AL-FIKRAH: Jurnal Manajemen Pendidikan, 11(1) - June 2023 155-173
Focus of Research on Leadership in Islamic Education: Bibliometric Analysis
Fadli Agus Triansyah 1, Suwatno 2, Eeng Ahman 3, Nurhoiriyah 4, Yusupov Komalidin Bakhtiyor Ugli 5
1 Universitas Pendidikan Indonesia, Indonesia
3 Universitas Pendidikan Indonesia, Indonesia
3 Universitas Pendidikan Indonesia, Indonesia
4 The University of Queensland, Australia
5 Tashkent State University of Economics, Uzbekistan
Corresponding Author: Fadli Agus Triansyah, E-mail; [email protected]
Article Information:
Received October 10, 2021 Revised October 19, 2021 Accepted November 1, 2021
ABSTRACT
Leadership is not only about ordering or giving instructions but also involves motivating, inspiring, and influencing others to achieve common goals. Leadership can occur in a variety of fields, including business, politics, and education, and plays a critical role in the success of an organization or community. This research aims to identify publications related to leadership in Islamic education and describe the characteristics of this research. The bibliometric analysis method was used in this study.
The research results show that publications about leadership in Islamic schools have increased yearly from 2019 to 2023—meanwhile, the largest number of documents come from Indonesian authors. Proceedings of the ICECRS hold the top position as an institution or publisher with the most four documents. In contrast, the author with the most citations is Firman-Mansir, with a total of 3 published documents and eight citations, followed by the writer Eugenie A Samier with a total of 3 and 5 citations of published papers and followed by writer Fitriyah with a total of 3 published documents and two citations. Keywords that appear a lot in joint events are Education, Islam, Institution, Approach, Leader, Development, Activity, Quality, Teacher and Problem. The new theme keywords are Strategy, Community, Skill, Creativity, Facility, Decision, Generation, Innovation, and Prophetic Leadership. Therefore, these new themes can become new material for further research that addresses this field.
Keywords: Bibliometric Analysis, Islamic Education, Leadership
Journal Homepage https://ojs.iainbatusangkar.ac.id/ojs/index.php/alfikrah/index This is an open access article under the CC BY SA license
https://creativecommons.org/licenses/by-sa/4.0/
How to cite: Triansyah, A. F., Suwatno, Suwatno.,Ahman, E., Nurhoiriyah, Nurhoiriyah., & Ugli, B.
K. Y. (2023). Focus of Research on Leadership in Islamic Education: Bibliometric
Analysis. Al-Fikrah: Jurnal Manajemen Pendidikan, 11(1), 155-173.
https://doi.org/10.31958/jaf.v11i1.8731
Published by: Universitas Islam Negeri Mahmud Yunus Batusangkar Press
INTRODUCTION
Leadership is guiding a group so that the group's goals are achieved, namely a common goal. Leadership is the ability and readiness that a person has to influence, encourage, invite, guide, and move other people so that they receive that influence (Burhanuddin, 2019; Fatimah & Syahrani, 2022). Leadership is a person's ability to lead others, groups, or organizations to achieve specific goals (ASTUTI et al., 2020; Ibrahim
& Daniel, 2019). Leadership is not only about ordering or giving instructions but also involves motivating, inspiring, and influencing others to achieve common goals.
Leadership can occur in a variety of fields, including business, politics, and education, and plays a critical role in the success of an organization or community. Anyone can do leadership formally and informally, which is closely related to interpersonal skills, communication, and self-management (C.-C. Chen, 2022; Vainauskienė & Vaitkienė, 2021; Vassilev et al., 2019).
Leadership is essential in various fields of life because an effective leader can increase the productivity and effectiveness of the organization or team, lead the organization in the right direction, improve individual and team performance, encourage innovation and creativity, and help career development and leadership qualities of others in within the organization (Dirani et al., 2020; Guzmán et al., 2020; Torlak & Kuzey, 2019). Leadership also helps create a positive work environment, strengthens relationships between people, and increases trust and motivation among team or organization members (J. K. C. Chen & Sriphon, 2021; Teng et al., 2020).
