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All Journal Munaddhomah: Jurnal Manajemen Pendidikan Islam Journal of Educational Management Research Edukasiana : Journal of Islamic Education Educazione: Journal of Education and Learning
Mona Novita
Universitas Nurul Jadid, Indonesia
Religion Arts Humanities Education Social Sciences Other

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Spiritual and Value-Based Islamic Educational Leadership in Indonesia: A Hermeneutic Inquiry into Love, Moderation, and Institutional Management Mona Novita; Teten Jalaludin Hayat; Najiburrohman Najiburrohman; Abu Hasan Agus R; Hefniy Hefniy
Munaddhomah: Jurnal Manajemen Pendidikan Islam Vol. 7 No. 2 (2026): Progressive Management of Islamic Education
Publisher : Prodi Manajemen Pendidikan Islam Pascasarjana Institut Pesantren KH. Abdul Chalim Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31538/munaddhomah.v7i2.2571

Abstract

This study proposes a conceptual framework that articulates the philosophical resonance between the spiritual-ethical teachings of Tanbih by Sheik Abdullah Mubarok a foundational text of the Qadiriyyah–Naqshabandiyyah Suryalaya tradition and Indonesia’s Love-Based Curriculum (Kurikulum Berbasis Cinta, KBC), a recent policy initiative of the Ministry of Religious Affairs, in shaping spiritual and value-based Islamic educational leadership. Drawing on philosophical hermeneutics (Gadamer), the research conducts a comparative interpretive analysis of these two texts to examine how the values of divine love (maḥabbah) and moderation (wasaṭiyyah/tawāzun) inform leadership orientation, ethical authority, and institutional direction within Islamic educational settings. The analysis identifies four interrelated dimensions of educational leadership: (1) an ontological foundation of leadership grounded in relational unity through divine love; (2) an ethical framework that reconciles spiritual integrity and civic responsibility through balance and moderation; (3) a compassionate pedagogical leadership approach that deepens the KBC’s “connection before correction” principle through the Sufi discipline of adab; and (4) a service-oriented leadership orientation rooted in rendah babarengan (humility in togetherness), re-envisioned as institutional khidmah. This study contributes to the field of Islamic Educational Leadership and Management by reframing leadership not merely as administrative control, but as a spiritually grounded, value-based practice that integrates ethical governance, compassionate pedagogy, and institutional responsibility. While the framework is conceptual and untested empirically, it offers a hermeneutically grounded theoretical foundation for future action research and case studies in madrasahs and other Islamic educational institutions. The study further invites scholarly inquiry into how locally rooted spiritual epistemologies can inform contemporary educational leadership and policy without being reduced to instrumental or bureaucratic functions.
Integrative Islamic Religious Education as a Transformational Pathway to Sustainable Character and the Sustainable Development Goals (SDGs) Muhammad Eko Arief Wijaksono; Moh. Affan; Siswanto; Mona Novita
Educazione: Journal of Education and Learning Vol. 4 No. 1 (2026)
Publisher : Al-Qalam Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/educazione.v4i1.2417

Abstract

The Sustainable Development Goals have placed education at the center of global efforts to build a more equitable and sustainable world, yet much of the discourse still treats sustainability as a cognitive and policy matter, leaving its moral and spiritual foundations underdeveloped. Within this gap, Islamic Religious Education holds considerable but insufficiently theorized potential, since existing studies tend to affirm the correspondence between Islamic values and sustainability without explaining how it becomes educationally consequential. This study aims to reconstruct how Integrative Islamic Religious Education can serve as a strategic framework for embedding sustainability values within character education. Employing a qualitative library research design through a systematic library review, it analyzes peer-reviewed scholarship published between 2015 and 2025 using thematic content analysis. The findings show that integration operates not by adding new content but through value internalization, curriculum contextualization, and experiential learning, in which principles such as ‘adl (justice), amanah (responsibility), rahmah (compassion), and khalifah fil ardh (stewardship of the earth) are aligned with sustainability as shared moral commitments rather than imposed secular targets. The analysis locates integration at the axiological rather than the epistemological level and identifies pedagogy as the decisive mechanism that translates values into sustainable character. The principal implication concerns transformational education and learning, since the study frames Islamic ethical values as interpretive frames through which learners are reoriented toward sustainability at the level of disposition and worldview, offering a religiously grounded model of transformational pedagogy that now awaits empirical testing.
Digital Transformation of Santri: Integrating Learning Organisation with Adaptive Learning in Pesantren Sofwan Manaf; Mona Novita; Miftah Hur Rahman Zh; Zahid Zufar At Thaariq; Athia Nur Kamilah
Edukasiana: Journal of Islamic Education Vol. 5 No. 1 (2026): Edukasiana: Journal of Islamic Education
Publisher : Universitas Darunnajah Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61159/edukasiana.v5i1.803

Abstract

Digital transformation in Islamic boarding schools requires integrating learning organization models with adaptive learning to address the challenges of the Industrial Revolution 4.0 and society 5.0. This article aims to analyze the construction of the integration of the two concepts in the context of digitization of students in Indonesian Islamic boarding schools. The study focuses on a technology-based adaptive learning model associated with the five Senge disciplines in pesantren governance. The method used is a Systematic Literature Review (SLR) following the PRISMA protocol, based on 35 Scopus- and Sinta-indexed articles published between 2015 and 2025. The results of the study show that the integration of learning organization and adaptive learning forms four dimensions of transformation, namely modernization of data-based curriculum, strengthening the digital capacity of ustadz and students, system-based governance, and preservation of Islamic values. These findings confirm that the Islamic boarding schools that have succeeded in transforming are those that make collective learning a culture and personalize learning as a strategy. It is concluded that the Senge-Adaptive Learning hybrid framework is feasible as a model for digital pesantren governance.
Leadership of Madrasah Principals in Fostering Professional Work Ethic among Educational Staff: A Case Study in Indonesian Islamic Schools Mawardi; Elza Eka Putri; Mona Novita; Darma Wisata
Journal of Educational Management Research Vol. 4 No. 5 (2025)
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jemr.v4i5.873

Abstract

This study aims to examine how madrasah principals enact leadership practices to foster professional work ethic among educational staff in Indonesian Islamic schools. Educational institutions are not only sites of knowledge transmission but also arenas for cultivating ethical conduct and professional discipline. In madrasah contexts, professional work ethic is inseparable from the moral legitimacy of institutions grounded in Islamic values. Employing a qualitative case study design, data were collected through semi-structured interviews, participant observation, and document analysis. Thematic analysis was used to interpret leadership practices within their organizational and cultural contexts. The findings show that values-based leadership, enacted through moral exemplarity and ethical modeling, is a primary driver of the formation of a professional work ethic. Participatory and relational leadership strengthens organizational commitment, trust, and work discipline by fostering psychological ownership and inclusive governance. Ethical norms are institutionalized through formal routines and informal socialization, enabling the reproduction of professional standards beyond direct supervision. Leadership influence operates at micro, meso, and macro levels through exemplarity, participation, and cultural embedding. These mechanisms jointly cultivate self-regulation, accountability, and service orientation. This study contributes an integrative, culturally grounded framework for ethical leadership in faith-based education and recommends leadership development programs that emphasize ethical embodiment, participatory governance, and institutionalized routines.
Co-Authors Abu Hasan Agus R Athia Nur Kamilah Darma Wisata Elza Eka Putri Hefniy Hefniy Mawardi Miftah Hur Rahman Zh Moh. Affan Muhammad Eko Arief Wijaksono Najiburrohman Najiburrohman Siswanto Sofwan Manaf Teten Jalaludin Hayat Zahid Zufar At Thaariq