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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

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

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

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

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.

Socio-Cultural Dimensions of Islamic Education: A Systematic Literature Review of Studies In Indonesia And Africa (2020–2025) Mahmud Mahmud; Mohamad Erihadiana; Atep Muhammad Lutfi; Iska Fatmawati; Mukhamad Najikh
Enrichment: Journal of Multidisciplinary Research and Development Vol. 3 No. 8 (2025): Enrichment: Journal of Multidisciplinary Research and Development
Publisher : International Journal Labs

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55324/enrichment.v3i8.543

This study aims to map and synthesize the body of research concerning the socio-cultural dimensions of Islamic education in Indonesia and Africa from 2020 to 2025. Employing the Systematic Literature Review (SLR) methodology aligned with PRISMA 2020 guidelines, the research systematically analyzed 20 Scopus-indexed and peer-reviewed journal articles. The findings reveal five dominant themes: (1) community-based learning and the institutional role of Islam in social capital development; (2) integration of local cultural wisdom in Islamic pedagogy; (3) gender equity and inclusivity; (4) the digital transformation of Islamic education during and after the COVID-19 pandemic; and (5) educational governance and policy in postcolonial contexts. Indonesian scholarship predominantly highlights pesantren and madrasah as harmonizers between Islamic teachings and local traditions. Conversely, African research emphasizes colonial legacy, plural epistemologies, and struggles for educational access and epistemic decolonization. The synthesis demonstrates that Islamic education functions as a bridge between religion, culture, and modernity sustaining cultural resilience while fostering transformative learning and social renewal.

Financial Sustainability of Private Islamic Secondary Schools in Indonesia: An Integrative Analysis Using HHI, Educational Investment Theory, and Islamic Education Management Hidayat Hidayat; Atep Muhammad Lutfi; Badrudin Badrudin; Qiqi Yuliati Zaqiah; Mukhamad Najikh
Jurnal Iman dan Spiritualitas Vol. 6 No. 3 (2026): Jurnal Iman dan Spiritualitas
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jis.v6i3.55126

The financial sustainability of private Islamic senior secondary schools in Indonesia represents a strategic challenge that has received limited scholarly attention through systematic financial sustainability frameworks. This study aims to diagnose the sustainability of financing, analyze the orientation of educational investment, and evaluate budgeting practices through the lens of Islamic Education Management (IEM) at Madrasah Aliyah Mathla'ul Anwar Pameuntasan, Bandung Regency. A qualitative approach with a single case study design was employed; data were gathered through semi-structured interviews with three key informants guided by a structured interview protocol encompassing four thematic domains, field observation, and documentary analysis of e-RKAM data for fiscal year 2025, analyzed using the Miles–Huberman–Saldana interactive model supplemented by Herfindahl–Hirschman Index (HHI) calculations. Findings indicate: (1) revenue concentration formally reaches HHI = 1.0 with a 0% operating margin and no financial reserves, signaling a financially vulnerable condition; (2) a critical investment allocation distortion exists between physical infrastructure (19.6%) and teacher professional development (0.5%); and (3) the institution partially fulfills the amanah and shaffafiyyah principles but remains deficient in the maslahah and istimrar dimensions. Two testable propositions are advanced, and this study contributes an integrative, e-RKAM-based diagnostic framework for private Islamic secondary schools within an IEM context.

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