One crucial area that requires leadership traits is education. Education leadership is essential in determining the education system's success and progress (Day, 2022).
Educational leadership plays a critical role in developing vision, mission, and strategies to achieve better educational goals (Naidoo, 2019; Purcell et al., 2019; Triansyah, Suwatno, & Supardi, 2023). In essence, educational leadership is the process of leading and managing educational organizations to improve students' quality and learning outcomes and improve the education system as a whole (Azorín et al., 2020; Triansyah et al., 2022).
In education, leadership is essential in achieving the desired goals, namely improving teaching quality, student learning outcomes and developing an educated and competitive society (Darmaji et al., 2019). An effective educational leader must have several important characteristics, such as transformational leadership, good communication skills, the ability to build good working relationships, the ability to make the right decisions, the ability to adapt and be innovative, the ability to encourage creativity and innovation, the ability to motivate others, and the ability to develop leadership skills in others. Effective educational leadership must also be inclusive,
namely, paying attention to the needs and interests of all stakeholders in the education system, not only focusing on personal or specific group interests (Ainscow, 2020).
The importance of effective educational leadership is increasingly visible in the era of globalization and increasingly fierce economic competition (Rahmi et al., 2020).
The world of education must continue to adapt to the changes and demands of the times, including technology and innovation, which are increasingly influencing the way of teaching and learning. An effective educational leader must answer this challenge with the right strategies and innovations. However, being an effective educational leader takes work. A leader must understand the complexity of the education system and the various factors that affect the quality of teaching and learning, such as cultural differences, social backgrounds, economic conditions, and the physical environment. A leader must also pay attention to the psychological states of students and school staff, such as basic needs, motivation, and well-being (Ryan & Deci, 2020).
To become an effective educational leader, an individual must prepare with adequate education and training, including formal education programs and special leadership training (Håkansson Lindqvist & Pettersson, 2019). In addition, a leader must continue to improve knowledge and skills by following the latest developments in the world of education and relevant professional development programs. To promote effective educational leadership, the government, educational institutions and the community must collaborate to facilitate quality leadership education and training for prospective educational leaders (Hardwick-Franco, 2019). They must also create an environment that supports and motivates educational leaders to continue to develop and innovate in responding to increasingly complex academic challenges.
Effective educational leadership is essential in improving the quality of teaching and student learning outcomes and developing an educated and competitive society in the era of globalization and increasingly fierce economic competition (Yonezawa, 2020). An effective educational leader must have the characteristics of transformational leadership, good communication skills, the ability to build good working relationships, the ability to make the right decisions, the ability to adapt and be innovative, the ability to encourage creativity and innovation, the ability to motivate others, and the ability to develop leadership skills in others. Leadership is also very much needed in Islamic education, where the leader manifests what will be expected by the layers of components of Islamic education so that common goals will be easily achieved if the leader is excellent (Ahmed
& Amiri, 2019).
This study aims to identify publications related to leadership in Islamic education and to describe the characteristics of this research. Bibliometric analysis is used in this study to explore the characteristics of leadership publications in Islamic education and related factors as well as to analyze the trend of research focus in this field (Muhammad et al., 2023; Triansyah, Gunawan, & Ramadhaniyati, 2023; Triansyah, Mitayana, Yanti, et al., 2023; Triansyah, Muhammad, Rabuandika, et al., 2023; Triansyah, Suwatno, &
Machmud, 2023).
RESEARCH METHODOLOGY
This study uses visualization and analysis bibliometric techniques. As a quantitative method, bibliometric analysis utilizes evaluative and descriptive approaches to represent trends and publication characteristics. Visualization bibliometric techniques are used to describe the structure of the research field concerned (Garfield, 2009). The sample in this study consisted of 211 publications obtained from the dimensions database that matched the selected keywords, namely "Leadership" and "Islamic Education". The selected publications were published in the last 5 years (2019-2023) and were analyzed using the VOSviewer application with 3 visualization displays, namely network, overlay, and density. The indicators are the number of publications, citations, and the link strength between objects displayed.
