Transformative Visionary Leadership in the Era of the Merdeka Curriculum: A Case Study in an Islamic Educational Institution

Abstract

The implementation of Indonesia’s Merdeka Curriculum requires school leadership that can integrate long-term strategic vision, pedagogical innovation, and cultural transformation. This study examines how visionary leadership is constructed and enacted within an Islamic educational institution undergoing curriculum reform. Employing a qualitative approach with a single-case study design, the research was conducted at SMP IT Aqidah Bekasi using in-depth interviews, non-participant observations, and document analysis. Data were analyzed through the Miles, Huberman, and Saldaña interactive framework, revealing five major themes: vision articulation and strategic alignment, communication of change, strengthening of school culture, integration of Islamic spiritual values, and teacher empowerment. The findings indicate that visionary leadership operates as an integrative force that connects the school’s strategic direction with its spiritual and cultural identity. The principal effectively translated future-oriented aspirations into collaborative practices, fostered psychological safety, and encouraged instructional innovation consistent with Islamic values. The study proposes a conceptual model of value-driven visionary leadership suitable for Islamic schools navigating the complexities of curriculum reform. These findings contribute to the scholarly discourse on leadership in faith-based educational settings and offer practical insights for Islamic institutions seeking to strengthen transformative leadership capacity in alignment with national educational aspirations toward Indonesia Emas 2045.