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All Journal Journal of Science and Education (JSE) Jurnal Manajemen Pendidikan
Ah. Zakki Fuad
Universitas Islam Negeri Sunan Ampel, Surabaya, Indonesia
Automotive Engineering Chemical Engineering, Chemistry & Bioengineering Civil Engineering, Building, Construction & Architecture Computer Science & IT Education Engineering Languange, Linguistic, Communication & Media Mathematics Physics

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Institutional Differentiation and Educational Politics in Indonesian Islamic Educational Institutions Muhammad Ainur Rohim; Moh. Ayyub Musthofa; Masdar Hilmy; Ah. Zakki Fuad
Journal of Science and Education (JSE) Vol. 6 No. 2 (2026): Journal of Science and Education (JSE)
Publisher : CV. Media Digital Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58905/jse.v6i2.727

Abstract

Numerous institutions, each with unique traits, power dynamics, and political stances, have contributed to the development of Islamic education in Indonesia. Qur'anic Learning Centers (Taman Pendidikan Al-Qur'an/TPQ), Islamic Elementary Schools (Madrasah Diniyah/Madin), Pesantren, Madrasah, and Islamic Higher Education Institutions (Perguruan Tinggi Agama Islam/PTAI) are the five categories of Islamic educational institutions in which this study seeks to characterize the politics of education and institutional differentiation. This study investigates how differences in institutional structures are created by political configurations and how they, in turn, affect the quality and accessibility of Islamic education through a methodical literature review of laws, regulations, and socio-political dynamics. The results show that, in terms of institutional standing, societal legitimacy, state regulation, curriculum autonomy, and finance sources, the five institutions hold distinct positions along a continuum. Madin and TPQ have a great deal of autonomy but little assistance from the government. Pesantren's dual model (salafiyah–khalafiyah) places them in an intermediate position. In the meantime, Madrasah and PTAI are subject to more stringent regulations and are completely integrated into the national education system. Decentralization, bureaucratization, and digital transformation exacerbate the problems of resource inequality and quality discrepancies among institutions. The concept of differentiated governance within Islamic education, the identification of a bureaucratization paradox that may limit institutional innovation, and a mapping of state-civil society organizational relations that is specifically embedded in the Indonesian Islamic education context are the three main theoretical contributions made by this study. To improve the standard and equity of Islamic education, the report suggests more flexible, inclusive, and cooperative policies engaging local communities, civil society organizations, and the government.
Ethno-Educational Governance Model: A Local Wisdom Approach To Strengthening Madrasah Quality Ummi Royhana; Novi Darmayanti; Ah. Zakki Fuad
JURNAL MANAJEMEN PENDIDIKAN Vol. 14 No. 02 (2026): Jurnal Manajemen Pendidikan
Publisher : Universitas Pakuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33751/jmp.v14i02.93

Abstract

This study aims to analyze and develop a Local Wisdom-Based Ethno-Educational Governance Model (EEGM) for strengthening madrasah quality at MA Irsyadun Nasyi'in Kasiyan Jember. The study was motivated by the need for an educational governance model that extends beyond administrative functions by integrating local cultural values, Islamic boarding school traditions, and Islamic educational management principles to enhance institutional quality. A qualitative approach was employed using a literature review combined with conceptual analysis of studies on Islamic educational management, organizational culture, local wisdom, and community-based educational governance. Data were collected from scientific journal articles, academic books, research reports, and other scholarly publications published between 2020 and 2025. Data analysis was conducted using descriptive-critical techniques, including data reduction, thematic categorization, conceptual interpretation, and theoretical synthesis. The findings indicate that the proposed EEGM consists of four key components: collective leadership based on shura (consultation), Islamic boarding school organizational culture, community participation grounded in social capital, and madrasah quality enhancement through local wisdom values. The integration of these components strengthens institutional identity, increases community participation, improves collaboration among stakeholders, and promotes a contextual, adaptive, and sustainable governance system. This study contributes to the development of culturally grounded Islamic educational management theory and provides practical recommendations for designing community-based policies to improve madrasah quality. Future studies should examine the implementation and effectiveness of EEGM in diverse madrasah settings and different local cultural contexts.
Development Of A Participatory Smart Madrasah Leadership Model Based On Socio-Cultural Values In The Society 5.0 Era Masudi Masudi; Novi Darmayanti; Ah. Zakki Fuad
JURNAL MANAJEMEN PENDIDIKAN Vol. 14 No. 02 (2026): Jurnal Manajemen Pendidikan
Publisher : Universitas Pakuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33751/jmp.v14i02.94

Abstract

This study aims to develop a participatory Smart Madrasah leadership model grounded in the social culture of the community in the Society 5.0 era at MA Darul Huda Gumukmas Jember. The research is driven by the growing demand for digital transformation in Islamic education, which requires leadership that not only adopts digital technology but also integrates local socio-cultural values and promotes stakeholder participation in educational governance. A qualitative field research approach was employed to explore leadership practices, social interactions, and the implementation of Smart Madrasah within a religious community context. Data were collected through participant observation, in-depth interviews, and documentation, and analyzed using the interactive model of Miles, Huberman, and Saldaña, including data condensation, data display, and conclusion drawing. The findings reveal that Smart Madrasah development is supported by participatory leadership involving teachers, students, parents, alumni, religious leaders, and the wider community in collaborative decision-making. Values of mutual cooperation, deliberation, social solidarity, and Islamic ethics provide the cultural foundation for sustainable digital transformation. Furthermore, technology integration is implemented through strengthening digital literacy, fostering dialogic communication, and reinforcing Islamic character education. This study contributes to Islamic educational leadership theory by proposing a culturally responsive participatory leadership model that supports sustainable Smart Madrasah development in the Society 5.0 era.
Co-Authors Masdar Hilmy Masudi Masudi Moh. Ayyub Musthofa Muhammad Ainur Rohim Novi Darmayanti Ummi Royhana