In this study, VOSviewer software was used to analyze, visualize, and evaluate information related to collected publications, such as author bibliographic pairs, countries, institutions, journals, and the emergence of author keywords (Eck & Waltman, 2017; Orduña-Malea & Costas, 2021; Oyewola & Dada, 2022; Sovacool et al., 2022).
VOSviewer is software that makes it possible to create network visualizations of terms commonly used in a particular field. This software is beneficial and is popularly used in bibliometric analysis (Eck & Waltman, 2010; Shah et al., 2020). VOSviewer is used to create network visualizations and to analyze developments in specific fields using standard terms used (Guleria & Kaur, 2021; Huang et al., 2022).
Bibliometric research according to Dewi et al. (2021) has 5 stages, namely: 1) Determination of keywords, where researchers focus on critical thinking skills in economics learning as keywords; 2) Reduction of the initial search, namely classifying search results to only those that focus on the specified keywords and use database dimensions; 3) Manual selection of search results, using the VOSviewer application to limit data as needed; 4) Compilation of statistical images, namely grouping data based on topic descriptions such as visualization on pairs of country bibliographies, institutions, journals, publications, and authors; 5) Interpretation of data in narrative analysis, namely providing an explanation of research findings based on the results of selection and visualization using the VOSviewer application which provides data representation as a map of variables related to keywords and has the potential to be developed.
RESULT AND DISCUSSION
Presenting the results of the bibliometric analysis in this study refers to previous research works and Donthu et al. (2021) dan Ellili (2022). The bibliometric analysis process begins by using VOSviewer to visualize the number of documents and links from various sources such as countries, institutions, journals, authors, and the occurrence of shared keywords. Initially, the database dimensions included 272255 publications on leadership in Islamic education. However, after the researchers focused their search on the keyword "Leadership in Islamic Education", the number of publications in the dimensions database became 95 from 2019-2023. These results are shown in the table provided.
In this context, a bibliometric analysis was conducted to analyze research trends, distribution of publications, aspects of collaboration, and other characteristics related to leadership in Islamic Education. This method allows researchers to organize structured information and gain insight into research developments and directions. Using tools such as VOSviewer, researchers can visually present their findings and identify emerging patterns in the pertinent literature.
The bibliometric analysis in this study provides a deeper understanding of the number of publications, types of publications, institutions or publishers that have contributed the most, and authors who have the highest number of citations. In addition, bibliometric analysis helps identify keywords that often appear and are considered relevant in the study of leadership in Islamic Education.
Through analytical tools such as VOSviewer, researchers can create clear visualizations of the patterns that emerge in publications regarding leadership in Islamic Education. For example, through the visualization of collaboration networks between institutions or authors, there is strong collaboration between several institutions or authors in producing publications on this topic.
In addition, bibliometric analysis can also provide information about other important aspects, such as keywords that have a high level of relevance, frequently discussed topics and shifts in research focus from time to time. This information can provide a more comprehensive understanding of developments and trends in the study of leadership in Islamic Education. As such, bibliometric analysis becomes a valuable tool in helping to describe and explain the research landscape on leadership in Islamic Education. With the information generated from this analysis, researchers can gain insights helpful in directing future research and spot knowledge gaps that may need to be filled.
