The Role of School Culture and Progressive Leadership in Promoting Innovative Learning in the Era of the Fourth Industrial Revolution: A Study in Integrated Islamic Schools in West Java


  • Iman Subasman Universitas Islam Bunga Bangsa Cirebon, Indonesia



School culture, Progressive leadership, Innovative learning methods, Learning effectiveness, Fourth Industrial Revolution


Purpose – This research aims to investigate, identify, and analyze the factors of school culture that support or hinder the implementation of innovative learning methods and their impact on learning effectiveness in facing the challenges of the Fourth Industrial Revolution era

Design/methods/approach – Adopting a qualitative methodology with an ethnographic approach, this study collected data through in-depth interviews, literature review, documentation studies, and direct observations in several schools with an Islamic background in West Java. Data analysis was conducted inductively to identify emergent themes.

Findings – The study results indicate that progressive leadership and a school culture that supports innovation play a crucial role in enhancing student engagement and the effective use of educational technology. Conversely, a conservative school culture and limited resources were the main barriers to adopting innovative learning methods. This study also found that changes in norms, values, and school practices that support innovation and change are essential for effective education transformation.

Research implications – These findings provide valuable insights for policymakers, educational practitioners, and school leaders about the importance of school culture and leadership in designing and implementing innovative learning strategies. This research emphasizes the need for a holistic and inclusive approach to education, considering cultural and leadership aspects to maximize the effectiveness of innovative learning. Recommendations for future research include using more diverse approaches to expand understanding of the dynamics between school culture, leadership, and educational innovation.


Download data is not yet available.


Abdullah, M. (2019). School culture to serve performance of Madrasah in Indonesia. Qudus International Journal of Islamic Studies, 7(1), 71–100.

Ahn, J., Bowers, A. J., & Welton, A. D. (2021). Leadership for learning as an organization-wide practice: evidence on its multilevel structure and implications for educational leadership practice and research. International Journal of Leadership in Education.

Almazroa, H., & Alotaibi, W. (2023). Teaching 21st Century Skills: Understanding the Depth and Width of the Challenges to Shape Proactive Teacher Education Programmes. Sustainability (Switzerland), 15(9).

Amtu, O., Makulua, K., Matital, J., & Pattiruhu, C. M. (2020). Improving student learning outcomes through school culture, work motivation, and teacher performance. International Journal of Instruction, 13(4), 885–902.

Androutsos, A., & Brinia, V. (2019). Developing and piloting a pedagogy for teaching innovation, collaboration, and co-creation in secondary education based on design thinking, digital transformation, and entrepreneurship. Education Sciences, 9(2).

Banire, B., Al-Thani, D., Qaraqe, M., Khowaja, K., & Mansoor, B. (2020). The Effects of Visual Stimuli on Attention in Children with Autism Spectrum Disorder: An Eye-Tracking Study. IEEE Access, 8, 225663–225674.

Bellibaş, M. Ş., Gümüş, S., & Kılınç, A. Ç. (2020). Principals supporting teacher leadership: The effects of learning-centred leadership on teacher leadership practices with the mediating role of teacher agency. European Journal of Education, 55(2), 200–216.

Boor, I., & Cornelisse, S. (2021). How to encourage online self-regulation of students. Communications of the Association for Information Systems, 48, 211–217.

Bsoul, L., Omer, A., Kucukalic, L., & Archbold, R. H. (2022). Islam’s Perspective on Environmental Sustainability: A Conceptual Analysis. Social Sciences, 11(6).

Cacciamani, S., Cesareni, D., Perrucci, V., Balboni, G., & Khanlari, A. (2019). Effects of a social tutor on participation, sense of community and learning in Online university courses. British Journal of Educational Technology, 50(4), 1771–1784.

Corujo-Vélez, C., Barragán-Sánchez, R., Hervás-Gómez, C., & Palacios-Rodríguez, A. (2021). Teaching innovation in developing professional practices: Use of the collaborative blog. Education Sciences, 11(8).

Dahri, N. A., Al-Rahmi, W. M., Almogren, A. S., Yahaya, N., Vighio, M. S., Al-maatuok, Q., Al-Rahmi, A. M., & Al-Adwan, A. S. (2023). Acceptance of Mobile Learning Technology by Teachers: Influencing Mobile Self-Efficacy and 21st-Century Skills-Based Training. Sustainability (Switzerland), 15(11).

Day, C. (2020). How teachers’ autonomy may hinder students’ academic progress and attainment: Professionalism in practice. British Educational Research Journal, 46(1), 247–264.

