https://jurnal.geinrafflesia.com/index.php/JPR <p style="text-align: justify;">e-ISSN <a href="https://issn.perpusnas.go.id/terbit/detail/20221217330101614">2962-0643</a></p> <p style="text-align: justify;">Rafflesia Educational Journal is an electronic journal that focuses on scientific articles on educational issues in general published by CV. Generasi Insan Rafflesia since January 2022. a platform for professionals and researchers to contribute innovative works in the field of education written in English and Indonesian.<br />Rafflesia Education Journal Published in July-December and January-June.</p> <p style="text-align: justify;">The submitted manuscript has never been published anywhere either in print or electronically. Authors must refer to the author guidelines before submitting manuscripts. Manuscripts submitted will then be evaluated and edited in terms of format, terms used, and other applied styles.</p> <p style="text-align: justify;">Manuscript Accountability Accountability in the contents of the manuscript will be the responsibility of the author. Manuscripts of the Rafflesia Educational Journal that have been published can be accessed and downloaded for free regarding publishing ethics and copyright from the Electronic Journal Portal CV. Generasi Insan Rafflesia (https://jurnal.geinrafflesia.com/index.php/JPR)</p> CV. Generasi Insan Rafflesia en-US Jurnal Pendidikan Rafflesia 2962-0643 https://jurnal.geinrafflesia.com/index.php/JPR/article/view/157 <p><em>Early exposure to digital devices can interfere with children's brain and emotional development, such as poor long-term memory, weakened concentration, and unstable emotions, while the Book of Tarbiyatul Aulad fil Islam by Abdullah Nashih Ulwan is an Islamic children's education guide that emphasizes seven main aspects: faith, moral, physical, intellect, psychological, social, and sexual. Although written before the advent of digital technology, the principles outlined remain relevant in the face of the challenges of the modern era. The phenomenon of gadgets, social media, and the unlimited flow of information can be a threat to children's moral development, concentration, and moral resilience. Therefore, the values offered by Ulwan—such as the habit of worship, the cultivation of honesty, parental example, environmental control, and full supervision of the development of children's intellect and soul—can be used as a digital framework for Islamic parenting. Through an exemplary approach, habituation, advice, supervision, and discipline, parents are expected to be able to guide children to remain strong in faith and morals even though they live in the midst of the onslaught of digital culture.</em></p> Tantriadi Tantriadi Muhammad Yunan Harahap Charles Rangkuti Copyright (c) 2026 Tantriadi Tantriadi, Muhammad Yunan Harahap, Charles Rangkuti https://creativecommons.org/licenses/by-sa/4.0 2026-05-21 2026-05-21 4 2 71 76 10.70963/jpr.v4i2.157 https://jurnal.geinrafflesia.com/index.php/JPR/article/view/158 <p>This study aims to analyze the principal's leadership in developing teacher competency at Muzdalifah Special Needs School (SLB C) in Medan and to identify supporting and inhibiting factors in this process. This study used a descriptive qualitative approach. Subjects included the principal and teachers of SLB C Muzdalifah. Data collection techniques included in-depth interviews, observation, and documentation. Data were analyzed using data reduction, data presentation, and conclusion drawing techniques.The results indicate that the principal implements democratic and visionary leadership, manifested through two-way communication, ongoing academic supervision, motivation, and participatory decision-making. This leadership contributes significantly to improving the pedagogical, professional, social, and personal competencies of teachers in serving students with special needs. Supporting factors for principal leadership include high leadership commitment, a collaborative work culture, teacher participation, and external training and partnerships. Inhibiting factors include budget constraints, uneven educational qualifications for SLB teachers, and the complex characteristics of students with special needs. This study confirms that participatory principal leadership and a focus on professional development play a crucial role in improving teacher quality and educational services in special needs schools.</p> Sugiarjo Sugiarjo Mhd. Habibu Rahman Danny Abrianto Copyright (c) 2026 Sugiarjo Sugiarjo, Mhd. Habibu Rahman , Danny Abrianto https://creativecommons.org/licenses/by-sa/4.0 2026-05-22 2026-05-22 4 2 77 84 10.70963/jpr.v4i2.158