirnagalih and SDN Sukamaju in Cianjur Regency, involving school principals, PAI teachers, and students who were directly engaged in learning activities. Data were collected through in-depth interviews, participant observation, and document analysis, and analyzed using the interactive model of Miles, Huberman, and Saldaña. The findings reveal that quality management in PAI learning when applied through systematic planning, consistent implementation, comprehensive evaluation, and collaborative follow-up plays a significant role in improving students’ moral behavior. The planning stage emphasizes aligning learning objectives with Islamic values and student needs. The implementation stage integrates religious instruction with daily school culture through programs such as collective prayers, Qur’an recitation, and social service activities. Evaluation combines formative and summative assessments that address cognitive, affective, and behavioral dimensions. Follow-up actions involve professional teacher collaboration and community engagement to sustain continuous improvement. This study concludes that quality management in PAI learning, guided by Deming’s PDCA (Plan–Do–Check–Act) framework and supported by Islamic educational philosophy, serves as an effective model for fostering character-based education. The findings underscore the importance of collaborative leadership, cultural integration, and ongoing reflection as key drivers for sustainable quality and moral development in Indonesian elementary education.

Teacher Performance Management for Enhancing Learning Quality in Primary Schools

B Burhanudin — 2025-12-04

The improvement of learning quality in primary schools is often constrained by the lack of an integrated and sustainable teacher performance management system. This study aims to analyze the implementation of teacher performance management in realizing learning quality through four main management functions: planning, organizing, implementation, and evaluation–monitoring. This research employed a qualitative approach with a case study design conducted at SDN 1 Situsari and SDN 2 Situsari. Data were collected through in-depth interviews, participatory observation, and document analysis, then analyzed using the interactive model of Miles, Huberman, and Saldaña. The findings indicate that both schools have implemented teacher performance management systematically, collaboratively, and with a strong orientation toward learning quality. Planning was conducted participatively and based on teacher needs; organizing emphasized clear roles and cross-functional coordination; implementation was carried out through lesson study, peer mentoring, and micro-coaching; while evaluation was conducted formatively and continuously through structured reflection and teacher portfolios. The success of these processes was supported by distributed instructional leadership and a collaborative professional learning culture (KKG/PLC). The implications of this study suggest that effective teacher performance improvement is influenced by the synergy between school management, instructional leadership, and teachers’ reflective culture. A participatory, data-driven, and collaborative management model can serve as a framework for developing sustainable teacher professional development policies to enhance learning quality in primary education.

Mathematics Learning Strategies in Developing Numeracy Competence in Primary School Students

Irma Rismawati — 2025-12-05

The low level of numeracy competence among primary school students, particularly in understanding and applying mathematical concepts in everyday life, poses a challenge to improving the quality of basic education. Conventional and abstract learning methods make it difficult for students to relate mathematical concepts to real-life contexts, resulting in low motivation and poor learning outcomes. This study aims to formulate and analyse effective mathematics learning strategies to improve the numeracy skills of students at Budibakti State Elementary School in Cianjur Regency. The study uses a qualitative approach with a case study design. Data were obtained through observation, in-depth interviews, and documentation, and analysed using triangulation and content analysis. The results show that the application of innovative and contextual learning strategies such as problem-based learning, differentiated learning, the use of interactive media, and integrated formative assessment of numeracy can increase students' activity, motivation, and ability to connect mathematical concepts with real-life situations. The conclusion of the study confirms that innovative, interactive, and applicable mathematics learning strategies have a positive effect on improving students' numeracy competencies and support the implementation of the Merdeka Belajar (Freedom of Learning) policy and Minimum Competency Assessment (AKM).

Revisiting Islamic Religious Education in the Digital Era: A Systematic Literature Review on Pedagogical Innovations and Challenges

