In the rapidly evolving landscape of leadership, characterized by technological advancements and shifting organizational paradigms, the role of a leader has become increasingly complex. Effective leadership now requires not only sensitivity to emerging issues and adaptability to rapid changes but also the ability to leverage digital tools for effective communication within organizations (Oberer & Erkollar, 2018). As organizations confront the challenges of the digital era, there is a critical need to redefine leadership models to meet the demands of this new age (Wilkesmann & Wilkesmann, 2018). This evolution in leadership involves not only traditional management skills but also the integration and utilization of digital technologies to build cohesive teams, develop innovative solutions, and establish effective decision-making frameworks (Carpenter et al., 2024). The use of technology can increase potential, including in leadership (Awaludin et al., 2023; Fuadi et al., 2021; Onojah et al., 2021).

Digital leadership signifies a paradigm shift that emphasizes the incorporation of digital technologies into leadership practices, mirroring the broader trend towards digitalization in organizational operations and culture (Sağbaş & Erdoğan, 2022). This leadership model is particularly significant in the educational sector, where it supports alignment with national policies on human resource development and fosters innovative strategies to create a digitally adept workforce (Purnomo et al., 2024). In addition, there needs to be humanistic leadership (Budiningsih et al., 2023). Digital leaders must transcend traditional methods, utilizing information technology to overcome geographical and temporal barriers and achieve organizational goals (Uğural et al., 2020). Unlike their traditional counterparts, digital leaders need practical skills that enable them to guide and manage teams effectively without necessarily requiring deep technical expertise (Gutkowski, 2022).

In educational institutions, the application of digital leadership is crucial for facilitating growth and addressing the multifaceted challenges of the digital era (Gabriel, 2021). Effective digital leaders use social media and other digital tools to enhance connectivity and collaboration among team members, navigating the complexities of remote interactions and virtual management (Mulyanti et al., 2024). This approach to leadership emphasizes a holistic view of digital transformation, focusing on integrating digital technologies in ways that align with organizational objectives and enhance overall performance (Morgül & Findikli, 2023). The ability of digital leaders to swiftly adapt to technological changes is essential for maintaining organizational relevance and achieving strategic goals in a rapidly evolving environment (Malik et al., 2024).

The principles of Ki Hadjar Dewantara, a pioneering figure in Indonesian education, offer a valuable framework for integrating digital leadership into educational settings. Dewantara's leadership philosophy, encapsulated in the principles of "Ing Ngarsa Sung Tuladha" (setting an example), "Ing Madya Mangun Karsa" (creating an intention), and "Tut Wuri Handayani" (providing supportive guidance) (Sugiharto, 2021), emphasizes a holistic and supportive approach to leadership that remains relevant in the digital age. This model fosters a familial relationship between leaders and followers, aligning with contemporary needs for motivation, support, and collaborative problem-solving (Sentono, 2019). Dewantara's approach is particularly pertinent in the context of digital transformation, as it encourages leaders to exemplify and motivate their teams while supporting their creative potential and technological adaptation (Gubernatorov et al., 2021).

As globalization continues to influence leadership practices, there is an increasing emphasis on leaders who embody strong ethical values and are committed to sustainability and social justice (Marliani & Djadjuli, 2019)). Dewantara's leadership model, with its focus on integrating local cultural values with national educational goals, provides a framework for addressing modern challenges and opportunities in education (Mujahid et al., 2022). His approach advocates for an educational system that is both egalitarian and participatory, promoting an environment where students can develop according to their unique potentials and cultural backgrounds (Triwiyanto & Prasojo, 2019).

This research aims to explore the integration of digital leadership principles within Ki Hadjar Dewantara's educational framework, focusing on their application at Tamansiswa College. By developing a model that aligns Dewantara's leadership philosophy with contemporary digital practices, this study seeks to address the challenges of digital transformation in education and enhance leadership effectiveness in preparing students for a digitally connected society (Al Nuaimi et al., 2024)(Fang, 2023). This approach will contribute to a more comprehensive understanding of how traditional leadership models can be adapted to meet the demands of the digital age, ultimately advancing both educational outcomes and organizational performance.

The demographic profile data of the research sample presented in Table 1 summarizes the characteristics of the 116 respondents who participated in this study. Table 1 provides detailed details of the distribution of respondents' gender, age range, educational background, and years of teaching experience.

