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The principal’s leadership plays a strategic role in determining the direction and quality of educational implementation in schools. This study aims to analyze the implementation of integrative leadership based on prophetic values through the application of transformational, instructional, and servant leadership styles at SMA Muhammadiyah PK Kottabarat Surakarta. Islamic-based schools face challenges in integrating academic excellence with the development of religious character; therefore, a leadership model is required that is not only managerially effective but also morally and spiritually grounded. This research employed a qualitative approach with a field study design. Data were collected through participatory observation, in-depth interviews, and documentation, and were analyzed using interactive analysis techniques with triangulation to ensure data validity. The findings indicate that the integration of transformational, instructional, and servant leadership forms an Islamic Integrative Leadership model that combines a vision for change, the strengthening of learning quality, and the values of service and exemplary conduct within an Islamic framework. Transformational leadership fosters a shared vision and an innovative culture; instructional leadership enhances the quality of the learning process through effective academic supervision; while servant leadership creates a humanistic and participatory school climate. This leadership model contributes to improving teacher professionalism, strengthening students’ character, and establishing a religious school culture oriented toward holistic and sustainable educational quality.

Islamic character education has become a central focus of madrasah education; however, its planning is often implemented normatively without adequate managerial and evaluative mechanisms. This study aims to analyz ethe planning of Islamic character educationatMTs Persis 23 by examining the alignment betweent he madrasah’s strategic direction, curriculum, instructional practices, habituation programs, and character evaluation. Using a qualitative case study approach, data were collected through document analysis, classroom and school observations, and in-depth interviews with the head of the madrasah, the vice principal for curriculum, and home room teachers. Data were analyzed thematically to identify patterns of planning, implementation, and evaluation. The findings reveal that the madrasah has established a strong strategic foundation for character education through its vision, mission, and religious school culture, positioning character development as a core educational objective. Character values are integrated in to the Madrasah Operational Curriculum, lessonplans, and daily habituation activities functioning as a hidden curriculum. Nevertheless, the planning of character education remains weak at the operational level, particularly due to the absence of m easurable behavioral indicators, standar dizede valuation instruments, and systematic documentation of students’ character development. This study highlightsthe gap between normativ estrategic intentions and managerial implementation. It recommends the development of simple behavioral indicators, baselineand longitudinal character assessments, ands trengthenedpe dagogical supervision to ensure that character education planning is implemented systematically and sustainably.    

This study aims to determine and describe the principal's managerial skills in developing a religious culture at SD Negeri 15 Air Kumbang. The method used is a qualitative method. Data collection techniques use observation, interviews and documentation. The results of the study can be concluded that the Management of the Principal of SD Negeri 15 Air Kumbang in developing a religious culture is through planning, organizing, implementing, supervising and evaluating. The management carried out by the Principal of SD Negeri 15 Air Kumbang includes: first, the implementation of daily activities in the form of: providing exemplary behavior/examples, reprimands/advice, conditioning the environment that supports character education, routine activities/character habits, and mentoring and supervision activities for character education. Second, the management of the principal of SD Negeri 15 Air Kumbang through programmed activities in the form of: Imtaq activities before starting lessons and completing the Al-Quran every month, dhuha prayer activities, dzuhur prayers in congregation. Third, the Management of the Principal of SD Negeri 15 Air Kumbang through learning activities. In learning activities, religious culture must be implemented which includes the preparation of plans and learning tools that contain religious values.