R Riki — 2025-12-04

This study explores the transformation of Islamic Education (PAI) in the digital era and its implications for pedagogy, ethics, and teacher professionalism. Using a systematic literature review of studies published between 2015 and 2025, it analyzes technological innovations, pedagogical challenges, and the emergence of a new theoretical framework integrating digital literacy with Islamic values. Data were collected from indexed international and national databases and analyzed through qualitative synthesis focusing on instructional innovation, ethical alignment, and ecosystem readiness. The findings reveal that digital PAI innovations such as interactive dakwah videos, VR-based worship simulations, project-based learning, and LMS-supported hybrid models enhance engagement and access when accompanied by dual-layered content curation and explicit value alignment. However, issues of infrastructure inequity, teacher competence, online safety, and assessment misalignment remain pressing challenges. The study proposes the Value-Embedded Digital Pedagogy for PAI (VEDiP) framework, which integrates cognitive, affective, and ethical dimensions into digital learning design. VEDiP emphasizes four interdependent principles: epistemic–ethical alignment, networked curation and safety, motivational scaffolding, and formative evidence of character. This framework provides a practical and theoretical pathway for developing an Islamically grounded, context-sensitive digital pedagogy. The research concludes that digital transformation in Islamic Education must be guided by ethical intentionality and systemic coherence to ensure technology serves as a vehicle for both learning excellence and moral cultivation

Teaching Factory Management in Improving the Quality of Graduates in Accordance with Industry Needs

Galih Nalapraya — 2025-12-04

This research is based on the high Open Unemployment Rate (TPT) of Vocational High School (SMK) graduates in Indonesia, which reached 8.00% in February 2025, although there has been a decline from the previous year. This phenomenon shows the misalignment between the competencies of vocational school graduates and the needs of the industry. Vocational schools as vocational education institutions are expected to produce graduates who are ready to work, both in terms of hard skills and soft skills, but in reality there are still many graduates who have not met industry standards. Therefore, an effective management approach is needed to improve the relevance and quality of graduates. The purpose of this study is to describe and analyze the management of Teaching Factory (TEFA) in improving the quality of graduates in accordance with the needs of the industry at SMK BPI Bandung. This research uses management theory from G.R. Terry which includes four management functions: planning, organizing, implementing, and evaluating. The research method used is a single case study to explore in depth the application of TEFA at SMK BPI Bandung. The results of the study show that the implementation of the four management functions of Terry in a holistic and synergistic manner has proven to be effective in improving the competence of graduates. Planning based on industry needs, collaborative organization, implementation through real job orders, and continuous evaluation have succeeded in creating graduates who are relevant to the demands of the world of work. The obstacles that arise are overcome through the addition of facilities, the improvement of teacher competence, and the strengthening of industry partnerships. The conclusion of this study is that the management of the Teaching Factory at SMK BPI Bandung has been effective and has succeeded in improving the quality of graduates. Strategic synergy with industry is the key to success, and emphasizes that a systematic and adaptive management approach is a fundamental prerequisite for the success of the TEFA program in the vocational education system

Role Model Based Character Education Management in Elementary Schools: A Case Study of SDN Kalideres 01 Pagi and SDIT Adzkia

Sri Mulyani — 2025-12-04

This study examines the strategic role of role-model–based management in character education to strengthen commendable conduct among fifth-grade elementary students. Using a qualitative case study approach, the research was conducted at SDN Kalideres 01 Pagi (West Jakarta) and SDIT Adzkia (Tangerang Regency), involving principals and homeroom teachers actively managing character programs. Data were collected through in-depth interviews, participant observation, and document analysis (teaching modules, program calendars, behavior journals/portfolios), and analyzed using the Miles, Huberman, and Saldaña interactive model (data reduction, data display, conclusion drawing/verification). Findings indicate that role-model–based character education when planned collaboratively, organized through distributed roles, implemented consistently in classroom routines and school culture, and monitored via formative assessment (portfolios, journals, reflection) significantly supports the internalization of core values (discipline, responsibility, honesty, care). The planning stage maps priority values and cross-subject behavioral indicators; organizing clarifies the roles of principals, teachers, and parents; implementation emphasizes habituation and authentic modeling; monitoring combines daily records, constructive feedback, and school–family partnerships. The study concludes that role-model–centered character management, underpinned by instructional leadership and a collaborative culture, can move character from slogans to habits and should be integrated into elementary school management systems.