Table 1. Number and percentage of publications on the skills of Leadership in Islamic Education
No Year of Publication
Number of
Publications Percentage
1 2023 7 3,32%
2 2022 47 22,27%
3 2021 55 26,07%
4 2020 62 29,38%
5 2019 40 18,96%
Total 211 100 %
Table 1 displays the number and percentage of recent publications on leadership skills in Islamic Education. This table lists the number of publications found in a given year. The number of publications increased from 2019 to 2023, except for a decrease that occurred in 2023. This table also provides the percentage of total publications in each year. This percentage shows how significant the research on leadership skills in Islamic Education was in those years. The trend that can be observed from the table is an increase in the number of publications from 2019 to 2020, reaching its peak in 2020 with 62 publications (29.38% of the total). After that, however, there was a decline in the number of publications in 2023. This table shows a growing interest in research on leadership skills in Islamic Education. In recent years, the number of publications has increased significantly, demonstrating the importance of this topic in the context of Islamic Education.
Table 2. Distribution of publication types
No Publication type
Number of
Publications Percentage
1 Article 200 94,79%
2 Chapter 7 3,32%
3 Preprint 2 0,95%
4 Monograph 1 0,47%
5 Proceeding 1 0,47%
Total 211 100 %
Table 2 shows the distribution of the types of publications in the context of research on leadership skills in Islamic Education. This table provides information on the most common types of publications found in the literature on this topic. This table lists the types of publications related to leadership skills in Islamic Education. There are five types of publications found, namely articles, book chapters, preprints (unpublished manuscripts), monographs (unique books on specific topics), and proceedings (documents containing notes of scientific conferences or meetings). This table shows the number of publications available for each type. Articles are the most dominant, with 200 publications (94.79%). Book chapters are the second most common publication type, with seven publications (3.32%). Preprint, monograph, and proceedings each contributed relatively small, with two publications (0.95%), one publication (0.47%), and one publication (0.47%), respectively. This table also provides the percentage of each publication type to the total number of publications. This percentage gives an idea of the proportion of each type of publication in the literature on leadership skills in Islamic Education. The data in this table shows that articles are the most common type of
publication in this context, with a much larger number than any other type of publication.
This shows that research on leadership skills in Islamic Education is more commonly reported in articles. Although other publications have made a minor contribution, it is still essential to consider the variety of publication types in the related literature to gain complete insight into this topic.
Institution/Publisher Bibliography Pair
Excerpts from documents indexed in dimension and related to the topic of leadership in Islamic Education published by several institutions or universities. The list of ten institutions or universities that have the highest number of documents arranged based on the number of citations and the total link strength can be found in the following table.
Table 3. Institutions/Publishers that have the highest number of related documents leadership in Islamic Education
No Publisher Name Number of
documents
Country
1 Proceedings of the ICECRS 4 Indonesia
2 Journal EVALUASI 4 Indonesia
3 AL-FAHIM Jurnal Manajemen Pendidikan Islam
4 Indonesia
4 Nadwa Jurnal Pendidikan Islam 3 Indonesia
5 Didaktika Religia 3 Indonesia
6 Jurnal Pendidikan Islam Indonesia 3 Indonesia 7 Al-Idaroh Jurnal Studi Manajemen
Pendidikan Islam
3 Indonesia
8 Istawa Jurnal Pendidikan Islam 3 Indonesia
9 Edukasia Islamika 3 Indonesia
10 Ulumuna 2 Indonesia
Table 3 presents the issuing institutions with the most related documents on leadership in Islamic Education. This table provides information on the publishing institutions that play a role in publishing research and literature related to this topic, as well as the country of origin of the issuing institution. This table lists the issuing institutions with the most related documents. Ten issuing institutions appear in this table.
These publishing institutions are Proceedings of the ICECRS, EVALUASI Journal, AL- FAHIM Journal of Islamic Education Management, Nadwa Journal of Islamic Education,
Didaktika Religion, Journal of Indonesian Islamic Education, Al-Idaroh Journal of Islamic Education Management Studies, Istawa Journal of Islamic Education, Education Islamika, and Ulumuna. This table shows the number of related documents issued by each issuing institution. The publishing houses of the Proceedings of the ICECRS, Journal EVALUASI, and AL-FAHIM Journal of Islamic Education Management each have four related documents, the most. Several other publishing institutions have the same number of documents, namely Nadwa Journal of Islamic Education, Didaktika Religia, Journal of Indonesian Islamic Education, Al-Idaroh Journal of Islamic Education Management Studies, Istawa Journal of Islamic Education, Edukasia Islamika, and Ulumuna, each of which has 3 or 2 related documents. This table also presents the country of origin of the issuing institution. In this case, all the issuing institutions listed are from Indonesia. The data in this table shows that most of the documents related to leadership in Islamic Education are issued by publishing houses from Indonesia. This shows the significant contribution of Indonesian publishing houses in producing research and literature related to this topic. This information can also provide insight into geographic areas active in developing knowledge about leadership in Islamic Education.
