The Effects of Digital Leadership, ICT Integration, and Instructional Innovation on the Effectiveness of Tahsin Learning through the Alqaidah Nuraniah Method

Abstract

Digital transformation in early childhood Islamic education requires the integration of institutional leadership, technology, and pedagogical innovation while maintaining the fundamental objectives of Qur’anic learning. This study examined the relationships of digital leadership, ICT integration, and instructional innovation with the effectiveness of Alqaidah Nuraniah-based tahsin instruction at KB-TK Cendekia. A quantitative cross-sectional survey design was employed involving 60 respondents, comprising 3 tahsin teachers, 7 educational staff members, and 50 parents, using total sampling. Data were collected primarily through validated and reliable questionnaires and analyzed using descriptive statistics and multiple linear regression. The results showed that digital leadership (t = 2.921, p = .005), ICT integration (t = 2.644, p = .011), and instructional innovation (t = 3.215, p = .002) were each significantly associated with tahsin-learning effectiveness. The overall regression model was also statistically significant (F = 21.482, p < .001), indicating that the three predictors were collectively associated with the outcome. These findings highlight the complementary roles of institutional leadership, pedagogical technology integration, and instructional innovation in supporting tahsin learning. However, because the study relied primarily on respondents’ perceptions within a single institution, the findings represent associative rather than causal evidence and do not directly demonstrate improvement in children’s Qur’anic recitation performance.