Managing Scout Based Extracurricular Activities to Strengthen Student Discipline in Senior High Schools: A Case Study from Indonesia

Euis Guntur Patimah — 2025-12-04

This study explores the management of Scout-based extracurricular learning as a strategic approach to strengthening student discipline in senior high schools. Amid increasing emphasis on character education in the 21st century, Scouting offers a practical, experience-based model for fostering core values such as responsibility, time management, and self-regulation. Using a qualitative case study design, research was conducted at SMAN 6 Kota Tasikmalaya and SMAN 1 Cisayong, selected for their active Scouting programs. Data were collected through in-depth interviews, participant observations, and document analysis, and analyzed using an interactive model involving data reduction, display, and verification. The findings reveal that effective Scout learning management includes structured planning, distributed leadership, experiential implementation, and authentic evaluation. These elements contribute significantly to shaping student discipline in daily school life. Supporting factors include strong leadership, trained Scoutmasters, motivated students, and adaptive institutional strategies, while challenges such as funding constraints and limited infrastructure are addressed through creative solutions. The study concludes that Scout-based learning is a powerful and scalable model for character education when supported by collaborative ecosystems. It recommends institutional support, capacity building, and policy integration to maximize its transformative potential in school culture

Strategic Literacy Management through the POAC Model: Strengthening the Gerakan Literasi Sekolah in Indonesian Primary Education

Riscky Risgianti — 2025-12-04

This study investigates the management of poetry-writing literacy programs in elementary schools through the application of the POAC (Planning, Organizing, Actuating, and Controlling) management model within the framework of the Gerakan Literasi Sekolah (GLS) and the Kurikulum Merdeka. Employing a qualitative multi-site case study design, the research was conducted at SDN Jambudipa 1 and SDN Cimanggu in Cianjur, West Java. Data were collected through in-depth interviews, participatory observations, and document analysis, and analyzed using the interactive model of Miles, Huberman, and Saldaña. The findings reveal that effective program management characterized by systematic planning, participatory organization, creative implementation, and adaptive evaluation significantly enhances students’ interest, creativity, and performance in poetry writing. Quantitative data show an increase of 42–57% in students’ interest levels, while the average number of poems produced more than doubled, and rubric-based scores improved from 68–70 to 82–85. Qualitative evidence further demonstrates growing learner autonomy, motivation, and engagement as students began to express local culture, nature, and personal reflections through poetry. These results underscore that when GLS and Kurikulum Merdeka are operationalized through structured managerial frameworks, they yield transformative educational impacts beyond linguistic skills strengthening character formation, critical thinking, and aesthetic appreciation in alignment with the values of the Profil Pelajar Pancasila. The study concludes that integrating systematic management practices with culturally grounded pedagogy is essential for ensuring the sustainability and contextual relevance of school-based literacy programs.

School Principal Management in Implementing a Student Centered Educational Vision at SDN Dayeuhkolot

Nina Mardiana — 2025-12-04

This study aims to analyze the management of school principals in implementing a student centered school vision at SDN Sayuran 02 and SDN Pasawahan 09, Dayeuhkolot District, Bandung Regency, focusing on strategic planning, human resource organization, resource mobilization, and program control and evaluation. The study employed a qualitative approach with a case study design, collecting data through observation, interviews, and documentation, which were then analyzed qualitatively through data reduction, presentation, and conclusion drawing. The findings indicate that school principals conduct collaborative planning, systematically organize resources, and mobilize teachers and staff to implement innovative learning that supports students’ character development. Control and evaluation are carried out through data based supervision and monitoring, although documentation consistency still requires improvement. This study reinforces the understanding of applying the POAC (Planning, Organizing, Actuating, Controlling) principles in elementary education and highlights the role of school principals as both managers and motivators in fostering a collaborative and innovative work culture, providing an adaptive model for the sustainable implementation of a student centered school vision.

Physical Education, Sports and Health Management (PJOK) in Fostering Student Achievement Through Futsal Extracurricular

Nina Sukmanawati — 2025-12-04

This study explores the management of Physical Education, Sports, and Health (PJOK) in futsal extracurricular activities at SMAN 1 Cihaurbeuti and SMAN 1 Sindangkasih, focusing on the aspects of planning, organizing, implementation, and evaluation. The research aims to identify the comparative characteristics of management practices in both schools and to analyze their impact on students’ achievements, character development, and school reputation. A qualitative comparative approach was employed, using interviews, observations, and documentation, with data analyzed through triangulation to ensure validity. The findings show that SMAN 1 Cihaurbeuti adopts a top-down and achievement-oriented management model, emphasizing structured planning, hierarchical organization, intensive technical training, and summative evaluation. Meanwhile, SMAN 1 Sindangkasih applies a bottom-up and participatory model characterized by inclusive planning, collaborative organization, holistic implementation, and formative evaluation. Each model demonstrates its respective strengths: the first excels in competitive performance, while the latter fosters character building, teamwork, and student engagement. Overall, the study concludes that effective PJOK management in futsal extracurricular activities requires harmonizing formal structure with participatory collaboration. Such integration ensures not only the achievement of competitive excellence but also the holistic development of students in cognitive, affective, and psychomotor domains.

