RGSA – Revista de Gestão Social e Ambiental

ISSN: 1981-982X
Data de submissão: 12/02/2023
Data de aceite: 12/06/2023
DOI: https://doi.org/10.24857/rgsa.v17n3-025
Organização: Comitê Científico Interinstitucional
Editora Chefe: Christian Luiz da Silva
Avaliação: Double Blind Review pelo SEER/OJS

MADRASAH PRINCIPAL DIGITAL LEADERSHIP INNOVATION IN DIGITAL

LEARNING TRANSFORMATION

Enik Chairul Umah 1

Ali Imron 2
Syamsul Hadi 3
Henry Praherdhiono 4

ABSTRACT

Purpose: The perpuse of this research is to know and describe in depth, detail, and is oriented towards developing a theory
based on findings about the digital transformation process in schools.

Theoretical framework: The impact of changing lifestyles in the era of digital technology is a more systematic, effective,
and efficient performance. Madrasah principals play a major role in digital transformation in Madrasa

Method/design/approach: The method in this study is to use a qualitative approach with one subject from the principal
of the Madrasah Ibtidaiyah Muslimat Nahdhatul Ulama, Sidoarjo. Data collection techniques in this study include
interviews, participant observation, and documentation.

Results and conclusion: The results of the study show that the digital skills of madrasa principals have an impact on the
digital transformation process in madrasas. Madrasah digital transformation appears explicitly in the achievement
indicators of the vision and the formation of a digital team under the coordination of the Sarpras team. it is also a guideline
for carrying out digital transformation with various changes, including; creating madrasa settings, effective and efficient
digital technology management, inspiring work climate, organizational culture, digital madrasa environment.

Implications of the research: This research contributes to the application of digital transformation in schools so that
technology management is more effective.

Originality/value: The results obtained in this study are innovative and relevant for school principals, in the context of
managing digital transformation in schools.

Keyword: Digital Leadership, Digital Transformation, Digital Learning, Management.

LIDERANÇA DIGITAL INOVAÇÃO NA TRANSFORMAÇÃO DA APRENDIZAGEM DIGITAL

RESUMO

Objetivo: o objetivo desta pesquisa é conhecer e descrever em profundidade e detalhes, e está orientada para o
desenvolvimento de uma teoria baseada em descobertas sobre o processo de transformação digital nas escolas.

Estrutura teórica: O impacto das mudanças nos estilos de vida na era da tecnologia digital é um desempenho mais
sistemático, eficaz e eficiente. Os diretores da madrassa desempenham um papel importante na transformação digital da
madrassa

1
Universitas Negeri Malang, Malang, Java, Indonesia.
E-mail: [email protected] Orcid: https://orcid.org/0009-0000-9346-2738
2
Universitas Negeri Malang, Malang, Java, Indonesia.
E-mail: [email protected] Orcid: https://orcid.org/0000-0002-0440-1050
3
Universitas Negeri Malang, Malang, Java, Indonesia.
E-mail: [email protected] Orcid: https://orcid.org/0000-0003-1220-2729
4
Universitas Negeri Malang, Malang, Java, Indonesia.
E-mail: [email protected] Orcid: https://orcid.org/0000-0002-5922-7491

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Método/design/abordagem: O método deste estudo é usar uma abordagem qualitativa com um sujeito do diretor da
Madrasah Ibtidaiyah Muslimat Nahdhatul Ulama, Sidoarjo. As técnicas de coleta de dados deste estudo incluem
entrevistas, observação participante e documentação.

Resultados e conclusões: Os resultados do estudo mostram que as habilidades digitais dos diretores das madrassas têm
um impacto sobre o processo de transformação digital nas madrassas. A transformação digital das madrassas aparece
explicitamente nos indicadores de realização da visão e na formação de uma equipe digital sob a coordenação da equipe
Sarpras. É também uma diretriz para a realização da transformação digital com várias mudanças, incluindo: criação de
ambientes de madrassas, gestão eficaz e eficiente da tecnologia digital, clima de trabalho inspirador, cultura
organizacional, ambiente digital das madrassas.