The distribution of male and female responders is about equal, with males accounting for 41% and females accounting for 59%. The largest proportion of respondents was within the age range of 41-50 years, accounting for 41% of the total. This was followed by respondents aged 31-40 years, comprising 33% of the sample. The vast majority of responders, 87%, have a graduated education level, while the remaining 13% are postgraduates. Fifty-one percent of respondents had worked as teachers for 1-10 years, while 33% had worked as teachers for 11-20 years.

The validity and reliability of the questionnaire, which served as the primary data collection instrument in this investigation, were initially assessed. The initial phase of the Partial Least Square analysis involves the assessment of the outer model. Analysis of the outer model is conducted using the PLS algorithm. In this investigation, the outer model was evaluated through reliability tests, discriminant validity tests, and convergent validity tests.

Table 2 displays the factor loading values for each item in Ki Hadjar Dewantara's leadership variable and the digital leadership variable, together with the results of the discriminant validity test. An indicator is declared valid if the outer loading value of the indicator is more than 0.60. The results of the analysis showed that all construct indicators had values ​​above the rule of thumb of 0.60. Therefore, it can be concluded that all research variable items have passed the convergent validity test.

The next test for convergent validity is to determine the average variance extracted (AVE) value. The AVE is calculated by comparing the amount of variance that can be captured from the construct to the variance caused by measurement error. The AVE is calculated using the PLS algorithm shown in Table 3.

A variable is considered legitimate if its AVE value exceeds 0.50. The AVE calculation findings presented in Table 3 indicate that all variables with reflective indicators have an AVE value over 0.5. All of these variables can be considered valid based on convergent validity.

The discriminant validity test employs the latent variable correlation value, which is computed using the Fornell Lacker criteria, to ascertain the correlation between variables. Additionally, the cross-loading value is calculated to determine the correlation between indicators and their respective variables. The table displaying the values of the Fornell Lacker criterion may be found in Table 4 below.

The Fornell-Larcker criteria table shows the root value of each AVE construct or variable. The AVE roots are indicated by numbers in bold. According to the Fornell Lacker Criterion, the latent variable correlation testing table indicates that the correlation value between the variables is higher than the correlation between these variables and other variables.

Apart from validity testing, model reliability is also evaluated through measurement. Reliability tests are carried out to show the precision, accuracy, and consistency of instruments when measuring constructs. Composite reliability and Cronbach alpha are two formative measures that can be used to assess construct reliability. However, Cronbach alpha will give lower results when used to measure value therefore, composite reliability is preferred. If the composite reliability and Cronbach alpha value are both more than 0.70, the reliability assessment of the construct used is generally considered reliable. The results of the Cronbach alpha and composite reliability tests can be seen in Table 5.

The composite reliability and Cronbach alpha values for each construct or latent variable are both greater than 0.70, as indicated by the aforementioned estimates. It is evident that each construct satisfies the composite reliability measurement criteria and exhibits satisfactory reliability.

A structural model for predicting causal relationships between variables or testing hypotheses is known as an inner model. Examining the Original Sample values ​​in the path coefficient model and R-square table to test the inner model or structural model.

The second test is conducted to evaluate the inner model, and the path coefficient value and t-statistical significance value are employed to indicate the level of significance in hypothesis testing. The path coefficient or inner model value that must be demonstrated by the t-statistic value at 5% alpha is 1.96. Run the bootstrapping algorithm in SmartPLS 3.0 to ascertain the path coefficients. Table 6 contains the path coefficient values that were tested.

The PLS bootstrapping technique is employed to calculate the inner model. The statistical T value for each relationship or path will be determined based on the results of the bootstrapping calculations. The test results indicate that the factors Digital literacy (0.691), Digital vision (0.642), Defense (0.834), Presence (0.876), Communication (0.856), Adaptability (0.846), and Self-awareness (0.891) are significant in the formation of the Digital Leadership construct. Likewise, the Ki Hajar Dewantara Leadership construct is significantly shaped by the factors Ing madya mangun karsa (0.868), Ing ngarsa sung tuladha (0.917), and Tut wuri handayani (0.898).

The test results demonstrate that Ki Hajar Dewantara’s leadership has a substantial impact on digital leadership. This is supported by the estimated coefficient of 0.850, which is statistically significant at the 5% significance level. Once the measurement evaluation is completed, a subsequent evaluation of the structural model is conducted by examining the R-square, which serves as a test of the model's goodness of fit. This test assesses the extent to which exogenous factors can explain the variations in endogenous variables. The analysis yielded an R-square value of 0.723, indicating that Ki Hajar Dewantara's leadership had a 72.3% influence on digital leadership. The R-square value of 0.723 in Figure 2 signifies the impact of exogenous variables on endogenous variables, falling within the good category.

