Transformational Leadership in Responding to the Challenges of the Industrial Revolution 4.0 in Vocational Education Institutions

Agus Mulyanto; Cep Agung Muharam; Narkum; Ilfi Johar Nafisah; Sifa Malihatul Husna

doi:10.59890/ijatss.v3i4.6

Authors

Agus Mulyanto Universitas Islam Nusantara
Cep Agung Muharam STAI Baitul Arqom Al-Islami
Narkum STAI KH. E.Z. Muttaqin
Ilfi Johar Nafisah STAI Assiddiqiyah
Sifa Malihatul Husna Praktisi Pendidikan, Purwakarta

DOI:

https://doi.org/10.59890/ijatss.v3i4.6

Keywords:

Transformational Leadership, Vocational Education, Industrial Revolution 4.0, Curriculum Development

Abstract

This article examines the integration of digital technologies, automation, and artificial intelligence (AI) as key elements of the Industrial Revolution 4.0, which has fundamentally transformed production and industry since its introduction at Hannover Messe in 2011. The impact of this revolution requires a proactive approach in vocational education, focusing on the development of both practical and soft skills to prepare a competent workforce for emerging job roles. This study aims to identify and analyze transformational leadership strategies in vocational education, and highlight their role in enhancing educational effectiveness and equipping students with the skills needed to thrive in a rapidly changing industrial landscape. This study uses a qualitative approach to explore the phenomenon of transformational leadership in facing the challenges of the Industrial Revolution 4.0 in vocational education institutions, especially at the SMK Negeri 1 Purwakarta Vocational Training Center. The case study method was chosen to gain an in-depth understanding of the specific situation in the institution, by collecting data through in-depth interviews, observations, and document reviews. The subjects of the study consisted of institutional leaders, teachers, and students, with a total of 15 participants providing diverse perspectives on the impact of transformational leadership on curriculum development and relevant educational practices in the digital era. The results showed that institutional leaders implemented transformational leadership strategies that included adaptive curriculum development, increasing teacher engagement, and creating innovative learning environments

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