Forging Qur'anic Character: A School Principal Leadership Model-Insights

School principals are essential in shaping the Qur'anic character of the educational institutions they lead. This research is categorized as multi-case field research with data described descriptively. The main instrument of this research is the researcher, who explores data using three methods: interviews, observation, and documentation. The data analysis technique is carried out in two stages: individual case data analysis and cross-case data analysis. The researcher draws the following conclusions: First, the principal leadership model in two institutions: a) inclusive low profile model, b) social helpful model, and c) equilibrium structure model. Second, the school principal's strategic steps in forming Qur'anic character: a) integration of subjective spiritual and objective skills, b) implementation of organic spiritual collectivity strategies, and c) internalization of active, positive religiosity values. Third, students' Qur'anic character is formed through the leadership of the school principal: a) assimilation of spiritual values, b) exploration of dimensions of faith, c) contextualization of the Qur'an, d) planned disciplinary management, and e) religious inspiration in education This

formalized in law Number 20 of 2003, which until now is known as character education (Ali et al., 2024).Character education is an effort to instill intelligence in thinking, appreciation in the form of attitudes, and experience in the form of behavior that is in accordance with noble values that become one's identity which is realized in the form of interactions with God, oneself, society and the social environment in which one lives.(Abidin, 2019;Marini et al., 2019;Maulidiawati et al., 2022).In the same direction, character education is also often identified with moral education or behavioral education, as a means of preventing immoral behavior.Meanwhile, Qur'anic character itself means an order of human behavior that is in line with the moral values contained in the holy book Al-Qur'an.Thus, to form Qur'anic character in the younger generation, especially students, a forum and place that frequently interacts with the students is needed.Therefore, educational institutions (schools) are one place to realize the Qur'anic character (Indawati et al., 2022;Kartiko et al., 2020).
In this context, the role of educational institutions, especially schools, becomes very important.Schools must also act as the front guard in efforts to form Qur'anic character in students.The school principal has a key role in determining the level of success in the school.As the individual responsible for the implementation of education and teaching in the institution, the principal must have the readiness and ability to motivate individuals and their work groups.A leader must also be able to create an environment that is conducive, safe, comfortable, calm and enjoyable (Kartiko et al., 2022).Furthermore, a leader must be able to promote students' spiritual values in an environment that prioritizes religious aspects.In this way, the implementation of education and teaching can run in an orderly and smooth manner, in accordance with the aim of forming Qur'anic character in students at school.In his strong leadership role, the principal is required to be able to influence, guide, coordinate and mobilize other people who are related to the development of educational and teaching knowledge so that the activities carried out can be more effective and efficient in achieving educational and teaching goals, and not less important in the formation of students' Qur'anic character at the school itself.
There has been a lot of research related to the theme of leadership and student character, so researchers aim to look for gaps that have not been studied by previous researchers.To get this, the researcher focused on 3 main things including 1. Finding the leadership model of the school principal at Riyadlul Qur'an Vocational School, Malang Regency and Telkom Sandhy Putra Vocational School, Malang City, 2. Finding the school principal's strategic steps in forming students' Qur'anic character through school program at Riyadlul Qur'an Vocational School, Malang Regency and Telkom Sandhy Putra Vocational School, Malang City and 3. Discovering the Qur'anic character that is formed from the Leadership Model of the Principal at Riyadlul Qur'an Vocational School Malang Regency and TelkomSandhy Putra Vocational School, Malang City.