Implicações da pesquisa: Esta pesquisa contribui para a aplicação da transformação digital nas escolas, de modo que o
gerenciamento da tecnologia seja mais eficaz.

Originalidade/valor: Os resultados obtidos neste estudo são inovadores e relevantes para os diretores de escolas, no
contexto da gestão da transformação digital nas escolas.

Palavra-chave: Liderança Digital, Transformação Digital, Aprendizagem Digital, Gestão.

RGSA adota a Licença de Atribuição CC BY do Creative Commons (https://creativecommons.org/licenses/by/4.0/).

1 INTRODUCTION

Digital leadership innovation is an essential factor in transforming digital learning

services (Benitez et al, 2022). Principals are responsible for ensuring their students are equipped
with the tools and resources needed to succeed in the digital world (Yoon, 2022). According to
Jackson & Dunn-Jensen (2021), by exploring different forms of digital leadership innovation,
we can identify new opportunities to improve the quality of education and create a more
engaging learning experience for our students.
Principals must also consider various ways of implementing innovative practices that
can help create an environment with a digital technology setting, where teachers are empowered
always to use technology in meaningful ways {Li, 2014). With the right strategies and tools,
you can be sure that digital learning services in schools will provide a meaningful educational
experience for students (Muirdead, 2000). In line with this, it is also necessary to understand
that digital transformation in elementary schools is sensitive. Social environment, culture still
needs to be in line between the concept of millennial thinking and the concept of socio-culture,
especially in Indonesia (Miller, 2012). For madrasa heads, designing school management in all
services based on digital technology is a significant task.. Based on Stantchev et al. (2014) for
this reason, a strategic step is needed to bridge the concept of digital management with a
sociocultural environment that upholds the noble cultural values of the nation.
In addressing these conditions the school principal needs to strengthen his beliefs that
the concept of digital transformation implemented by schools will be able to go hand in hand
with upheld cultural norms (Zerbes, 2020). It is an extraordinary challenge to collaborate and
elaborate on the management elements of each concept of digital transformation and societal
culture (Ribeiro & Gavronski, 2021). Innovation is designed with all seriousness and care to
empower all aspects of the school to become participants and even the main actors in digital
transformation (Sanchez-Sepulveda et al, 2019).
Along with the spirit of digital transformation, namely facilitating and accelerating the
implementation of work, transparency, and accountability (Nadkarni & Prügl, 2021). Then, if

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it is understood with a management approach, it will be able to build management that is

effective, efficient, and has an impact on the school environment in particular, as well as the
socio-cultural environment. The strategic step taken by school principals in the early stages of
digital transformation is to transform digital learning services (Alexander, 2021). The
transformation of digital learning services will significantly impact learning management. In
elementary schools, digital transformation is a phenomenon of educational management
behavior that is still rare (Hallin et al, 2022). Not all schools have adequate skills and knowledge
to carry out digital transformation in their learning service systems such is a big challenge with
disclosing information for elementary school students.
In line with students' home behavior, open digital information focuses more on games
and gadgets (Keumala et al, 2018). For this reason, it is necessary to change the mindset of
parents and become a school challenge in innovating digital technology-based learning services.
Thus it will have a real impact on convincing the public of the benefits of digital transformation
in school learning services. In the long-term design, digital technology-based education services
will become superior to school management to provide a high bargaining position for the school
(Mok, 2005).
Based on the description above, this study aims to know and describe in depth, detail,
and is oriented towards developing a theory based on findings about the digital transformation
process in schools.

