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All Journal Dirasah : Jurnal Studi Ilmu dan Manajemen Pendidikan Islam Journal of Advanced Research and Studies in Educational Management
Afroza Yasmin Mitu
Senior Lecturer, Brahmaputra International University, Jamalpur, Bangladesh
Religion Education Languange, Linguistic, Communication & Media Other

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Integration of Philosophical and Theoretical Paradigms in Developing an Adaptive Islamic Education Curriculum for the Modern Era Ibrahim; Abdurrahmansyah; M. Sirozi; Afroza Yasmin Mitu
Dirasah : Jurnal Studi Ilmu dan Manajemen Pendidikan Islam Vol. 9 No. 1 (2026): DIRASAH
Publisher : Institut Agama Islam (IAI) Faqih Asy'ari Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58401/dirasah.v9i1.2694

Abstract

This study aims to analyze issues related to the integration of philosophical and theoretical paradigms in the development of an adaptive Islamic Religious Education (PAI) curriculum in the modern era. It employs a library research approach by collecting, analyzing, and synthesizing data from relevant literature, including books, journals, and policy documents. The analysis is conducted descriptively-analytically through content analysis to examine themes, concepts, and patterns concerning the integration of philosophy and theory in PAI curriculum development. The findings and discussion affirm that the integration of Islamic philosophical paradigms and modern educational theories in the development of the Islamic Religious Education curriculum constitutes a strategic foundation for curriculum renewal that is responsive to contemporary demands. The novelty of this study lies in the formulation of an integrative conceptual framework that positions Islamic philosophy grounded in the Qur’an and Hadith as the normative foundation for the formation of insan kamil, while synthesizing essentialism, progressivism, constructivism, and humanism as operational pedagogical approaches. Theoretically, this study advances PAI curriculum theory by shifting its orientation from a normative–ritualistic focus toward an adaptive, holistic, contextual, and transformative curriculum that emphasizes the strengthening of spiritual, moral, and social values, as well as 21st-century skills (4C). The main conceptual outcome of this research is an integrative–adaptive PAI curriculum model that requires alignment of institutional vision, reflective teacher competence, sustainable policy support, and the implementation of innovative, meaningful, and effective learning strategies for learners.
Knowledge and Power in Classical Islamic Education: A Literature Study on Bureaucratization and Curriculum Standardization Ibrahim; Ris’an Rusli; Ismail Sukardi; Fitri Oviyanti; Afroza Yasmin Mitu
Dirasah : Jurnal Studi Ilmu dan Manajemen Pendidikan Islam Vol. 9 No. 2 (2026): DIRASAH
Publisher : Institut Agama Islam (IAI) Faqih Asy'ari Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58401/dirasah.v9i2.3250

Abstract

This study aims to analyze the relationship between knowledge and power in classical Islamic education, particularly from the perspectives of bureaucratization and curriculum standardization. This study employs Michel Foucault's critical theoretical framework on power knowledge relations to analyze how classical Islamic educational institutions became arenas of contestation between religious authority and political power in shaping and legitimizing the curriculum they taught. It employs a qualitative library-based approach to examine how knowledge and authority interact within the classical Islamic educational system. Data were collected through documentation studies, analyzed using content analysis, and validated through source triangulation to ensure scientific credibility. The findings indicate that the relationship between knowledge and power in classical Islamic education is complex and dynamic. Knowledge functions not only as a means of seeking truth but also as an instrument of political legitimacy and social control. The bureaucratization of education led to more structured systems through madrasas and state patronage; however, it also reduced the intellectual independence of scholars and contributed to the homogenization of thought. Meanwhile, curriculum standardization plays a role in improving quality and disseminating certain values, but it may also limit intellectual diversity and critical thinking. These developments potentially lead to stagnation in the intellectual tradition. Nevertheless, this condition also opens opportunities for reconstructing Islamic education to become more dialogical, integrative, and adaptive to contemporary needs without neglecting its foundational scholarly values
Value-Embedded Strategic Management in Pesantren: A Case Study of Sustainable Qur’anic Achievement in Musabaqah Tilawatil Qur’an Competitions Ibrahim; Afroza Yasmin Mitu; Saipul Annur; Suci Amanda; Muflikhul Hasan
International Journal of Advanced Studies in Educational Management (IJASEM) Vol 2 No 2 (2026): Journal of Advanced Research and Studies in Educational Management (JARSEM)
Publisher : Center for Studies in Advanced Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64990/jarsem.v2i2.59

Abstract

Strategic management theory explains how organizations formulate, implement, and evaluate long-term direction, yet its application to value-based, non-bureaucratic religious institutions remains underdeveloped. This gap is acute in Indonesian pesantren, where sustained excellence in the Musabaqah Tilawatil Qur'an (MTQ) is studied mainly as a coaching outcome rather than a deliberate institutional strategy. This study examines strategic management at Pondok Pesantren Madrasatul Qur'an Tebuireng, Jombang, which has sustained national and international MTQ achievement. Using a qualitative single-case design, data came from twelve in-depth interviews, eighteen participant-observation sessions, and documents, analyzed through the Miles, Huberman, and Saldaña (2014) interactive model with source, method, and theory triangulation. Findings show environmental analysis relies on implicit, kiai-centered situational awareness rather than formal SWOT; strategy formulation combines rational planning with non-negotiable normative commitments; implementation is sustained by a layered competitive structure embedded in the lafdzan ma'nan 'amalan educational architecture; and evaluation combines a multilayered, technology-supported system with the kiai's normative oversight. The study proposes value-embedded strategic management (VESM), explaining how strategic effectiveness can be achieved through cultural and moral infrastructure rather than formal bureaucratic mechanisms. It extends Mintzberg's emergent-strategy thesis and complements Wheelen-Hunger's rational planning model, with implications for pesantren leaders, MTQ policymakers, and faith-based institutional management research
Co-Authors Abdurrahmansyah Fitri Oviyanti Ibrahim Ismail Sukardi M. Sirozi Muflikhul Hasan Ris’an Rusli Saipul Annur Suci Amanda