RESEARCH METHOD
This research was conducted at Riyadlul Qur'an Vocational School, Malang Regency and Telkom Sandhy Putra Vocational School, Malang City.Researchers chose these two schools with careful consideration.First, Telkom Sandhy Putra Malang Vocational School was chosen because it is a private school that has received a superior title at the national level.In addition, in initial observations, researchers found that the principal's leadership model at this school had a significant role in shaping students' Qur'anic character, especially through programs that had been specifically designed and implemented by the principal.On the other hand, Riyadlul Qur'an Vocational School, Malang Regency, was chosen because of the Islamic atmosphere at the school.Even though it is a public school, Riyadlul Qur'an Vocational School is able to instill religious values through various structured religious activities in the curriculum and unstructured activities.. Initial observations show that this school has a strong focus on forming students' Qur'anic character.This research can be categorized as field research using a qualitative approach.(Aspers & Corte, 2019;Muhinat, 2022).This research uses a qualitative approach with a multi-case research type.According to Lingfood, in his research, there are three types of multicase studies, including; single case studies, multicase studies, and comparative case studies (Aberdeen, 2013;Yin, 1981).
Multicase studies are designed to build a general explanatory model that fits each case in the study, even though the cases appear to vary.The generalizations that are often sought in multicase studies emphasize the extreme and unique differences in each case, so that the two cases (although different) can complement each other.As well as enriching research findings in various different cases at the same location or at different locations (M.Si et al., 2020).The data used in this research is primary data, and is obtained through verbal and behavior from informants.Secondary data was obtained from other parties, while data collection methods included three methods, namely interviews, observation and documentation (L.Haven & Van Grootel, 2019).The steps and stages in multi-case study research are determining cases, research design, data collection, data analysis, conclusions and generalizations and reporting results.

RESULT Principal leadership model
Based on the results of the research, it can be found that the principal model in both schools is presented in table 1 below.The description of the table above is based on the results of interviews and observations, so several propositions can be drawn.The following are six propositions that reflect the essence of the two principal leadership models as follows: (1) Low Profile and Inclusive: The principal shows simplicity in both appearance and behavior, does not show off his structural position, and always mixes with other people regardless of status.The principal is also open to any ideas submitted by the school community.(2) Not Ambitious and Benefit-Oriented: The principal does not have excessive ambition and always acts with the aim of increasing benefits for the entire school community, (3) Active Participation and Being a Role Model: The principal actively participates in school activities and is a role model for the school community, (4) Commitment to School Growth and Development: The principal has a strong commitment to increasing the capacity and capability of the school and always actively participates in helping members to work well, (5) Top-Down and Bottom-Up and Visionary Approaches: The principal applies a balanced approach between planning from the top (Top-Down) and participation of school members (Bottom-Up) with a visionary view for the future of the school.( 6) Harmonious and Responsive Communication: The principal builds harmonious communication among the school community, has a quick response to external and internal needs, and accommodates aspirations well.

The school principal's strategic steps in forming students' Qur'anic character
Based on the research results, it can be found that the principal's strategic steps in forming the Qur'anic character of students in both schools are presented in table 2 Cross-Case Results regarding Principal Strategic Steps below.The following propositions are relevant to the school principal's strategic steps in forming students' Qur'anic character.(1) Integration of Spiritual and Technical Skills: The principal at Riyadlul Qur'an Vocational School applies an approach that integrates spiritual aspects through the tahfizh and tadarrus Al-Qur'an programs with technical skill aspects that create a balanced and holistic educational environment.(2) Collectivity in Religious Education: The principal at Telkom Shandy Putra Malang Vocational School promotes collectivity in religious education through holding congregational prayers and religious Fridays, forming students' character based on an intellectual religious spirit.(3) Internalization of positive values in religious programs: In shaping students' Qur'anic character, istighasah activities at Riyadlul Qur'an Vocational School act as an important vehicle for cultivating attitudes and behavior of akhlaqul karimah, internalizing the values of humility, as well as understanding emotional solidarity and efforts to minimize student bad behavior.(4) Provision of specific religious education: The principal at SMK Telkom Shandy Putra Malang shapes the character of female students through intense explanations about feminine jurisprudence, feminine ethics in an Islamic perspective, and understanding the existence and role of a woman in society, while promoting congregational prayer as a way to implement these values in daily practice.

Students' Qur'anic Character Formed Through the Leadership of School Principals in Two Vocational Schools
Based on the results of interviews and observations regarding students' Qur'anic character which is formed through the leadership of the school principal, it is presented in table 3. Cross-Case Results regarding Students' Qur'anic Character as follows.Based on the table above, propositions can be drawn that are closely related to the leadership of the school principal in shaping students' Qur'anic character.(1) With the leadership of the school principal, students are able to internalize the values of Qur'anic ubudiyah in themselves through an educational approach.(2) The principal's instructive approach in terms of discipline is able to encourage students to be close to the values of Qur'anic spiritual awareness.(3) The leadership of the school principal who is oriented towards achieving collective subjective goals is able to increase students' devotion to Allah SWT.(4) Providing educational and appropriate punishments for students who break the rules is essential in forming Qur'anic character.( 7) Apart from being able to encourage increased spiritual awareness, the school principal's egalitarian and progressive leadership is also believed to be able to upgrade students' professional and social life.(8) The principal in his ideal leadership acts as a motivator for students to remain in akhlaqul karimah behavior.(9) The principal creates a religious environment at school as an effort to strengthen students' religious character