2 LITERATURE REVIEW

2.1 Digital Transformation

Digital transformation is adopting disruptive technology to increase productivity,

creativity, and social welfare (Ebert & Duarte, 2018). Digital transformation is a strategic
endeavor that encourages increased productivity, creation, and innovation of learning services
(Okunlaya et al, 2022). It can create new values that are useful for the welfare of society. This
technology is disruptive, meaning that implementing digital transformation will disrupt the old
system or has been running so far. This systemic disorder impacts structural changes and
changes in work behavior from a manual work model to a digital model (Monostori et al, 2016).
Digital transformation is a process by which digital technology can create change (Zaki,
2019). The changes trigger a strategic response from school management. This digital
technology disruption allows school principals to create new management so that schools can
manage changes in the school's organizational structure. Changes in the effective organizational
structure influence the digital transformation process (Vial, 2019). Vial added that digital
transformation is a process of changing the form of management by utilizing digital technology.
Changes in organizational structure need a strategic response from school management (Karimi
& Walter, 2015). Organizational management also underwent structural changes. This
structural change changed the effective management of service. The creation of these new
services has an impact on the organizational work structure as a result of digital transformation.
Digital transformation is the first step in creating new educational services (Chin et al,
(2023). This new educational service is a total change that has never happened before, virtual
learning, digital learning resources, online administration. Employing technological
intelligence for data analysis and using large data for analysis (Drigas & Leliopoulos, 2014).
These activities before digital transformation were done manually and it takes a long time to
get effective work results.
The world of education greatly changes the learning process (Kahiigi et al, 2008).
Distance learning service system virtual face using a digital platform. Utilization of digital
media in learning has a high creativity development accuracy by utilizing digital learning

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applications such as Canva, Kinemaster, and Sway which all require new skills from teachers.
Even teaching materials and learning resources can be found in digital media. Similarly, the
teacher can create learning modules using digital technology (Ramadhan et al, 2019). With a
high diversity of learning resources in digital media, skills are needed to adopt and adapt
learning models.

2.2 Principal Digital Leadership in Learning Services

Digital leadership plays an essential role in realizing digital transformation, with the
understanding that digital leaders are leaders who can lead by utilizing digital technology
(Tulungen et al, 2022; Alasiri & AlKubaisy, 2022). Different conditions can produce a
leadership model different from the existing pattern of hierarchical authority. This requires
expertise, professional attitudes, and various institutional incentives. The education community
is currently experiencing a leadership transition and is starting to adapt to change (Garcia-Aracil
& Palomares-Montero, 2010). The leadership transition can potentially change the educational
community from manual performance to digital. Changes from manual to digital work and
patterns of digital leadership characterize these changes.
The principal in school management plays a central role (Tschannen-Moran & Gareis,
2015). With his authority, the principal can make decisions quickly based on the conditions or
needs of the school. It can also move all elements of the school to achieve goals. The ability to
mobilize the entire potential of the school shows that the principal is playing himself as an
effective school leader (Fullan, 2023). Influential leaders can move and direct the team they
lead to achieve goals (Riyanto & Hartono, 2021). Principal leadership innovation is needed in
addressing digital technology as a school management model (Dwivedi et al, 2020). The digital
management model in schools is an important part of the digitalization era. Become a new
challenge in school principals' leadership, especially elementary schools.
In line with opinion, the principal's digital leadership is mobilizing and directing all
school resources to transform digital technology (AlAjmi, 2022). Management in the form of
school services needs to be prepared with great care and thoroughness (Iswahyudi et al, 2019).
The principle of prudence and thoroughness is carried out to minimize the risks that will be
faced. It is also necessary to make solution steps to overcome the problems that will arise.
The diversity of management that will emerge in schools with digital transformation
includes; learning services, finance, administration, and human resources (teachers, school
committees, and parents). This requires service management with good, measurable, and
structured preparation. It is hoped to run effectively, efficiently and impact school digital
services.

2.3 Innovation Transformation of Elementary School Digital Learning Services

Innovation is a systematic practice of developing and marketing product and service

breakthroughs to be adopted by customers (Talwar et al, 2020). Meanwhile, some provide an
understanding of innovation, namely the specific function of entrepreneurship, whether in an
existing business, a public service agency, or a new venture started by an individual. Innovation
will emerge when there is a genius factor in dealing with a condition (Bolton et al, 2018). What
is meant is unexpected events, non-conformities, process requirements, and industry changes.
Another opinion says that innovation arises based on the conditions of the social and intellectual
environment (Elijah et al, 2020). Based on Cui et al, (2023), innovation is a systematic practice
that arises from a trained and structured thought and action towards a condition or situation
being faced.