The results of the Structural Equation Model research have successfully demonstrated that Ki Hajar Dewantara's Leadership exerts a substantial impact on Digital Leadership. The leadership trilogy by Ki Hajar Dewantara is highly suitable for school principals to implement in their digital leadership practices.

Ing ngarso sung tuladha, a Javanese philosophy that signifies the notion of a leader setting an example in front of others, is highly pertinent to contemporary digital leadership. Although the digital environment poses distinct difficulties, the fundamental principles of setting a good example continue to be essential (Petrova, 2022). By embodying Ing ngarso sung tuladha in the digital realm, leaders can inspire their teams, build trust, and navigate the complexities of the digital age effectively. Ing ngarso sung tuladha extends to fostering a collaborative digital environment (Abbu et al., 2022). School principals can achieve this by encouraging knowledge sharing and open communication; recognizing and rewarding digital contributions from team members; and creating opportunities for virtual teamwork and innovation (Urs et al., 2023).

Just as a traditional leader sets the tone through their actions, a digital leader must embody the desired online behavior. Regularly participate in online discussions, respond to queries, and share valuable insights. Maintain a respectful and courteous demeanor in all interactions, fostering a positive digital environment (Okdie & Ewoldsen, 2018). Openly share successes, challenges, and learnings to build trust and credibility. In a rapidly evolving digital world, leaders must demonstrate proficiency in relevant technologies and a commitment to continuous learning. This encourages team members to embrace digital tools and upskill themselves. Digital leaders have a responsibility to promote ethical behavior online.

The school principal has implemented the application of Ing ngarso sung tuladha values, such as humility and leading by example, in digital leadership. The school principal frequently emphasizes the accomplishments of team members in virtual meetings, school newsletters, or online forums. Emphasize the collaborative character of digital work and refrain from claiming sole credit for successes.

The school principal establishes online platforms or employs digital tools to collect feedback and suggestions from team members at all levels. Demonstrate the impact of these contributions on decisionmaking and publicly acknowledge their value. In a digital age, the school principal is emphasizing the importance of work-life balance (Adigüzel & Eryilmaz, 2023). This illustrates a dedication to personal health and serves as an example of healthy digital behaviors. The school principal is actively involved in the continuous development of skills and knowledge. This fosters a culture of perpetual learning and positions the leader as an active participant in their development. The principal of the school engages in digital discussions with respect and promotes the responsible use of technology. This establishes a positive precedent for others to emulate and cultivates a culture of ethical digital leadership (Tinmaz et al., 2023). These values can be embodied by digital leaders to establish a more ethical, productive, and positive online environment for their followers and teams.

Ing madya mangun karsa meaning "in the middle, building the spirit," is another facet of Ki Hajar Dewantara's philosophy that translates beautifully to digital leadership (Agus et al., 2020). The school principal can apply this principle in a digital context. The school principal empowers collaboration and co-creation which digital spaces offer incredible opportunities for collaborative work. Leaders embodying Ing madya mangun karsa can utilize collaborative platforms. The school principal encourages the use of project management tools, shared documents, and communication channels that allow for real-time input and idea exchange.

Leaders can implement Ing madya mangun karsa by offering opportunities for growth, such as online training, mentorship programs, or support for attending virtual industry events, to assist team members in enhancing their digital skills and advancing their professions. In the digital era, it is essential to establish a shared objective among teams. A clear digital strategy can be communicated by leaders through the use of online platforms to articulate the organization's digital objectives, which will clearly define the contributions of each team member to the overarching vision (Ghamrawi et al., 2024). By adopting the principle of "Ing madya mangun karsa," digital leaders can foster a team that is motivated, collaborative, and engaged, and that flourishes in the digital environment.

The practical measures that digital leaders can implement to exemplify Ing madya mangun karsa and promote innovation and value in a digital context (Shobron, 2020). The school principal establishes digital idea incubators by utilizing collaboration tools or creating online platforms that enable team members to freely share innovative ideas. The school principal will foster a culture in which calculated risks are encouraged and failures are regarded as learning opportunities by embracing digital experimentation and learning. Utilizing data and analytics to monitor the outcomes of digital experiments and adjust accordingly.