Principal Leadership Model
Inclusive-low Profile: open and not structuralist centric Social Utilitarian: prioritizes the general benefit rather than detrimental individual interests Equilibrium Structure: apart from using a top-down approach, it also uses a bottom-up approach

DISCUSSION Principal Leadership Model at Riyadlul Qur'an Vocational School and Telkom Shandy Putra Vocational School in Malang.
A low profile approach is a concept where a school principal adopts a modest attitude and does not display his position excessively (Rosiliana & Dewi, 2023).This indicates that the principal is not only focused on his position as a leader, but also as a member of the school community.Modesty in appearance and behavior can create a more inclusive atmosphere at school.In this context, the principal is not only an authority figure, but also a peer to staff and students.This invites collaboration and active involvement from all parties in decision making and school development.The concept of inclusiveness in school leadership refers to the ability of a school principal to accept and respect every individual in the school, regardless of their status or background.Inclusive school principals not only listen to the opinions of certain groups, but also open themselves to ideas and views from all school members.In doing so, school principals create space for multiple perspectives and diverse approaches in addressing educational challenges and problems.This helps strengthen the social ties of all members of the school community (Syam et al., 2023).
Based on the explanation from this presentation, the researcher found novelty which was closely related to the two principal leadership models.First, the inclusive-low profile model.This creates a picture of leadership that is different from the tradition of school principals who are often authoritarian.Principals who practice this approach emphasize modesty in their appearance and behavior, not trying to flaunt their structural position.They also create an inclusive environment, where they interact with all members of the school community regardless of social status or hierarchy.The second novelty is the social utilitarian model of principal leadership.This shows that principals in this model are not driven by excessive personal ambition or the desire to achieve high prestige.They act with the primary aim of increasing the benefits for the entire school community.This marks a change from a leadership approach that may have been more selfish or oriented towards personal achievement.The third novelty is a balanced school principal leadership model or what can be called an equilibrium structure model.School principals do not only use an authoritarian approach (Top-Down) or completely rely on the participation of school members (Bottom-Up).Instead, they combine the two thoughtfully, enabling more balanced and responsive planning and decision-making.In addition, they also have a visionary view for the future of the school, creating a positive long-term focus The three innovations can be described as follows :

Figure 1 Principal Leadership Model
With these three novelties, the principal's leadership model creates a new paradigm in understanding and carrying out leadership in the school environment.This moves leadership from a traditional model that is often authoritarian and self-oriented to a model that is more inclusive, focused on mutual benefit, and has a vision that is more far-sighted.Malang is an important step in illustrating how education at these two schools does not only focus on academic aspects, but also on formation.students' character and spiritual values.School principals at Riyadlul Qur'an Vocational School and Telkom Shandy Putra Malang Vocational School have taken a proactive role in guiding and designing strategic initiatives aimed at equipping students with strong character based on religious values.In this context, the researcher will further explore the proposition of various strategic actions that have been taken by the principals at these two schools to create an educational environment that focuses on building Qur'anic character in students.