Integrating Counseling Management and Multicultural Education: A Model for Enhancing Students’ Learning Motivation

Erta Apriata — 2025-12-04

This study explores the management of guidance and counseling (GC) programs as a strategic instrument to enhance students’ learning motivation in multicultural junior high schools. Using a qualitative case study design, the research was conducted at SMPN 1 Ciawi and SMPN 3 Ciawi in Tasikmalaya Regency, Indonesia, involving school principals, guidance and counseling teachers, and students. Data were collected through in-depth interviews, participant observations, and document analysis, and were analyzed using the interactive model of Miles, Huberman, and Saldaña. The results indicate that effective GC management implemented through systematic planning, participatory execution, reflective evaluation, and continuous follow-up contributes significantly to improving students’ academic motivation and emotional engagement. The planning phase involves data-based analysis and goal setting; implementation combines individual mentoring and peer-based support within a culturally responsive framework; evaluation emphasizes collaborative reflection and authentic feedback; and follow-up actions include mentoring continuity, teacher collaboration, and parent involvement. These findings highlight that counseling management, when guided by the PDCA (Plan–Do–Check–Act) model and integrated with multicultural and humanistic counseling principles, serves as a sustainable approach to strengthening student motivation and holistic character formation.

Management of Vocational Souvenir Education to Develop Entrepreneurial Skills of Students with Disabilities: A Case Study at SMALB Bani Muttaqin and SMALB At-Turmudzi

Feny Afifah Purnamasari — 2025-12-04

This study explores the management of vocational souvenir education as a strategy to develop entrepreneurial skills among students with disabilities at SMALB Bani Muttaqin and SMALB At-Turmudzi. The research aims to analyze how the four management functions planning, organizing, actuating, and controlling (POAC) are implemented to support effective vocational learning and empowerment. Using a qualitative approach with a case study design, data were collected through in-depth interviews, participatory observations, and document analysis. The data were analyzed using Miles, Huberman, and Saldaña’s interactive model, while validity was ensured through triangulation of sources, methods, and time. The findings reveal that both schools have successfully integrated management principles with inclusive pedagogical practices. The planning process emphasizes creativity, adaptability, and resource optimization; organizing involves collaborative roles among principals, teachers, parents, and students; actuating focuses on experiential, hands-on learning that promotes creativity and confidence; and controlling adopts reflective supervision emphasizing formative evaluation and continuous improvement. Despite resource limitations, both schools demonstrated effective, human-centered management that nurtures self-reliance and entrepreneurial awareness among students. This study concludes that vocational souvenir education, when managed through an inclusive and adaptive approach, can transform vocational training into a meaningful process of entrepreneurial and social empowerment for students with disabilities. The research contributes theoretically by contextualizing Terry’s POAC framework in special education and practically by offering a replicable model for community-based vocational management. Strengthening strategic planning, partnerships, and evaluation systems is recommended to ensure program sustainability and broader impact

Value Based Scout Management in Shaping Elementary School Students’ Character

Yohanes Aris Sri Sadono — 2025-12-04

This study aims to explore value-based scout management in shaping students’ character at the elementary school level. Using a qualitative approach with a case study design, the research was conducted at SDN Kalideres 04, West Jakarta, and SDN Tangerang 14. Data were collected through in-depth interviews, participant observation, and document analysis, and analyzed using Miles and Huberman’s interactive model. The findings indicate that scout management involving value-oriented planning, organizing, implementation, and supervision effectively supports character development among students. Values such as responsibility, cooperation, discipline, and leadership were successfully internalized through contextual and reflective activities. However, challenges remain in documentation practices, teacher coordination, and evaluation systems. The study recommends strengthening value-based management systems so that scouting can serve as a strategic instrument for character education in elementary schools.

Management of the Reading Corner Program in Improving Student Literacy and Competence at SDN Selaawi, Cianjur Regency

Nendi Wahyudi — 2025-12-05

This study aims to describe the management of the reading corner program at SDN Selaawi, Cianjur Regency, in improving the literacy and competence of elementary school students. The research uses a qualitative approach with a case study method. The research subjects consisted of principals, teachers, and students. Data were collected through interviews, observations, and documentation studies, then analysed using the Miles and Huberman model. The study results show that the management of the reading corner program is carried out through the planning of literacy activities, the routine implementation of the program, and evaluation through the assessment of students' reading interest and literacy ability. The reading corner program has proven to impact improving students' literacy skills and basic competencies positively. However, there are still obstacles in providing reading materials and parental involvement. This research contributes to the development of literacy management in elementary schools and becomes an example of good practices for other schools that want to develop a literacy culture.

