Article Per Year (5 Year)
p-Index From 2021 - 2026
0.702
P-Index
This Author published in this journals
All Journal International Journal of Nusantara Islam Educenter: Jurnal Ilmiah Pendidikan International Journal of Nusantara Islam EDUCENTER JURNAL PENDIDIKAN
Atep Muhammad Lutfi
UIN Sunan Gunung Djati Bandung
Religion Arts Humanities Economics, Econometrics & Finance Education Health Professions Social Sciences

Published : 4 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 4 Documents
Search

 1 
Work pressure management in Islamic educational administration: insights from Fathi Abu Nasr Atep Muhammad Lutfi; Mukhamad Najikh; Iska Fatmawati; Ateng Ruhendi; Izzuddin Musthafa
Educenter : Jurnal Ilmiah Pendidikan Vol. 5 No. 2 (2026): Educenter: Jurnal Ilmiah Pendidikan
Publisher : ARKA INSTITUTE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55904/educenter.v5i2.1952

Abstract

This study examined work pressure management within Islamic educational administration by bringing Fathi Abu Nasr’s ideas into dialogue with contemporary management theory. The study addressed a gap in the literature: modern discussions of organizational stress are largely framed through psychological and behavioral perspectives, while systematic comparative analyses that connect Islamic educational administration with contemporary management remain limited. Using qualitative library research and comparative content analysis, the study analyzed Abu Nasr’s educational management framework alongside modern perspectives on stress regulation, emotional intelligence, and organizational support. The findings show that both perspectives emphasize self-regulation, motivation, and supportive environments, but differ in their epistemological foundations and ultimate aims. Abu Nasr’s framework grounds work pressure management in spiritual discipline, ethical responsibility, and accountability before God, whereas contemporary management primarily approaches it as a matter of adaptation, effectiveness, and well-being. Based on this comparison, the study proposes a holistic model of work pressure management that integrates spiritual regulation, ethical leadership, cognitive-behavioral adaptation, and organizational support. This model contributes to Islamic educational administration by linking productivity, psychological resilience, and transcendental accountability in a more integrated conceptual framework.
Work pressure management in Islamic educational administration: insights from Fathi Abu Nasr Atep Muhammad Lutfi; Mukhamad Najikh; Iska Fatmawati; Ateng Ruhendi; Izzuddin Musthafa
Educenter : Jurnal Ilmiah Pendidikan Vol. 5 No. 2 (2026): Educenter: Jurnal Ilmiah Pendidikan
Publisher : ARKA INSTITUTE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55904/educenter.v5i2.1952

Abstract

This study examined work pressure management within Islamic educational administration by bringing Fathi Abu Nasr’s ideas into dialogue with contemporary management theory. The study addressed a gap in the literature: modern discussions of organizational stress are largely framed through psychological and behavioral perspectives, while systematic comparative analyses that connect Islamic educational administration with contemporary management remain limited. Using qualitative library research and comparative content analysis, the study analyzed Abu Nasr’s educational management framework alongside modern perspectives on stress regulation, emotional intelligence, and organizational support. The findings show that both perspectives emphasize self-regulation, motivation, and supportive environments, but differ in their epistemological foundations and ultimate aims. Abu Nasr’s framework grounds work pressure management in spiritual discipline, ethical responsibility, and accountability before God, whereas contemporary management primarily approaches it as a matter of adaptation, effectiveness, and well-being. Based on this comparison, the study proposes a holistic model of work pressure management that integrates spiritual regulation, ethical leadership, cognitive-behavioral adaptation, and organizational support. This model contributes to Islamic educational administration by linking productivity, psychological resilience, and transcendental accountability in a more integrated conceptual framework.
Reorientation of Multicultural Education Curriculum in Indonesia: Perspective of Global Education Issues and Implications for Islamic Education Management Iska Fatmawati; Uus Ruswandi; Atep Muhammad Lutfi; Ade Abdullah Sidiq; Eva Saufana
International Journal of Nusantara Islam Vol 14 No 2 (2026): International Journal of Nusantara Islam
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/ijni.v14i2.56265

Abstract

This study aims to analyze the urgency of reorienting the Multicultural Education curriculum in Indonesia in response to global education dynamics, including curriculum decolonization and the strengthening of global citizenship. The changing paradigm of global education demands that the national education system not only emphasize knowledge transfer but also the formation of diversity awareness, social justice, and cultural identity in the context of an increasingly pluralistic society. This study uses a descriptive qualitative method and a library research approach to analyze national and international literature on the multicultural curriculum, educational globalization, and the management of Islamic education. The analysis is conducted by placing the perspective of Islamic Education Management as a conceptual framework in understanding the dynamics of curriculum change. The results show that the implementation of multicultural education in Indonesia still tends to be normative and ceremonial, limited to strengthening the value of tolerance without being followed by a more transformative reconstruction of the curriculum, learning strategies, or institutional governance. As a result, multicultural education has not fully functioned as a strategic instrument in building students' global competencies. This study introduces a novel conceptual framework for Integrative Multicultural Curriculum Reorientation that combines the perspective of global citizenship with the value of religious moderation (wasatiyah) in the governance of the Islamic education curriculum. This model emphasizes integrating diversity values, religious identity, and global competency through a systemic approach to curriculum management. Thus, reorienting the multicultural curriculum not only strengthens social cohesion in a pluralistic society but also serves as a crucial strategy for Islamic educational institutions to produce graduates who are adaptive to global challenges and firmly rooted in Islamic values.
Reorientation of Multicultural Education Curriculum in Indonesia: Perspective of Global Education Issues and Implications for Islamic Education Management Iska Fatmawati; Uus Ruswandi; Atep Muhammad Lutfi; Ade Abdullah Sidiq; Eva Saufana
International Journal of Nusantara Islam Vol 14 No 2 (2026): International Journal of Nusantara Islam
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/ijni.v14i2.56265

Abstract

This study aims to analyze the urgency of reorienting the Multicultural Education curriculum in Indonesia in response to global education dynamics, including curriculum decolonization and the strengthening of global citizenship. The changing paradigm of global education demands that the national education system not only emphasize knowledge transfer but also the formation of diversity awareness, social justice, and cultural identity in the context of an increasingly pluralistic society. This study uses a descriptive qualitative method and a library research approach to analyze national and international literature on the multicultural curriculum, educational globalization, and the management of Islamic education. The analysis is conducted by placing the perspective of Islamic Education Management as a conceptual framework in understanding the dynamics of curriculum change. The results show that the implementation of multicultural education in Indonesia still tends to be normative and ceremonial, limited to strengthening the value of tolerance without being followed by a more transformative reconstruction of the curriculum, learning strategies, or institutional governance. As a result, multicultural education has not fully functioned as a strategic instrument in building students' global competencies. This study introduces a novel conceptual framework for Integrative Multicultural Curriculum Reorientation that combines the perspective of global citizenship with the value of religious moderation (wasatiyah) in the governance of the Islamic education curriculum. This model emphasizes integrating diversity values, religious identity, and global competency through a systemic approach to curriculum management. Thus, reorienting the multicultural curriculum not only strengthens social cohesion in a pluralistic society but also serves as a crucial strategy for Islamic educational institutions to produce graduates who are adaptive to global challenges and firmly rooted in Islamic values.
Co-Authors Ade Abdullah Sidiq Ateng Ruhendi Eva Saufana Iska Fatmawati Iska Fatmawati Izzuddin Musthafa Mukhamad Najikh Ruswandi, Uus