Implementation of the
The integration of spiritual and technical skills has become a strong foundation in the management of education at Riyadlul Qur'an Vocational School and Telkom Shandy Putra Vocational School in Malang.The principal, who acts as the bearer of this vision, has succeeded in creating an educational environment that harmoniously combines the spiritual dimension and technical skills.In order to realize this approach, Riyadlul Qur'an Vocational School developed a tahfizh and tadarrus Al-Qur'an program which was carefully integrated into their curriculum.The tahfizh program allows students to understand and memorize the Koran, so that they not only gain religious knowledge but also hone strong moral examples.It helps students in shaping their character with deep moral principles and solid ethics (Huda & Rokhman, 2021;Safariah & Masykur, 2022).More than just academic success, this approach has helped students face realworld challenges with confidence.They understand that the spiritual values they master are not something separate from their professional world, but are the foundation that guides their actions in resolving conflict, working together, and making the right decisions.
Collectivity in religious education.The spirit of collectivity in religious teaching has become a central principle in the leadership of the Principal at Telkom Shandy Putra Malang Vocational School.With determination, the principal promotes this approach as an integral part of student character development based on an intellectual religious spirit (Aisyah et al., 2022;Fitriani et al., 2024).One of the main ways implemented to encourage collectivity is through holding congregational prayers at school.The principal believes that this joint worship not only strengthens social ties and organic solidarity among students and teaching staff, but also helps students deepen their understanding of the teachings of the Islamic religion.Thus, congregational prayer becomes a valuable time for spiritual reflection and strengthening religious values (Shohebul, 2021).
The implementation of the principal's strategic steps in this dissertation study is the internalization of positive values in the religious program at Riyadlul Qur'an Vocational School.This internalization process is one of the key components in efforts to form Qur'anic character in students.One important activity in this context is istighasah.For Pitriani et al., istighasah is not only a religious cultural activity, but it is also a moment of spiritual reflection activity that allows students to deepen their understanding and application of akhlaqul karimah values, or noble morals in everyday life (Malisi et al., 2023).
Provision of specific religious education.Providing special education services is an important aspect in developing student character, especially when facing issues related to gender and religion.In this context, the principal at Telkom Shandy Putra Malang Vocational School has taken a significant initiative to shape the character of female students through various educational approaches which include understanding feminine jurisprudence, feminine ethics from an Islamic perspective, and the existence and role of a woman in society.This approach is based on the understanding that specific religious education is an effective tool to provide a deeper understanding of gender roles in Islam.By discussing feminine jurisprudence, female students are invited to understand the special rules and duties that Islamic religion applies to them.This includes issues such as worship, dress, and roles in family and society (Fajar & Mariah, 2022).

Students' Qur'anic Character Formed Through the Leadership of the Principal at Riyadlul Qur'an Vocational School and Telkom Shandy Putra Malang Vocational School
Effective and persuasive school principal leadership.This leadership model can be an ideal place to internalize Qur'anic values in students.From the results of the study, researchers concluded that school principals who are able to inspire and motivate teachers and students have an important role in forming students' character and morals.Lestari et al., also confirmed that education led by effective school principals prioritizes integrity and moral values in every aspect.(Lestari et al., 2023).Teachers who are inspired by this strong leadership will be more likely to integrate Qur'anic values into their curriculum and teaching methods.The educational approach implemented under effective leadership also encourages students to think critically and reflectively about Qur'anic values.They are taught not only to memorize, but also to understand and reflect on the meanings contained in this teaching.An effective principal must also facilitate collaboration between teachers, students, and parents.This collaboration enables the formation of a strong Qur'anic awareness throughout the school community.It also helps students to internalize these values through discussions and hands-on practice.As time goes by, the Qur'anic values that have been internalized by students can become an inseparable part of their personality.(Maula, 2020).
The principal's instructive approach to discipline.Such an instructive approach has the potential to influence students and encourage them to draw closer to the values of Qur'anic spiritual awareness.One aspect that needs to be considered in this approach is the use of adequate pedagogy to integrate religious values in the educational process.In this context, the principal plays a role as a leader who promotes a deep understanding of the teachings of the Qur'an (El-Hussari, 2022;Mukhtar et al., 2023;Sabarudin et al., 2023).The principal as the main figure in the school environment has an important role in educating students about the importance of spiritual awareness.They can organize various extracurricular activities or seminars that focus on character building and religious values.In this way, students will discover more about the spiritual messages contained in the Koran.
The principal's leadership is oriented towards achieving collective subjective goals.This proposition has significant potential in increasing students' devotion to Allah SWT.Apart from that, Lois also believes that in this context, students' moral response to situations will increase, and it will be easier to reach a level of character based on collective values (Fry & Cohen, 2009).The school principal can be a good example for students in applying religious values in everyday life.
By embodying these values in their actions and behavior, school principals can inspire students to follow them.The school principal can also play a role in holding meetings with students' parents.In this meeting, they can discuss how parents can support the development of their children's devotion at home.Through a character-based educational leadership and management approach that is oriented towards achieving collective spiritual subjective goals, school principals can make a significant contribution in forming a generation of students who are more obedient to Allah SWT.This strength can then create a school environment that supports students' spiritual development and helps them on their journey of devotion (Madkan & Mumtahana, 2022;Rozi et al., 2023).
Providing educational and appropriate punishments for students who violate the rules.Giving with this approach is essential in forming Qur'anic character.In this context, ten paragraphs will be discussed which explain why giving appropriate punishment has an important role in forming character in accordance with the values of Islamic teachings.Educational and appropriate punishment is an integral part of the concept of discipline in Islam.In Qur'anic teachings, punishment should be used to teach wrongdoing individuals a lesson, not to injure or humiliate them.This reflects the values of mercy and justice in Islam.Providing educational punishment allows students to experience the consequences of their actions.This can help them to better understand the values they violated and reflect on their mistakes.