Digital leaders can establish a digital environment that is conducive to innovation and empowers teams to generate significant value for the educational organization by following these practical steps. By implementing the principle of Ing madya mangun karsa through these actions, digital leaders may establish a dynamic digital ecosystem where innovation is not only promoted but also ingrained inside the team. By using the principle of Ing madya mangun karsa in these ways, digital leaders can establish a digital atmosphere in which all team members feel appreciated, esteemed, and empowered to contribute their distinct abilities to the process of innovation.

Tut wuri handayani is a principle in Indonesian education that emphasizes a principal role as a guide and facilitator rather than an authoritarian figure. While not directly related to digital leadership, this concept can be applied to the digital age (Oberer & Erkollar, 2018). A Tut wuri handayani approach encourages digital leaders to foster a culture of self-directed learning, where team members are empowered to seek information, develop new skills, and adapt to the changing digital landscape.

The school principal can adopt the Tut wuri handayani principle by facilitating these collaborations, providing guidance and mentorship, and encouraging innovation within their teams. A key aspect of Tut wuri handayani is guiding teachers and students to be responsible individuals. In the digital world, this translates to promoting digital literacy, ethical online behavior, and critical thinking skills among team members (Adigüzel & Eryilmaz, 2023). Essentially, applying the principles of Tut wuri handayani to digital leadership encourages a more decentralized, adaptable, and empowered approach, which is highly relevant in our rapidly evolving digital world.

In essence, Tut wuri handayani in leadership development is about nurturing a culture of trust, empowerment, and continuous learning, where individuals are encouraged to discover and develop their leadership potential from within(Jong et al., 2022). In the practice of Tut wuri handayani leadership, the school principal fosters knowledge sharing and collaboration among participants and establishes platforms for peer mentoring, feedback sessions, and co-creation of solutions (Ghamrawi et al., 2024). Organizations can foster a new generation of empowered, independent, and effective leaders by incorporating the principles of Tut wuri handayani into the design, facilitation, and ongoing culture of leadership development programs.

Digital leadership development programs offer unique opportunities to incorporate mentorship and guidance in a way that aligns perfectly with Tut wuri handayani. School principals utilize online platforms specifically designed for mentorship, connecting emerging leaders with experienced mentors within or outside the organization (Butler-Henderson & Crawford, 2020). These platforms can facilitate communication, goal setting, resource sharing, and progress tracking. School principals use email, instant messaging, or video conferencing to facilitate regular communication and guidance between mentors and mentees (Guthrie & Meriwether, 2018). This allows for flexibility and accessibility, especially for geographically dispersed teams. School principals create virtual communities where aspiring leaders can connect with peers, share experiences, ask questions, and learn from each other in a supportive environment.

Integrating Tut wuri handayani principles with encourage teachers to trust their mentees' abilities and give them the autonomy to make decisions and learn from their experiences. By thoughtfully integrating mentorship and guidance into digital leadership development programs, school organizations can create a powerful framework for fostering empowerment, independence, and growth (Karakose & Tülübaş, 2023), embodying the true essence of Tut wuri handayani.

The leadership trilogy by Ki Hajar Dewantara comprising Ing Ngarso Sung Tuladha, Ing Madya Mangun Karsa, and Tut Wuri Handayani offers a highly relevant framework for school principals in the context of digital leadership. This study demonstrates that integrating these principles into digital leadership practices can significantly enhance the effectiveness of school leaders. Ing Ngarso Sung Tuladha, which emphasizes setting an exemplary standard, proves especially pertinent in the digital realm. By embodying this principle, leaders can inspire their teams, build trust, and effectively manage the complexities of digital environments. Leaders who set a positive example in their digital interactions foster a culture of accountability and collaboration. Ing Madya Mangun Karsa, which focuses on empowering collaboration and co-creation, is equally applicable in digital contexts. School principals who utilize digital tools to facilitate teamwork, recognize collective efforts, and support professional growth create an environment that leverages the potential of digital collaboration. This approach enhances team engagement and drives innovation. Tut Wuri Handayani, which positions the leader as a mentor and facilitator, is crucial for fostering a culture of autonomous learning. By adopting this principle, school principals can empower their team members to pursue knowledge independently, develop new skills, and adapt to the ever-changing digital landscape. This mentoring approach promotes a supportive and dynamic learning environment. In conclusion, the integration of Dewantara's principles into digital leadership practices offers valuable insights for school principals aiming to navigate the challenges of the digital age. The study underscores the importance of setting exemplary standards, fostering collaboration, and empowering team members. Future research should explore the application of these principles in diverse educational settings and investigate additional ways to enhance digital leadership. By embracing these principles, educational leaders can significantly improve their leadership effectiveness and drive positive outcomes in their digital practices.