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All Journal Journal of General Education and Humanities Bulletin of Educational Management and Innovation
Djoko Susilo
Universitas Islam Negeri Palangka Raya
Humanities Education Languange, Linguistic, Communication & Media Mathematics Other

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Integrating eco-theology into good school governance: Madrasah leadership practices at MIS Norhidayah Pundu Djoko Susilo; Ibnu Elmi A. S. Pelu
Bulletin of Educational Management and Innovation Vol. 4 No. 1 (2026): Bulletin of Educational Management and Innovation
Publisher : Rafandha Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56587/bemi.v4i1.130

Abstract

Background: Environmental degradation calls madrasahs to practice governance that is not only transparent and accountable but also rooted in Islamic eco-theological values. This study focuses on how leadership can integrate Good School Governance with the principles of khalīfah fī al-arḍ and amanah in daily institutional practice. Purpose: This research aims to analyse how eco-theological values are integrated into Good School Governance through the principal’s leadership at MIS Norhidayah Pundu. Method: The study employs a qualitative intrinsic case study design, using participatory observation, semi-structured interviews with the principal and teachers, and analysis of institutional documents related to governance and environmental programs. Findings: The findings reveal four pillars of eco-theology-based GSG: (1) transparency guided by a “Green Madrasah” vision; (2) participatory conservation and waste management practices; (3) accountability through environmentally oriented budgeting, energy conservation, and eco-friendly facilities; and (4) integration of Islamic and environmental values into the curriculum and madrasah culture. Inclusive and spiritually transformational leadership enables governance to move beyond administrative compliance toward sustainability grounded in religious motivation.
A Value-Based Islamic Education Management Model: A Case Study of Love-Based Curriculum Implementation in Developing Humanistic School Culture Djoko Susilo; Khairil Anwar; Mowafg Abrahem Masuwd
Journal of General Education and Humanities Vol. 5 No. 2 (2026): April
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i2.1245

Abstract

This study examines how a love-based curriculum is institutionalized within Islamic education management to develop a humanistic school culture. The research addresses the persistent gap between value-based educational leadership discourse and its practical implementation in institutional management, particularly in faith-based schooling contexts. This research employed a qualitative interpretive case study design conducted at MAN Kotawaringin Timur, Indonesia. Data were collected from 24 participants, including school leaders, teachers, staff members, students, and a school committee representative, through in-depth interviews, participatory observations, and analysis of institutional documents. Data were analyzed using iterative thematic coding to identify patterns of value integration across management practices. The findings reveal that the love-based curriculum functions not only as a pedagogical approach but also as an organizational governance framework embedded in four interconnected managerial dimensions: value-oriented strategic planning, empathetic-participatory leadership, dialogical learning practices, and continuous character-oriented evaluation. These dimensions collectively form an integrative Islamic education management model that transforms ethical values into institutional drivers shaping relational trust, psychological safety, and student social-religious engagement. Theoretically, this study contributes to value-based educational leadership and school culture research by conceptualizing love as an institutional governance mechanism within Islamic educational management.
Co-Authors Ibnu Elmi A. S. Pelu Khairil Anwar Mowafg Abrahem Masuwd