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Digital transformation can be understood as a leader's effort to make changes by

changing the general paradigm of thinking into a dynamic mindset by existing conditions
(Ghosh et al, 2022). Digital technology has disrupted many lines of life. The emergence of new
types of work reduces or changes the method and even eliminates the old types of work. A
leader must be careful in making strategies further to improve the quality and quantity of school
organizational performance (Day et al, 2016).
The principal must be able to see, capture and respond to changes that arise to be
transformed into school management to make it more effective and efficient (Blau & Shamir-
Inbal, 2017). For learning management in elementary schools, most people think face-to-face
learning is more effective than digital technology. This is what requires in-depth, critical, and
innovative studies. Furthermore, it has the courage to innovate digital technology-based
learning management in elementary schools.
Digital technology-based learning management requires increasingly complex digital
leadership skills (Hamzah et al, 2021). Principals must prove that digital technology-based
learning management is effective and efficient. For this reason, strategic steps are needed in the
digital transformation of school learning. As an indicator of significant digital leadership
achievements, among others, effective communication, creating a digital environment,
changing the structure and function of school organizations, changing the arrangement of the
technological environment, and changing patterns of technology utilization.
They are changing digital technology-based learning services to become a strategic
choice (Lee & Lee, 2020). This choice was made to measure school stakeholders' ability to
utilize digital technology. By using digital services in learning, publication media is needed,
namely the e-learning school website (Hartono, 2020). The e-learning program is a strategic
issue for making school digital transformation policies.

3 METHODS

The method in this study is to use a qualitative approach that aims to know and describe
in depth, detail, and is oriented towards developing a theory based on findings about the digital
transformation process in schools. This research was conducted at the Madrasah Ibtidaiyah
Muslimat Nahdhatul Ulama (MIMNU), Sidoarjo, East Java, which is located in the city center
of Sidoarjo Regency. The research subject in this study was the principal of the madrasah.
Data collection techniques in this study include interviews, participant observation, and
documentation. This study's data sources are oral information, documents, and direct
observation that answers the research focus. Data in the form of oral information was obtained
through interviews with informants as well as key informants, namely the principal of the
madrasah. To get the integrity of the information/data, the researcher also interviewed the vice
principal or head of affairs, teachers, students, parents, and other related parties who could
provide information appropriate to the research context.
The researcher analyzed the case data by interpreting the data in the form of words to
obtain meaning. Miles et al., (2014) state that qualitative data analysis is carried out
interactively and continues continuously until the data is saturated. Researchers use case data
analysis techniques using theory Miles et al, (2014): data collection, condensation, data
presentation, and conclusion. With flow as follows:

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Figure 1: Interactive Qualitative Data Analysis Steps

Source: Adopted by Miles et al, (2014)

The components of case data analysis are:

3.1 Data Collection

Researchers also collect data related to the digital leadership of school principals in the
digital transformation process. All data is collected as important information data for further
data condensation.

3.2 Data Condensation

In the process of data condensation, researchers do; (1) focus on important things and
select data that is truly relevant to the focus of this research, which is related to the principal's
digital leadership in digital transformation; (2) remove unnecessary data; and (3) re-collect the
necessary data at the research location.

3.3 Data Presentation

The presentation of this data is carried out with what is being studied so that it is easy
to interpret data regarding the digital leadership of school principals in the digital
transformation that will be studied. The condensation result data is then presented in an orderly
arrangement and the structure is clearly visible. The presentation is narrative in nature, so it
can to display data on real conditions in the field.

3.4 Conclusion

Researchers draw conclusions that clearly describe the digital leadership of madrasa
principals in carrying out digital transformation.

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Figure 2: Cross-case data analysis steps

Source: Prepared by Enik et al (2023).

