Moch. Zakki Mubarok, Muhammad Lukman Khakim

Adaptive Management in the Implementation of Full-Day School

Introduction

Adaptive management in the implementation of full-day school. Learn how adaptive management drives successful Full-Day Schools (FDS) in Islamic elementary education. This study details FDS implementation, challenges, and a sustainable leadership model.

Abstract

Full-Day School (FDS) in Islamic elementary education requires adaptive management grounded in instructional leadership theory to integrate academic and religious learning within extended daily schedules. This study analyzed the planning, implementation, and evaluation of the FDS program at SD Islam Plus Al-Haqiqi, Sidoarjo, as well as the supporting and inhibiting factors influencing its sustainability. Using a descriptive-qualitative approach with 32 purposively selected participants, data were collected through in-depth interviews, participatory observations, and document analysis, and analyzed using the Miles Huberman Saldaña interactive model. The findings reveal that participatory adaptive planning aligned the national curriculum with Islamic character education goals; teachers enacted dual roles as instructional leaders through flexible pedagogy and structured active breaks; and continuous adaptive evaluation enabled rapid instructional adjustments. Institutional commitment, teacher efficacy, and parental involvement supported the program, while limited infrastructure and student fatigue posed challenges. The study proposes an adaptive-leadership model for Islamic schools with limited resources and recommends the use of well-being-oriented evaluation instruments, targeted professional development in adaptive leadership, and appropriate educational technologies to strengthen the program’s long-term sustainability.

Review

This study offers a valuable qualitative exploration into the implementation of Full-Day School (FDS) in Islamic elementary education, specifically through the lens of adaptive management at SD Islam Plus Al-Haqiqi. The research design, employing a descriptive-qualitative approach with multiple data collection methods (interviews, observations, document analysis) and the Miles Huberman Saldaña model for analysis, provides a robust foundation for understanding the complexities involved. The findings clearly articulate how participatory adaptive planning, flexible pedagogical roles for teachers as instructional leaders, and continuous adaptive evaluation contribute to integrating academic and religious learning. The identification of institutional commitment, teacher efficacy, and parental involvement as key supports, alongside challenges like limited infrastructure and student fatigue, provides a comprehensive picture of the program's operational landscape and its practical relevance. The proposed adaptive-leadership model holds significant promise for similar institutions, particularly those with resource constraints. While the study successfully identifies the components and factors influencing FDS implementation, there could be a deeper analytical dive into the *mechanisms* of adaptiveness itself. For instance, while "flexible pedagogy" and "rapid instructional adjustments" are mentioned, more specific examples or a framework of *how* these adaptations occurred in response to unforeseen circumstances (beyond initial planning) would strengthen the "adaptive management" theoretical contribution. Furthermore, while challenges such as limited infrastructure and student fatigue are noted, the abstract does not explicitly detail how the *adaptive management* strategies directly addressed or mitigated these specific issues within the existing program, which would fortify the applicability of the proposed model. Acknowledging the single-case study nature, it provides rich contextual detail but inherently limits broader generalizability without further investigation. Overall, this research makes a timely and practical contribution to the discourse on FDS implementation, particularly within religious educational contexts. The recommendations for well-being-oriented evaluation, targeted professional development in adaptive leadership, and appropriate educational technologies are pertinent and forward-looking. Future research could build upon this foundation by empirically testing the proposed adaptive-leadership model in diverse settings, potentially employing mixed-methods approaches to quantify the impact of adaptive strategies on student outcomes and well-being. Additionally, exploring specific adaptive solutions to common challenges like infrastructure limitations or student fatigue, perhaps through action research, would further enrich the practical utility of adaptive management principles in educational settings.

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