Introduction. The research is urgent since the application of Ki Hadjar Dewantara’s trilogy of leadership is still being conducted under conventional methods in educational institutions. The theoretical framework of Nature, Form, Content, and Rhythm in the Tamansiswa teachings forms the basis for the application of Ki Hadjar Dewantara’s leadership trilogy to accommodate the advancements in technology of the 21st century. Conceptual literacy leadership and digital leadership are essential for expediting the application of Ki Hadjar Dewantara’s leadership trilogy in educational institutions within the digital age. The objective of this study is to assess the quality of alignment between the integration model of literacy leadership and digital leadership in Ki Hadjar Dewantara’s leadership trilogy.
Study participants and methods. This study uses a quantitative research method with a survey technique with 200 respondents. Data collection using a Likert scale questionnaire distributed to teachers, staff, and principals to measure the variables of Ki Hadjar Dewantara Leadership, Literacy Leadership variables, and Digital Leadership variables. Structural equation modeling (SEM) analysis is used to test complex causal relationships in hypothetical models.
Results. The principal’s implementation of the Ki Hadjar Dewantara Leadership Trilogy was deemed satisfactory by the majority of teachers, with an overall achievement rate of 74.98%. The implementation of the Ki Hadjar Dewantara Leadership Trilogy is significantly positively correlated with the principal’s literacy (0.434) and digital (0.476) leadership traits. This implies that principals who implement the Trilogy are more likely to exhibit robust literacy and digital leadership traits, as indicated by a determination coefficient (R2) of 0.780. The results of this hypothetical study suggest that the integration of the Ki Hadjar Dewantara leadership trilogy in schools can be significantly influenced and strengthened by strong literacy leadership and digital leadership.
Practical significance. By embracing this integrated approach, school leaders can create a brighter future for their students, empowering them to become effective communicators, critical thinkers, and responsible digital citizens. When leaders “Ing ngarsa sung tulodo» they inspire and motivate others to embrace literacy and digital fluency. This creates a culture of continuous learning and growth. “Ing madya mangun karsa” empowers educators, and leaders to create a dynamic learning environment where both teachers and students feel confident and motivated to excel in literacy and digital skills. The “Tut wuri handayani” principle ensures that no one is left behind in the pursuit of literacy and digital fluency. Leaders provide a safety net, offering support and guidance to ensure everyone can thrive in a technology-rich learning environment.
Keywords: Ki Hadjar Dewantara, leadership trilogy, literacy leadership, digital leadership, school leadership
For Reference: Supriadi, D., Hadi, S., Purnami, A. S., Clara. Ki Hadjar Dewantara’s leadership trilogy incorporates an integration model of literacy leadership and digital leadership. Perspektivy nauki i obrazovania = Perspectives of Science and Education, (2), 731–748. https://doi.org/10.32744/pse.2025.2.47
Information about the authors:
Didi Supriadi (Indonesia, Yogyakarta) — Doctor, Postgraduate, Lecturer. Universitas Sarjanawiyata Tamansiswa. E-mail: didi.supriadi@ustjogja.ac.id
Syamsul Hadi (Indonesia, Yogyakarta) — Doctor, Postgraduate, Lecturer. Universitas Sarjanawiyata Tamansiswa. E-mail syamsul.hadi@ustjogja.ac.id
Agustina Sri Purnami (Indonesia, Yogyakarta) — Doctor, Postgraduate, Lecturer. Universitas Sarjanawiyata Tamansiswa. E-mail: purnami@ustjogja.ac.id
Clara (Indonesia, Yogyakarta) — Undergraduate, Student. Universitas Sarjanawiyata Tamansiswa. E-mail: clara@student.ustjogja.ac.id
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