Distribution of Authors with the most Citations
Table 5. Distribution of authors with the most citations
No Author Name Publication Citations Institute Country
1 Firman- Mansir 3 8 Muhammadiyah
University of Yogyakarta
Indonesia
2 Eugenie A Samier 3 5 University of
Strathclyde
United Kingdom
3 Binti Maunah 3 2 Universitas
Islam Negeri Sayyid Ali Rahmatullah Tulungagung
Indonesia
4 Syahdara Anisa Makruf
3 1 Islamic
University of Indonesia
Indonesia
No Author Name Publication Citations Institute Country
5 Hasan Asari Asari 2 1 Universitas
Islam Negeri Sumatera Utara
Indonesia
6 Abd Mukti 2 1 Universitas
Islam Negeri Sumatera Utara
Indonesia
7 Syadidul Kahar 2 1 Universitas
Islam Negeri Sumatera Utara
Indonesia
8 Novan Ardy Wiyani 2 1 Institut Agama
Islam Negeri Purwokerto
Indonesia
9 Maemunah Sa'Diyah 2 0 Universitas Ibn
Khaldun Bogor
Indonesia
10 Dakir 1 2 Institut Agama
Islam Negeri Palangka Raya
Indonesia
Table 4 presents the distribution of authors with the highest number of citations in the context of research on leadership in Islamic Education. This table provides information on the most cited authors in research on this topic, as well as the institutions and countries of origin of these authors. This table lists the authors' names with the highest number of citations. Ten authors appear in this table, including Firman-Mansir, Eugenie A Samier, Binti Maunah, Syahdara Anisa Makruf, Hasan Asari Asari, Abd Mukti, Syadidul Kahar, Novan Ardy Wiyani, Maemunah Sa'Diyah, and Dakir. This table shows the number of publications related to leadership in Islamic Education contributed by each author. Writers Firman-Mansir, Eugenie A Samier, Binti Maunah, Syahdara Anisa Makruf, Hasan Asari Asari, Abd Mukti, Syadidul Kahar, Novan Ardy Wiyani, Maemunah Sa'Diyah, and Dakir each contributed three publications, two publications, and one publication. This table shows the number of citations received by publications contributed by each author. The writer Firman-Mansir has the highest number of citations, with eight citations, followed by Eugenie A Samier, with five citations.
Other authors have varying numbers of citations. This table also presents the author's institution of work or study. Institutions such as Muhammadiyah University of Yogyakarta, University of Strathclyde, Sayyid Ali Rahmatullah Tulungagung State
Islamic University, Islamic University of Indonesia, and others are associated with these authors. This table lists the country of origin of the institution or author. In this case, some writers come from Indonesia, while others come from other countries such as England (United Kingdom). The data in this table shows the most cited authors in the context of research on leadership in Islamic Education. Authors with many citations can demonstrate that their research and publications have had a significant impact and influence in this field. This information also provides an overview of institutions and countries actively producing academically recognized research on this topic.
Document Visualization
In visualizing research documents, researchers use the VOSviewer application.
VOSviewer is a bibliometric software application that analyses and visualizes scientific publication data. This application can be used to visualize the relationship between scientific publications, keywords, or authors in a scientific publication data set.
Figure 1. Network visualization of the emergence of shared keywords
The picture above shows a network visualization of shared keywords (at least 6).