Delamont, S., & Atkinson, P. (2021). Ethnographic engagements: Encounters with the familiar and the strange. In Ethnographic Engagements: Encounters with the Familiar and the Strange.

Diao, X., Zeng, Q., Li, L., Duan, H., Zhao, H., & Song, Z. (2022). Personalized Learning Path Recommendation Based on Weak Concept Mining. Mobile Information Systems, 2022.

Fernández-Sánchez, M. R., Garrido-Arroyo, M. D. C., & Porras-Masero, I. (2022). Curricular integration of digital technologies in teaching processes. Frontiers in Education, 7.

Gamage, K. A. A., Jeyachandran, K., Dehideniya, S. C. P., Lambert, C. G., & Rennie, A. E. W. (2023). Online and Hybrid Teaching Effects on Graduate Attributes: Opportunity or Cause for Concern? Education Sciences, 13(2).

Gordillo, A., Lopez-Fernandez, D., López-Pernas, S., & Quemada, J. (2020). Evaluating an Educational Escape Room Conducted Remotely for Teaching Software Engineering. IEEE Access, 8, 225032–225051.

Gu, X., Ni, T., Fan, Y., & Wang, W. (2020). Scalable kernel convex hull online support vector machine for intelligent network traffic classification. Annales Des Telecommunications/Annals of Telecommunications, 75(7–8), 471–486.

Hadiyanto, H., Failasofah, F., Armiwati, A., Abrar, M., & Thabran, Y. (2021). Students’ practices of 21st century skills between conventional learning and blended learning. Journal of University Teaching and Learning Practice, 18(3). Retrieved from

Hopster-den Otter, D., & Wopereis, I. (2023). Validation and Evaluation of a Tool for Developing an Integrated View of ICT-Based Educational Innovation. Education Sciences, 13(3).

Jones, W. M. (2021). Teachers’ perceptions of a maker-centered professional development experience: a multiple case study. International Journal of Technology and Design Education, 31(4), 697–721.

Juan, C. (2020). SPOC-based flipped learning model applied in interpreting teaching. International Journal of Emerging Technologies in Learning, 15(17), 4–13.

Kahl, A. (2019). Analyzing Affective Societies: Methods and Methodologies. In Analyzing Affective Societies: Methods and Methodologies.

Karadağ, M., Altınay Aksal, F., Altınay Gazi, Z., & Dağli, G. (2020). Effect Size of Spiritual Leadership: In the Process of School Culture and Academic Success. SAGE Open, 10(1).

Kim, M., & Lee, B. D. (2021). A Simple Generic Method for Effective Boundary Extraction in Medical Image Segmentation. IEEE Access, 9, 103875–103884.

Konečná, P., Smolka, P., Trčková, K., Václavíková, Z., & Žáček, M. (2023). Innovation of Pedagogical Practices of Future Teachers. Education Sciences, 13(4).

Li, K. C., Wong, B. T. M., & Chan, H. T. (2023). Teaching and learning innovations for distance learning in the digital era: a literature review. Frontiers in Education, 8.

Lin, H. (2022). Application of Web 2.0 Technology to Cooperative Learning Environment System Design of Football Teaching. Wireless Communications and Mobile Computing, 2022.

Masoud, M. I., & Al Muhtaseb, A. H. (2021). Improving engineering students’ writing/presentation skills using laboratory/mini-project report. International Journal of Electrical Engineering and Education, 58(3), 701–714.

Mpofu-Hamadziripi, N., Rauch, F., & Dulle, M. (2022). Transforming Curricula in Higher Education: Description of Two Perspectives From the Global South and the Global North. Frontiers in Education, 7.

Nguyen, D., Pietsch, M., & Gümüş, S. (2021). Collective teacher innovativeness in 48 countries: Effects of teacher autonomy, collaborative culture, and professional learning. Teaching and Teacher Education, 106.

Oberle, E., Zeni, M., Munday, F., & Brussoni, M. (2021). Support Factors and Barriers for Outdoor Learning in Elementary Schools: A Systemic Perspective. American Journal of Health Education, 52(5), 251–265.

Olmedo-Torre, N., Martínez, M. M., & Peña, M. (2021). Effectiveness of blended instructional design based on active learning in a graphic engineering course. Computer Applications in Engineering Education, 29(4), 810–837.

Pope, C., & Mays, N. (2019). Qualitative research in health care: Fourth edition. In Qualitative Research in Health Care.

