Individualized Consideration in Amtsilati Program Leadership: Strategies and Perceived Outcomes for Kitab Kuning Reading

Titin Agustin; Hinggil Permana; Fatimah Az-Zahro

doi:10.24256/jiis.v5i2.11021

Authors

Titin Agustin Universitas Singaperbangsa Karawang, Indonesia
Hinggil Permana Universitas Singaperbangsa Karawang, Indonesia
Fatimah Az-Zahro Universitas Singaperbangsa Karawang, Indonesia

DOI:

https://doi.org/10.24256/jiis.v5i2.11021

Keywords:

transformational leadership,, individualized consideration, Amtsilati, kitab kuning, Islamic boarding school

Abstract

This study examines how individualized consideration operates in the leadership of the Amtsilati Special Agency (BANSUS) at Al-Mushlih Islamic Boarding School, Karawang, and how participants perceive its contribution to kitab kuning reading. A qualitative single-case study was conducted with six purposively selected informants: the BANSUS chair, an organizational coach, two Amtsilati instructors, and two students. Data were generated through participant observation, semi-structured interviews, and program documents and analyzed using the interactive procedures of data condensation, data display, and conclusion drawing and verification. The findings identify five leadership strategies: intensive communication, personal support and active mentoring, needs-responsive coaching, routine instructional monitoring, and collaborative problem solving. These practices formed a cascading pathway in which support from the BANSUS chair strengthened instructors’ responsiveness, which was then reflected in more individualized teaching practices. Participants reported greater accuracy in applying nahwu and sharaf, translating Arabic texts, and understanding kitab kuning, together with stronger motivation and confidence. These outcomes represent observed and perceived changes rather than standardized measures of learning gain. The study’s novelty lies in explaining individualized consideration as a program-level, mediated leadership process rather than only a direct leader-follower interaction. The findings suggest that individualized consideration can support pesantren learning when it is institutionalized through regular monitoring, differentiated coaching, and collaborative support.

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