CONCLUSION
The leadership model of school principals in two institutions, the first is the low profile inclusive model (open and not structuralist centric): emphasizing simplicity in appearance and behavior, not showing off one's position, and creating an inclusive environment regardless of social status.The two social models are utilitarian (prioritizing the general benefit rather than detrimental individual interests): not driven by personal ambition, but acting for the main goal of increasing benefits for the school community.The three equilibrium structure models (a combination of topdown and bottom-up approaches): combining the two wisely by considering balance, responsiveness, creating a long-term and visionary focus.The school principal's strategic steps in forming Qur'anic character: (a) integration of subjective spiritual and objective skills (developing a vision has succeeded in creating an educational environment that unites the spiritual and technical dimensions in harmony through subjective steps such as an attitude of simplicity, inclusiveness, and not being ambitious to included as a basis for building character.(b) implementation of organic spiritual collectivity strategies (in forming students' Qur'anic character, flexible strategic steps are needed that accommodate all individual views, and not strategies that are systematic or mechanical and individualistic.(c ) internalization of active positive religiosity values (there is an approach to internalizing religious values that is not passive or rigid to existing reality.The Qur'anic character of students is formed through the leadership of the school principal: (a) assimilation of spiritual values (internalization of religious values Qur'ani to students both textually and contextually).(b) exploration of the dimensions of faith (internalization of the urgency of the Koran in worldly and everyday life).(c) contextualization of the Qur'an (reflection of the Qur'anic text that is not rigid through the flexible leadership of the school principal, inspiring and motivating to understand the Qur'an not only from one perspective.(d) planned disciplinary management ( The principal has mature projections related to planning, organizing, directing, implementing and evaluating in forming students' Qur'anic character).(e) religious inspiration in education (the principal ensures that every aspect of learning the values of the Qur'an is always internalized holistically and massively.
This research has an important contribution to the world of education both theoretically and practically.Theory implementation takes the form of assimilation of spiritual values, exploration of faith values, contextualization of the Al-Qur'an, and well-programmed disciplinary management.The practical implications for the leadership model are that school principals need to adopt a simple appearance and behavior without having to emphasize their position, apart from that, they also create an inclusive atmosphere in a way that all members of the school must be respected without needing to look at social facts and when making decisions and interacting in their daily lives focusing on simplicity. .A limitation of this research could be that the variables used may not be appropriate to the context of each school.Although planned discipline management is desirable, school realities are often complex.Implementation and evaluation challenges can arise due to external factors that are difficult to predict and Ensuring that religious inspiration is integrated holistically and massively in all aspects of learning can be a complex task and requires adequate resource support.

Table 3 Cross-Case Results regarding Students' Qur'anic Character Students' Qur'anic Character Formed through the Leadership of the Principal at Riyadlul Qur'an Vocational School Nganjum Malang
Able to respect, love and respect fellow humans 4. Able to be responsible for every task given Students' Qur'anic Character Formed from the Leadership of the Principal at Telkom Shandy Putra

Principal's Strategic Steps in Efforts to Form Qur'anic Character in Students of SMK Riyadlul Qur'an and SMK Telkom Shandy Putra in Malang
Implementation of the Principal's Strategic Steps in Efforts to Form Qur'anic Character in Students at Riyadlul Qur'an Vocational School and Telkom Shandy Putra Vocational School in