Rafiola, R. H., Setyosari, P., Radjah, C. L., & Ramli, M. (2020). The effect of learning motivation, self-efficacy, and blended learning on students’ achievement in the industrial revolution 4.0. International Journal of Emerging Technologies in Learning, 15(8), 71–82.

Rahman, A., & Ahmar, A. S. (2020). The design of digital teaching material of higher education in industrial revolution 4.0. Journal of Critical Reviews, 7(1), 298–299.

Rodés Paragarino, V., & Gewerc, A. (2023). Educational Innovation, Open Educational Resources, and Gender in Latin American Universities. Education Sciences, 13(1).

Salinas-Navarro, D. E., Garay-Rondero, C. L., & Arana-Solares, I. A. (2023). Digitally Enabled Experiential Learning Spaces for Engineering Education 4.0. Education Sciences, 13(1).

Sánchez-Serrano, J. M., Alba-Pastor, C., & Del Río, A. Z. (2021). Training for inclusive education in preservice programs for primary education teachers in spanish universities. Revista de Educacion, 2021(393), 321–352.

Sator, D., Komariah, A., & Suryana, A. (2019). Character education in the era of industrial revolution 4.0 and its relevance to the high school learning transformation process. Utopia y Praxis Latinoamericana, 24(Extra5), 327–340. Retrieved from

Satpathy, S., Dash, K. K., & Mohapatra, M. (2020). A study on the new design thinking for industrial revolution 4.0, requirements and graduate readiness. Rupkatha Journal on Interdisciplinary Studies in Humanities, 12(4).

Shamad, A., & Wekke, I. S. (2019). Lecturers’ participation in applying blended learning in islamic higher education in Indonesia. Universal Journal of Educational Research, 7(12), 2604–2608.

Shamir-Inbal, T., & Blau, I. (2021). Characteristics of pedagogical change in integrating digital collaborative learning and their sustainability in a school culture: e-CSAMR framework. Journal of Computer Assisted Learning, 37(3), 825–838.

Sinar, T. S., Budiman, M. A., Ganie, R., & Rosa, R. N. (2023). Students’ Perceptions of Using Roblox in Multimodal Literacy Practices in Teaching and Learning English. World Journal of English Language, 13(7), 146–153.

Solé Blanch, J. (2020). The educational change in front of the technological innovation, the pedagogy of competences and the discourse of the emotional education. A critical approach. Teoria de La Educacion, 32(1), 101–121.

Song, Y., Wang, T., Cai, P., Mondal, S. K., & Sahoo, J. P. (2023). A Comprehensive Survey of Few-shot Learning: Evolution, Applications, Challenges, and Opportunities. ACM Computing Surveys, 55(13s).

Sousa, M. J., Marôco, A. L., Gonçalves, S. P., & Machado, A. B. (2022). Digital Learning Is an Educational Format towards Sustainable Education. Sustainability (Switzerland), 14(3).

Subasman, Iman. (2024). Evaluation Of The Effectiveness Of Group Cooperation In The Context Of Problem Base Learning ( Pbl ): A Mixed Method Approach. 5(1), 11–23.

Tingle, E., Corrales, A., & Peters, M. L. (2019). Leadership development programs: investing in school principals. Educational Studies, 45(1), 1–16.

Valencia-Arias, A., Gómez-Bayona, L., Moreno-López, G., Sialer-Rivera, N., Bernal, O. V., Gallegos, A., & Arias-Vargas, F. J. (2023). Research trends around open innovation in higher education: advancements and future direction. Frontiers in Education, 8.

Van Den Beemt, A., Thurlings, M., & Willems, M. (2020). Towards an understanding of social media use in the classroom: a literature review. Technology, Pedagogy and Education, 29(1), 35–55.

Wang, G., & Qiao, J. (2022). An Efficient Self-Organizing Deep Fuzzy Neural Network for Nonlinear System Modeling. IEEE Transactions on Fuzzy Systems, 30(7), 2170–2182.

Wang, L., Huang, Y., & Omar, M. K. (2020). Analysis of Blended Learning Model Application Using Text Mining Method. International Journal of Emerging Technologies in Learning, 16(1), 172–187.




How to Cite

Subasman, I. (2023). The Role of School Culture and Progressive Leadership in Promoting Innovative Learning in the Era of the Fourth Industrial Revolution: A Study in Integrated Islamic Schools in West Java. Jurnal Pendidikan Islam, 12(2), 161–169.