It can be seen that "Education, Islam, Institution" is the most used keyword together. The size of the circle in the keyword can be this. The bigger the process, the keyword has been widely used by researchers related to Leadership in Islamic Education. The keyword table that has been selected will be displayed in the following table.
Table 4. Distribution of authors with the most citations
No Term Occurrences Relevance score
1 Education 150 0.1198
2 Islam 89 0.1963
3 Institution 72 0.1667
4 Approach 63 0.1458
5 Leader 60 0.4632
6 Development 53 0.1849
7 Activity 49 0.1443
8 Quality 46 0.2339
9 Teacher 41 0.4413
10 Problem 40 0.1636
11 Implementation 38 0.1127
12 Organization 36 0.7325
13 Concept 33 0.3502
14 Community 30 0.6016
15 Effort 30 0.1534
16 Character 29 0.4807
17 Islamic education institution 29 0.4561
18 Strategy 28 0.1535
19 Program 27 0.3684
20 Culture 26 0.4809
21 Challenge 25 0.9631
22 Attention 24 0.2882
23 Society 24 0.6959
24 Ability 23 0.2809
25 Performance 22 22.544
26 Perspective 22 11.179
27 Curriculum 21 0.5979
28 Islamic boarding school 21 10.265
29 Knowledge 21 0.3521
30 Skill 21 0.7729
31 Behavior 20 10.899
32 Leadership style 20 14.213
33 Practice 20 0.6799
34 Motivation 18 11.698
35 Personality 18 0.653
36 Principle 18 0.5916
37 Teaching 18 0.2699
38 Vision 18 0.4267
39 Pesantren 16 13.837
40 Educator 15 0.9146
41 Human resource 15 11.126
42 Islamic value 15 0.4129
43 Policy 15 0.3514
44 Spirit 15 0.7411
45 Training 15 0.278
46 Employee 14 23.447
47 Facility 14 10.543
48 Leadership model 14 0.7415
49 Resource 14 0.6028
50 Responsibility 14 0.7172
51 Technology 14 11.281
52 Transformation 14 14.356
53 Transformational leadership 14 13.274
54 Attitude 13 10.038
55 Foundation 12 0.466
56 Generation 12 16.701
57 Infrastructure 12 0.9749
58 Opportunity 12 0.759
59 Achievement 11 11.956
60 Action 11 0.9994
61 Competency 11 13.836
62 Globalization 11 15.338
63 Implication 11 19.873
64 Decision 10 16.333
65 Government 10 12.863
66 Islamic education teacher 10 23.476
67 Planning 10 0.4655
68 Modernization 9 27.505
69 Organizational culture 8 60.554
70 Prophetic leadership 8 13.811
71 Administration 7 12.051
72 Evaluation 7 14.466
73 Islamic tradition 7 41.384
74 Creativity 6 21.751
75 Innovation 6 27.942
Table 5 presents the distribution of keywords or terms that appear most frequently in the context of research on leadership in Islamic Education. This table provides information on the most relevant and frequently used keywords in the literature on this topic, the number of occurrences of the keywords, and their relevance scores. This table lists the keywords or terms that appear most frequently in research on leadership in Islamic Education. Some examples of keywords include "Education," "Islam,"
"Institution," "Approach," "Leader," "Development," and others. This table shows the number of occurrences of each keyword in the related literature. For example, the keyword "Education" appears 150 times, while the keyword "Islam" appears 89 times.
This table provides a relevance score for each keyword. The relevance score describes the extent to which these keywords are considered relevant in the context of leadership in Islamic Education.
The higher the relevance score, the higher the level of relevance of these keywords. For example, the keyword "Organization" has a high relevance score of 0.7325, while "Activity" has a lower relevance score of 0.1443. The data in this table provides insight into keywords frequently used and considered relevant in research on leadership in Islamic Education. This information can help researchers or readers understand the focus and critical issues often discussed in the literature. This table lists keywords that are considered necessary in research on leadership in Islamic Education.