Teacher Discipline as an Integrated Managerial System: A Case Study of SDN 214 Perumnas Cijerah and SDN Santosa

Cahyanti Yuni Astuti — 2025-12-04

his study examines how principals manage teacher discipline as an integrated managerial system using the POAC/Fayol framework (planning, organizing, actuating, coordinating, controlling) in two elementary schools with distinct profiles: SDN 214 Perumnas Cijerah (leveraging attendance digital nudging) and SDN Santosa (anchored in the 5S culture: Smile, Greet, Salam, Polite, Courteous). Employing a qualitative case study, participants included principals, grade coordinators, and homeroom teachers directly involved in discipline management. Data were collected through in-depth interviews, participant observation of arrival/class-start/transition/closing routines, and document analysis (SOPs, digital/manual attendance logs, meeting minutes, coaching notes). Analysis followed the Miles, Huberman, and Saldaña interactive model (data reduction, display, and conclusion drawing/verification) with combined deductive coding (management functions) and inductive coding (field-emergent themes). Findings show that teacher discipline improves when managed as a systemic cycle: (a) planning establishes standards, process–outcome indicators, and a data architecture; (b) organizing clarifies roles via SOPs/RASCI and distributed leadership; (c) actuating executes simple, consistent micro-routines (e.g., bell-minus-5, buffer coverage, 5S rituals) supported by digital nudges and micro-coaching; (d) controlling blends dashboards/quick recaps with formative feedback and a coaching-before-sanction escalation matrix; and (e) coordinating through brief, regular huddles/weekly meetings closes the POAC cycle, maintaining adaptiveness. The study concludes that system coherence, leadership role modeling, school culture, and parent partnerships are prerequisites for sustainability, shifting discipline from procedural compliance to a professional habit that protects instructional continuity.

Managing Character Education through Positive Discipline: A Bullying Prevention Strategy in Indonesian Elementary Schools

Veranita Intan Palupy — 2025-12-04

This study explores the implementation of character education using a positive discipline approach as a strategy to prevent bullying in elementary schools. In response to the national mandate for Character Education Strengthening (PPK), many schools still face challenges in translating policy into practice, particularly in creating safe and respectful learning environments. This research was conducted at SDN 115 Turangga, Bandung, using a qualitative case study design. Data were collected through in-depth interviews, participatory observations, and document analysis, and analyzed using the interactive model by Miles, Huberman, and Saldaña. The findings reveal that character education at SDN 115 is managed systematically through collaborative planning, distributed organizational roles, and consistent implementation of positive discipline. Discipline is framed not as punishment, but as a process of value internalization, guided by empathy, reflection, and restorative practices. Supporting factors include strong school leadership, teacher commitment, and parental involvement. The study concludes that positive discipline provides an effective, sustainable model for shaping student behavior and preventing bullying. It recommends wider adoption of this approach through structured teacher training, institutional support, and alignment with character education policy.

Transformational Leadership and Teacher Performance Enhancement in the Merdeka Curriculum Context

M Murniati — 2025-12-04

This study aims to analyze the implementation of transformational leadership among school principals in enhancing teacher performance within the context of the Kurikulum Merdeka (Independent Curriculum). A qualitative approach with a comparative case study design was employed, involving two senior high schools in West Bandung Regency: SMAN 1 Padalarang, a National Adiwiyata School, and SMAN 1 Lembang, one of the first-generation Sekolah Penggerak (Driving Schools). Data were collected through in-depth interviews, observations, and document analysis, and analyzed using Miles and Huberman’s interactive model with source triangulation and member checking to ensure validity. The findings reveal that principals demonstrating transformational leadership successfully motivate teachers to innovate, strengthen collaboration, and improve teaching performance. The four dimensions of transformational leadership idealized influence, inspirational motivation, intellectual stimulation, and individualized consideration contributed significantly to fostering teacher performance and building a school culture adaptive to the demands of the Kurikulum Merdeka. The novelty of this study lies in its contextual analysis of how transformational leadership principles are adapted and applied in schools with distinct characteristics. The findings underscore that the success of the Kurikulum Merdeka implementation largely depends on the principal’s ability to translate transformational values into inspirational, collaborative, and empowering leadership practices.

