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All Journal International Journal of Education Research and Development Academicus
Eka Apriani
Institut Agama Islam Negeri Curup, Indonesia
Education Languange, Linguistic, Communication & Media Mathematics Other

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Artificial Intelligence-Based Islamic Education Management: Madrasah Governance Innovation in the Digital Era Didi Kosmanto; Yusman Haris; Jenny fransiska; Idi Warsah; Jumira Warlizasusi; Eka Apriani; Destriani Destriani
International Journal of Education Research and Development Vol. 6 No. 1 (2026): March
Publisher : Yayasan Corolla Education Centre

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52760/ijerd.v6i1.150

Abstract

The accelerating pace of digital transformation has heightened the demand for governance innovation in Islamic education institutions, particularly madrasahs striving to balance managerial effectiveness with ethical accountability. Although existing literature has explored digitalization in Islamic education, empirical research that explicitly addresses Artificial Intelligence-Based Islamic Education Management as a form of madrasah governance innovation remains limited. This study aims to investigate how AI-based Islamic education management is implemented and how it contributes to governance innovation in the digital era. A qualitative case study design was employed in selected madrasahs that have initiated digital transformation and adopted AI-supported management systems. Participants included madrasah principals, vice principals, senior teachers, academic coordinators, and information system operators who were directly involved in governance and managerial decision-making. Data were collected through semi-structured interviews, non-participant observations, and document analysis. The data were analyzed thematically to identify recurring patterns related to governance practices and innovation processes. The findings demonstrate that Artificial Intelligence-Based Islamic Education Management enhances governance effectiveness by enabling data-driven decision-making, improving administrative efficiency, and strengthening transparency and accountability in line with Islamic ethical values such as amanah and shūrā. Nevertheless, challenges related to digital literacy, infrastructure readiness, and ethical concerns regarding data use remain evident. The study implies that while AI-based management offers substantial potential for madrasah governance innovation, its sustainability depends on institutional capacity building, ethical governance frameworks, and supportive policy environments.
Artificial Intelligence in Islamic Educational Management: An Integrative Ethical Framework for Society 5.0 Amrina Rosyada Al Hadi; Muslim Muslim; Dwi Khoirmiah; Idi Warsah; Irwan Fathurrochman; Eka Apriani
Academicus: Journal of Teaching and Learning Vol. 5 No. 2 (2026): Teaching and Learning
Publisher : Perkumpulan Dosen Tarbiyah Islam, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59373/academicus.v5i2.155

Abstract

Artificial Intelligence (AI) has become an important driver of educational transformation in the Society 5.0 era. While previous studies have focused largely on teaching and learning, the role of AI in Islamic educational management remains relatively underexplored. In addition, few studies have integrated educational management, the human-centered orientation of Society 5.0, and Islamic ethical values within a single framework. This study examines the utilization of AI in Islamic educational management, explores its benefits and risks, and proposes an integrative model grounded in Islamic ethics. Using an integrative literature review and thematic content analysis, data were collected from academic databases, scholarly books, policy documents, and authoritative reports. The findings indicate that AI can support planning, organizing, actuating, and controlling/evaluating functions through academic data management, integrated information systems, digital services, personalized learning, and data-informed decision-making. However, challenges remain, including academic plagiarism, algorithmic bias, data privacy concerns, technological dependence, and unequal access. To address these issues, this study proposes the Islamic AI-Based Educational Management Framework, consisting of five components: Input, Process, Ethical Filter, Output, and Impact. The framework integrates educational management, Society 5.0 principles, and Islamic ethical values to support AI implementation that remains effective, ethical, human-centered, and aligned with the broader goals of Islamic education.
A Systematic Literature Review of Managing Universal and Vocational Secondary Education in a Plural System: Equity Challenges, Implementation Readiness, and the Integration of Islamic Education Deny Haryadi; Revi Permanasari; Hedi Herdiana; Idi Warsah; Eka Apriani; Irwan Fathurrochman
International Journal of Education Research and Development Vol. 6 No. 1 (2026): March
Publisher : Yayasan Corolla Education Centre

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52760/ijerd.v6i1.148

Abstract

Universal secondary education policies particularly free secondary schooling and the removal of school fees together with efforts to strengthen vocational secondary education, have become central to education reform in many developing countries. However, wider access does not necessarily lead to better quality or greater equity. This systematic literature review brings together research on policy design, governance, implementation capacity, and secondary education outcomes, with special attention to plural systems that include public, private, and faith-based providers, including Islamic education ecosystems. The review groups the evidence into four main areas: (1) policy design and governance; (2) equity, inclusion, and participation; (3) implementation capacity, including financing, teachers, and accountability; and (4) outcomes and transitions, such as learning achievement, employment opportunities, empowerment, and social cohesion. Overall, the findings suggest that these reforms usually raise enrolment, but gender, socio-economic, and regional inequalities often remain. Lower household costs can help substantially, but they do not always improve retention when social norms, indirect costs, and structural barriers continue to limit participation. Rising enrolment can also place pressure on school capacity and learning quality. In vocational education, outcomes tend to improve when curricula reflect labour market needs and are supported by industry partnerships, good teaching, and regular curriculum updates.
Co-Authors Amrina Rosyada Al Hadi Deny Haryadi Destriani Destriani Didi Kosmanto Dwi Khoirmiah Hedi Herdiana Idi Warsah Irwan Fathurrochman Jenny Fransiska Jumira Warlizasusi Muslim Muslim Revi Permanasari Yusman Haris