QUDWATUNAAS A MODEL OF LEADERSHIP DEVELOPMENT IN DARULLUGHAH WADDA’WAH ISLAMIC BOARDING SCHOOL

This study examined pesantren-based leadership development. Research on leadership development is rarely done by scholars, especially among Muslim scholars. Our online literature review confirmed that most studies focused on educational leadership, not on educating or creating prospective leaders. The finding illustrated the failure of Islamic education institutions to produce ideal Muslim leaders, such as producing not only a teacher but a Muslim educator or producing not only a politician but a statesman. This study aims to identify the practices of leadership development based on moral-spiritual values in Pondok Pesantren Darullugah Wadda’wahin Bangil, Pasuruan. This study employed a qualitative approach and in-depth interviews with teachers and parents in pesantrenthrough participant observations. We focused on three primary things: (1) leadership culture, (2) the implementation of leadership development, and (3) leadership by Kyai as a role model for strengthening the morality and intellectuality of students. The study results indicate that the traditional values of pesantren include rabaniyah, insaniyah, syumul, tawazun, wadhih, aqiyah, assidqu, al ikhlas, and at tawakal. The implementation of leadership development in Pondok Pesantren Darullugah Wadda’wahis carried out using two methods: the halaqah method and the Basic Leadership Training (Latihan Kepempinan Dasar - LKD) method through jamiyah khitabah, syiar, and da’wah. The leadership development model practiced in Pondok Pesantren Darullugah Wadda’wahadopts the charismatic, traditional authority, andtransformational leadership model developed by John C. Ricketts, Rick D. Rudd, and William Watt. We proposed a new idea of Qudwatuna as an ideal leadership development model in implementing the values of pesantren, prioritizing morality of educators and students, such as; obedience and discipline, responsibility and trust, patience and trustworthiness, and the continuity of knowledge. This development model also emphasizes the role of Kyai and the principal caregivers (representatives of the Kyai) as role models in preserving local cultural wisdom combined with Islamic values. The Qudwatuna model can be a methodical offer for Islamic educational institutions and Islamic mass organizations to produce Muslim leaders in the future