4 RESULTS AND DISCUSSION

4.1 MIMNU Pucang's Digital Transformation Process

MI Muslimat NU data exposure mainly:

a. Vision; “Be a smart school center”. Vision achievement indicators: digital books
and digital libraries as learning resources for teachers and students; streamline school
management systems and information systems in digital form; change the mindset from
manual to digital in carrying out tasks; issuing the legality of students' English
proficiency in the form of a certificate through the Madrasah English Language
Institute; and make this madrasa learning application a reference for schools in East
Java. The research finding is the vision achievement indicator refers to the digital
transformation of madrasas.
b. Decree of the Head of Madrasa No.001/A.01/SK/MINU PUCANG/VII/2022
concerning Determination and Ratification of the Organizational Structure of Madrasas
for the 2022/2023 Academic Year. The research finding is Decree of the Head of
Madrasa as a form of strengthening the implementation of digital transformation in
madrasas.

4.2 Substantive Aspects of Digital Transformation

MI Muslimat NU data exposure mainly:

a. Organizational structural changes with the issuance of Decree
No.001/A.01/SK/MINU PUCANG/VII/2022 concerning Determination and
Ratification of the Organizational Structure of Madrasas for the 2022/2023 Academic
Year. The research finding is organizational structure changes adapted to the digital
transformation program.
b. Changes to Pucang MIMNU Settings mainly: the implementation of madrasa
digitalization took place massively and quickly; the ability of the madrasa head to build
a vision and focus on achieving the vision; and all learning service processes, up to
additional learning and guidance on religious activities carried out in the afternoon with
virtual meetings, the madrasah still has the responsibility to provide assistance. The
research finding is utilization of technology and learning applications at the MIMNU

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Pucang madrasah in the learning process in the classroom and virtual learning for Al
Quran recitation & additional tutoring is conducted in the afternoon.
c. Technology changes mainly: The importance of adapting to technology in the
context of effective and efficient learning and administrative services in madrasas;
utilization of digital technology can be used as madrasa branding; tools to achieve the
madrasah vision and mission; changing work patterns in madrasas; and reduce paper
use which means that it will achieve efficiency targets in paper use. The research finding
is there has been a change in effective and efficient work patterns.
d. HR changes through: competency activation (self-confidence can increase
teacher confidence and establish themselves to carry out digital technology-based
learning service activities) and Transparency (preparation of RKAM with madrasah
stakeholders). The research finding is strengthening the competence of teachers and
employees and transparency in preparing the RKAM.
e. Organizational Culture Change mainly: learning culture using digital
technology; culture of using digital technology in every service; and culture of
collaborating with parties outside the Madrasah. The research finding is collaborative
work culture, cross-sectoral.
f. MINU Pucang Environment Changes mainly: form a work environment and
work climate that is creative and memorable "elegant”; the performance of teachers and
employees based on digital technology; a conducive working climate to form a digital
work environment; and creativity and innovation in digital technology-based services
are built neatly with the spirit of making madrasah services easier. The research finding
is creative new work climate with tiered system.

4.3 Leadership Skills

MI Muslimat NU data exposure mainly:

a. Effective Communication is able to be a good listener then ask questions to better
understand the real problem. Madrasah heads are able to build a work structure through
brainstorming. The research finding is skills in blending ideas with the Madrasah vision.
b. Solving Problems (preventive & systemic). The research finding is preventive
& systemic.
c. Build relationships mainly: between teachers and employees; teacher with
parents and school with other institutions. The research finding is structured
communication.
d. Getting Feedback mainly: from teachers and employees through regular weekly
meetings; brainstorm to find new ideas; deliberation on emerging issues; open and
responsive to any criticism and suggestions. The research finding is feedbackbe a
creative idea finder.
e. Build trust mainly: convince parents of madrasah students to be able to accept
digital transformation in learning services; digital technology in learning services at
madrasas can be used as a medium for mentoring and guidance from teachers so that
children can use digital media intelligently and wisely; building a solutive, strategic and
applicable performance concept by means of grade class clusters. Each class grade is
appointed by a coordinator and companion from the Madrasah leadership; the head of
the madrasa gave directions to all teachers so they could start using technology from
simple things so that parents could do it at home; and using a digital platform that is
commonly used by the public. The research finding is build a structured communication
system.

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f. Empathize with the work team mainly: put himself in the position of another
person or his subordinates; and these skills include social, cognitive, and emotional
processes. The research finding is strengthening teamwork with empathy.