Keywords such as "Leader," "Teacher," "Leadership style," "Pesantren" (boarding schools), "Transformational leadership," "Islamic education teacher," and "Prophetic leadership" appear in this table. This suggests that research and literature related to leadership in Islamic Education often emphasize the roles of leaders, teachers, and different leadership styles, as well as the influence of Islamic values and Islamic educational traditions on the context of leadership. This table provides a relevance score for each keyword. Some keywords have high relevance scores, such as "Organization"
with a score of 0.7325, "Employee" with a score of 23,447, "Generation" with a score of 16,701, and "Infrastructure" with a score of 0.9749. A high relevance score indicates that these keywords strongly relate to the study of leadership in Islamic Education. Some keywords have very high relevance scores, such as "Modernization" with a score of 27,505, "Organizational culture" with a score of 60,554, and "Islamic tradition" with a score of 41,384. A high score indicates that these keywords are highly influential in the context of leadership in Islamic Education and reflect significant issues in the study.
The data in this table provides an overview of keywords that often appear and are considered relevant in research on leadership in Islamic Education. This information can help the researcher or reader to understand the main issues, focus, and essential context influences in the literature and studies on this topic. This table shows a variety of topics discussed in research on leadership in Islamic Education. Some keywords reflect various aspects related to leadership, such as "Education," "Development," "Teacher,"
"Program," "Curriculum," and "Evaluation." This shows that research on leadership in Islamic Education covers various fields and topics related to educational development, the role of teachers, educational programs, curriculum, and evaluation. This table also includes keywords such as "Islamic values," "Culture," "Prophetic leadership," and
"Islamic tradition." This shows that research on leadership in Islamic Education often considers Islamic values, culture, traditions, and leadership based on Islamic teachings in the context of education. Focus on Quality Improvement: Keywords such as "Quality,"
"Performance," "Competency," and "Innovation" also appear in this table. This shows that research on leadership in Islamic Education often focuses on improving educational
quality, teacher performance, competence, and innovation in Islamic education. The data in this table provides an overview of the various topics discussed in research on leadership in Islamic Education. This information can help researchers or readers understand the various topics, research focuses, and critical issues discussed in the literature and studies on these topics.
Figure 2. Overlay Visualization of the emergence of shared keywords by year of publication
From the picture above, there are three different colours. This indicates a change in terms within a certain period. The new theme keywords are Strategy, Community, Skill, Creativity, Facility, Decision, Generation, Innovation, and Prophetic Leadership.
Figure 3. Density visualization of keyword pairs
The journal bibliography pair shown in Figure 3 is displayed with Density Visualization. The yellow colour indicates the density of a journal. The colour that changes to solid yellow indicates more keywords. Researchers use a threshold at this stage. Namely, the minimum number of publications from a journal is six publications that have been cited, as many as 6.
CONCLUSION
From the analysis and conclusions obtained, publications about leadership in Islamic Schools have increased yearly from 2019 to 2023—meanwhile, the most significant number of documents come from Indonesian authors. Proceedings of the ICECRS hold the top position as an institution or publisher with the most four documents.
In contrast, the author with the most citations is Firman-Mansir, with a total of 3 published documents and eight citations, followed by the writer Eugenie A Samier with a total of 3 and 5 citations of published papers and followed by writer Fitriyah with a total of 3 published documents and two citations. Keywords that appear a lot in joint events are Education, Islam, Institution, Approach, Leader, Development, Activity, Quality, Teacher and Problem. The new theme keywords are Strategy, Community, Skill, Creativity, Facility, Decision, Generation, Innovation, and Prophetic Leadership.
Therefore, these new themes can become new material for further research that addresses this field.
ACKNOWLEDGEMENT
I would like to extend our sincere gratitude to Lembaga Pengelola Dana Pendidikan (LPDP), Ministry of Finance of the Republic of Indonesia, for funding my master's studies.
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