Implementing Comprehensive School Counseling to Foster Character Development: Evidence from SMP Negeri 2 Warungkondang and SMP Negeri 1 Gekbrong

Enyi Masrukoyah — 2025-12-04

This study aims to analyze the strategies for planning, implementing, evaluating, and following up on Guidance and Counseling (BK) services in strengthening student character at SMP Negeri 2 Warungkondang and SMP Negeri 1 Gekbrong. The study uses a qualitative approach with a case study design, involving BK teachers, principals, homeroom teachers, and students as participants. Data were collected through in-depth interviews, participatory observation, and documentation study, and analyzed using Miles and Huberman's interactive model. Data validity was ensured through triangulation of sources and methods. The results showed that comprehensive CB services designed based on student needs through the PDCA (Plan–Do–Check–Act) cycle were able to improve student character indicators, such as discipline, responsibility, honesty, and empathy. These findings are in line with Kohlberg's moral development theory, Maslow's hierarchy of needs, Lickona's character education principles, and Santrock's educational psychology perspective, which emphasizes the importance of meaningful experiences, social interaction, and reflection in character formation. This study also fills a gap in previous literature, which was still partial, by examining in depth the strategies and practices of implementing counseling services from the planning stage to follow-up. In conclusion, adaptive, collaborative, and contextual counseling services can produce tangible positive changes in student behavior, while contributing to the development of a more structured and effective character education model.

The Role of School Principals in Enhancing Elementary School Graduate Quality: A Comparative Analysis in Cianjur

Nurhayani — 2025-12-04

This study investigates the strategies employed by school principals at SDN Panyindangan and SDN Kertajaya in Cianjur Regency to enhance the quality of elementary school graduates. Employing a qualitative case study approach, the research applies the Plan-Do-Check-Act (PDCA) framework to examine principals’ planning, implementation, evaluation, and follow-up actions. Data were collected through in-depth interviews, observations, and document analysis, and analyzed using Miles and Huberman’s interactive model. The findings reveal that leadership strategies are strongly influenced by each school’s context, including available resources, teacher competencies, socio-economic conditions, and community engagement. SDN Panyindangan prioritized remedial programs, character and religious development, and parental involvement, while SDN Kertajaya emphasized curriculum innovation, digital literacy, and project-based learning. The systematic application of the PDCA cycle facilitated continuous improvement, while adaptive and collaborative solutions addressed challenges such as limited facilities and variable teacher skills. This study concludes that effective school leadership is context-sensitive and participatory, and that tailored, systematic, and adaptive strategies can significantly improve graduate quality. The results provide practical insights for school leaders, teachers, and policymakers seeking sustainable approaches to enhancing educational outcomes in diverse settings.

Principal's Leadership Management in Improving the Professional Competence of High School Teachers

Veronika Sri Agestiningsih — 2025-12-04

This study examines the implementation of principals' leadership management in improving the professional competence of teachers in high school. Using a descriptive qualitative approach and comparative study design, the research was conducted at SMAN 1 Cihaurbeuti and SMAN 1 Cisayong which were purposively selected based on the similarity of accreditation status A but differences in leadership characteristics. Data were collected through in-depth interviews with 6 key informants, participatory observation, and documentation studies, then analyzed using Miles and Huberman's interactive model. The findings of the study revealed that the effectiveness of the principal's leadership was determined by the ability to integrate management functions (planning, organizing, implementing, and evaluating) with the specific context of each school. SMAN 1 Cihaurbeuti implements an instructional-democratic leadership style with a focus on strengthening educational technology through a “mentor-mentee” model, while SMAN 1 Cisayong develops a transformational-participatory style with an emphasis on methodological innovation through “learning communities”. Both approaches have proven to be equally effective when aligned with the characteristics of the organization and the needs of teachers. This study concludes that the success of improving teachers' professional competence does not depend on the superiority of one particular leadership style, but on the suitability between leadership characteristics and the institutional context. These findings reinforce the contingency approach in educational leadership theory and recommend the development of a context-based leadership training model that emphasizes adaptive, reflective, and collaborative abilities for school principals in the face of the demands of educational transformation in the Independent Curriculum era.