4.4 Resistance and Supporting Factors of Digital Transformation

MI Muslimat NU data exposure mainly:

a. Resistance mainly: internally, the teacher's obstacles are relatively small,
namely technical factors; resistance from parents of students who have the perception
that the use of digital technology can damage the morals and learning culture that has
been built; and parental economic factors. The research finding resistance is eachers &
employees; student's parents; and parental economics.
b. Supporting factors mainly: student behavior of madrasah employees; and home
study assistance by parents tutoring students in the afternoon. The research finding
support is learner behavior and teachers want to go the extra mile.

4.5 Strategies to Overcome Resistance by Utilizing Supporting Factors

MI Muslimat NU data exposure mainly: systematic efforts from madrasas to take action
to overcome problems with direct assistance from the madrasa digital team; weekly evaluation
activities with teachers and employees; resistance that arose from parents of students was
communicated more intensely by teachers and explanations about digital transformation
policies in madrasas; and mobilize supporting factors to overcome any problems that arise. The
research finding is anticipatory persuasive and collegial collective leadership.
The following is a diagram of the research findings at MIMNU;

Figure 3. Digital Leadership Innovation at MIMNU

Source: Prepared by Enik et al (2023).

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The management model image is the digital transformation process at MIMNU. The
potential or input of digital transformation is the presence of human resources, infrastructure,
and madrasah policies. This Madrasa input underlies digital management innovation in
Madrasah.
Madrasa principals determine the madrasa's vision, goals, and digital transformation
processes and divide HR tasks. They are preparing the madrasa work organization together
with the organizational structure, appointment of HR, and making job descriptions. Next is to
develop a strategy for implementing anticipatory persuasive digital transformation and
collegial collective digital leadership. The next step is to measure the achievement of the
madrasah digital transformation process by using substantive aspects as a standard for program
achievement. The standards for achieving Madrasah digital transformation by their objectives
include; efficiency and effectiveness, collaborative work culture, creative work climate, and
structured work communication. Controlling the achievement of the digital transformation
program are weekly meetings and collegial collective leadership.
During the madrasah digital transformation process, data were obtained from vision
indicators indicating a digital transformation of madrasah service management. The decree of
the Head of Madrasa No. 001/A.01/SK/MINU PUCANG/VII/2022 serves as a guide for
implementing digital transformation management, in line with the opinion which says that
leaders who have policy consistency with aspects of themselves are influential leadership (De
Cremer & Van Knippenberg, 2004). The linearity of the vision and policy shows the existence
of the concept of potential empowerment.
The research findings revealed that the digital transformation process begins with
establishing the vision of the madrasa (Ernstsen et al, 2021). The opinion is that vision is the
future hope of digital transformation. It becomes a challenge for organizations to be more
competitive. The research findings align with previous researchers' opinion that vision is a
picture of a glorious future regarding an effective and efficient shift in digital transformation
management so that madrasas are more competitive.
The digital transformation process is measured using indicators of achievement in
substantive aspects, namely change; structure and function; resource; madrasa settings;
technology; organizational culture; and the madrasa environment. By the opinion that to
measure management achievements, achievement indicators are needed (Oliveira & de
SOUZA, 2022). It can be understood that to see the achievement of a program an indicator is
required that shows the program can be achieved. For this reason, an achievement indicator is
needed, which researchers call the substantive aspect of digital transformation at MIMNU.
Changes in the structure and functions of MIMNU, the Head of MIMNU makes policies
by issuing a Decree (SK) as a guideline for program. From the Decree, technical steps for
implementing the digital transformation of madrasas emerged. Wimelius et al., (2021) argues
that the Decree on digital transformation is part of a new way of building digital activities.
Likewise, setting digital transformation goals into the vision of the madrasa. Determination of
the duties of teachers and employees along with their job descriptions as outlined in the
attachment to the Decree of the Head of Madrasah. In line with Rowsell et al., (2017), working
effectively can reduce the digital skills gap in education services.
The digital transformation process is ongoing and it can be seen in the research findings
that digital transformation programs change manual management to digital. The same opinion
from Kane et al., (2015) that digital leadership is the inability to rearrange digital management.
So clear strategy is supported by infrastructure and skilled resources capable of growth culture
innovation.
The focus on the skills of madrasah principals in implementing digital transformation is
an important element (Singh & Hess, 2017). Madrasah principals carry out digital leadership
so that transformation can run effectively and efficiently. The madrasa principal's

