[ABSTRAK
Tesis ini membahas tentang pelatihan kepemimpinan dalam perspektifkepemimpinan profetik. Analisis dalam penelitian ini menggunakan metodekualitatif dengan teknik analisis verbatim, menggunakan dua orang tim pakarsebagai penilai. Hasil dari penelitian ini berupa muatan kepemimpinan profetik,proses transfer materi pelatihan dan rekomendasi kurikulum pelatihankepemimpinan profetik pada pelatihan kepemimpinan organisasi kepemudaan.Secara khusus, distribusi materi pada kurikulum pelatihan kepemimpinan di tigaorganisasi kepemudaan yaitu IPNU (aspek kompetensi 65 %, aspek etika 35 %),KAMMI (aspek kompetensi 62%, aspek etika 38 %), dan HMI (aspek kompetensi52 %, aspek etika 48 %).

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ABSTRACT
This Thesis discusses leadership training in Prophetic Leadership perspective.Analysis in this study uses a qualitative method of analysis techniques verbatim,using a two-person team of experts as assessors. The results of this study in theform of charge prophetic leadership, the process of transfer of training materialsand recommendations prophetic leadership training curriculum on youthleadership training organization. In particular, the distribution of matter in theleadership training curriculum in three youth organizations namely IPNU (65%competence aspects, ethical aspects 35%), KAMMI (62% competence aspects,ethical aspects 38%), and HMI (52% competence aspects, ethical aspects 48%), This Thesis discusses leadership training in Prophetic Leadership perspective.Analysis in this study uses a qualitative method of analysis techniques verbatim,using a two-person team of experts as assessors. The results of this study in theform of charge prophetic leadership, the process of transfer of training materialsand recommendations prophetic leadership training curriculum on youthleadership training organization. In particular, the distribution of matter in theleadership training curriculum in three youth organizations namely IPNU (65%competence aspects, ethical aspects 35%), KAMMI (62% competence aspects,ethical aspects 38%), and HMI (52% competence aspects, ethical aspects 48%)]