Implementation of Leadership Learning in Shaping Students’ Leadership Character at SDIT Abu Seno, Bandung City

Abstract

Leadership education in elementary schools plays a crucial role in shaping students’ moral responsibility, independence, and collaborative skills from an early age. This study aims to describe the implementation of leadership learning as a means of developing students’ leadership character at SDIT Abu Seno, an Islamic integrated elementary school in Bandung. Using a qualitative descriptive approach with a case study design, data were collected through observations, interviews with teachers, principals, students, and parents, as well as documentation of school activities. The data were analyzed using the interactive model of Miles, Huberman, and Saldaña, supported by source triangulation to ensure validity. The findings show that leadership learning is integrated into thematic lessons and daily school programs, including Class Responsibility Week and student projects, which encourage students to practice responsibility, independence, and teamwork. Both teachers and parents reported behavioral improvements such as students becoming more disciplined, proactive, and helpful at home. Leadership is internalized as amanah—a moral trust before God—rather than a position of authority. This model fosters not only social and emotional growth but also spiritual awareness consistent with Islamic educational principles. The study concludes that leadership learning can serve as a holistic and practical approach to Islamic character education, providing a replicable framework for developing young leaders who are intellectually capable, morally grounded, and spiritually aware.