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communication skills in carrying out digital transformation are very effective for building
effective work procedures. Besides, it is used for skills in solving problems using tiered
mechanisms. This concept can foster a sense of togetherness in overcoming problems. Regular
weekly meetings can break down problems and also carry out careful identification. The first-
in-first-out problem concept and periodic information publication increase public confidence in
the digital transformation of madrasas.
Research findings on the digital transformation process include; the concept of
collaborative work is to combine ideas from various parties with the vision, the concept of
preventive & systemic problems, and structured communication to strengthen HR management.
Digital transformation resistance and also the supporting factors of digital
transformation can be said to coincide (Singh & Hess, 2017). The effective digital leadership
skills of madrasa heads can see in detail the resistance and supporting factors of madrasa digital
transformation.
There are several resistant factors as well as supporting factors for MIMNU's digital
transformation. The research findings show that resistance comes from madrasah human
resources, infrastructure, the economy, and parents. Lack of human resource skills in operating
digital devices and parents' negative perceptions of information disclosure do not directly relate
to digital transformation in madrasas (Livari et al, 2020). The factor of inadequate availability
of digital facilities and infrastructure is also resistant to digital transformation.
Research findings as a supporting factor for digital transformation are changes in the
behavior of learning and administrative services by teachers and employees. It was also found
that learning behavior from parents was part of the digital technology-based learning and
tutoring process. It shows that the MIMNU digital transformation process will have resistant
and supporting factors. Resistance factors arise from; teachers and employees, parents of
students, infrastructure, and the economy. Meanwhile, the supporting factors are teachers and
employees and madrasa policies.
Madrasah's systematic efforts in taking action to overcome problems by assisting the
Madrasah digital team. Weekly meetings present all elements of the madrasa to share
information on developments or issues. The resistance that arose from the parents of the
students was communicated intensively by the class teacher. It also explains madrasa policies
in the digital transformation of madrasas. Control strategies by utilizing supporting factors to
overcome resistance more effectively. Effective digital leadership strategies are the speed
factor in responding to problems and the teacher's proactive attitude (Karippur &
Balaramachandran, 2022).
Weekly meetings identify and classify problems to make resolution priority scales. An
effective strategy to overcome the problem of digital leadership for madrasa heads. Next is the
collegial collective leadership strategy, which works together to address problems ranging from
teachers to madrasah leaders in tiered collaboration. Problems within the scope of policy are
resolved at the MIMNU leadership level.
The management control strategy demonstrates the digital leadership skills of madrasa
principals so that they can overcome resistance using supporting factors very effectively. The
control strategy is anticipatory persuasive and collegial collective leadership.

5 CONCLUSION

In conclusion, the process of digital transformation at MIMNU begins with building a

madrasah vision with clear achievement indicators. Some of substantive aspect marks the start
of the digital transformation of madrasas. Madrasah digital transformation appears explicitly
in the achievement indicators of the vision and the formation of a digital team under the
coordination of the Sarpras team. Next, it is also a guideline for carrying out digital

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___________________________________________________________________________

transformation with various changes, including; creating madrasa settings, effective and
efficient digital technology management, inspiring work climate, organizational culture, digital
madrasa environment. For digital leadership skills direct the digital transformation of madrasas
effectively and efficiently. Digital leader skills are; communicate effectively, present feedback,
solve problems, empathize, build inspiring working relationships, drive work teams. With these
skills digital transformation runs effectively and efficiently. Resistance and supporting factors
for digital transformation come from teachers, employees, parents of students and madrasah
infrastructure. Resistance and supporting factors in the digital transformation of madrasas
relatively coincide, making it easier for madrasa heads to overcome resistance using supporting
factors with anticipatory preventive strategies and collegial collective leadership.

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