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All Journal Edu Riligia: Jurnal Ilmu Pendidikan Islam dan Keagamaan EDU RILIGIA: Journal of Islamic and Religious Education
Mahfida Inayati
Universitas Islam Negeri Madura
Religion Humanities Education Social Sciences Other

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Menjawab Tantangan Intoleransi di Sekolah: Implementasi Kepemimpinan Inklusif Berlandaskan Pemikiran Islam Progresif di Raudhatul Atfal (RA) Insan Cendikia Pamekasan Imdadur Rohman; Zainuddin Syarif; Mahfida Inayati
EDU-RILIGIA: Jurnal Ilmu Pendidikan Islam dan Keagamaan Vol 10, No 4 (2026): Oktober-Desember (In Press)
Publisher : Pascasarjana Universitas Islam Negeri Sumatera Utara Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47006/er.v10i4.32216

Abstract

Intolerance in educational settings demands a concrete leadership response from school administrators, including at the early childhood education level. This study aims to examine the inclusive leadership policies of the principal at Raudhatul Athfal (RA) Insan Cendikia Pamekasan, focusing on how progressive Islamic values are embodied in leadership policies and practices, the associated challenges and supporting factors, and the impact on the climate of tolerance. The study employs a qualitative descriptive research method within a constructivist-interpretative paradigm. The results indicate that the principal implements inclusive leadership characterized by openness, participation, and a service orientation spanning six dimensions: a visionary-participatory approach, leading by example, non-discriminatory policies, teacher empowerment, partnerships with families and the community, and early-stage conflict management. Progressive Islamic values—such as justice, equality, consultation (deliberation), compassion, tolerance, and moderation are integrated into the vision and mission, service policies, curriculum, and daily practices, utilizing local expressions rather than the explicit label "progressive." Challenges include varying levels of teacher understanding, resource limitations, parental emphasis on basic literacy and numeracy skills calistung, and stigma surrounding the term "progressive"; conversely, supporting factors include foundation support, teacher cohesion, and local culture. This leadership style fosters more inclusive behavior among children, promotes harmonious relationships between teachers and parents/guardians, and improves conflict management. The study offers a progressive Islamic-based inclusive leadership model that can be replicated by similar early childhood education institutions. 
Analisis Kepemimpinan Model Syiah, Khawarij dan Murjiah Dalam Sejarah Pemikiran Islam Aprilia Sofiana Umy Wahed; Zainuddin Syarif; Mahfida Inayati
EDU-RILIGIA: Jurnal Ilmu Pendidikan Islam dan Keagamaan Vol 10, No 4 (2026): Oktober-Desember (In Press)
Publisher : Pascasarjana Universitas Islam Negeri Sumatera Utara Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47006/er.v10i4.32404

Abstract

The question of who is entitled to lead the Muslim community, and on what grounds, was among the earliest and most consequential debates in Islamic history, and it gave rise to distinct schools of political theology. This library research study uses a historical-critical approach and critical content analysis to describe, analyze, and compare the concepts of leadership developed by the Shi'a, Khawarij, and Murji'ah during the formative period of Islam. It addresses three questions: the basic concept of leadership (imamah or khilafah) in each school, the historical and sociopolitical factors behind its emergence, and the points of comparison among the three. The findings show that the Shi'a ground leadership in divine designation (nash) and the spiritual authority of the ahl al-bayt, which yields an absolute-charismatic model. The Khawarij treat leadership as a conditional trust open to any qualified Muslim and revocable when the leader departs from justice, which yields a radical-egalitarian model. The Murji'ah defer judgment on the faith of those involved in political conflict and give priority to communal unity, which yields a moderate-accommodative model. These models are best understood not merely as doctrines but as intellectual responses to the struggle over political legitimacy that followed the death of the Prophet, the arbitration (tahkim) between Ali and Mu'awiyah, and the political conflicts of the early Islamic caliphates.
Menjawab Tantangan Intoleransi di Sekolah: Implementasi Kepemimpinan Inklusif Berlandaskan Pemikiran Islam Progresif di Raudhatul Atfal (RA) Insan Cendikia Pamekasan Imdadur Rohman; Zainuddin Syarif; Mahfida Inayati
EDU-RILIGIA: Jurnal Ilmu Pendidikan Islam dan Keagamaan Vol 10, No 4 (2026): Oktober-Desember (In Press)
Publisher : Pascasarjana Universitas Islam Negeri Sumatera Utara Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47006/er.v10i4.32216

Abstract

Intolerance in educational settings demands a concrete leadership response from school administrators, including at the early childhood education level. This study aims to examine the inclusive leadership policies of the principal at Raudhatul Athfal (RA) Insan Cendikia Pamekasan, focusing on how progressive Islamic values are embodied in leadership policies and practices, the associated challenges and supporting factors, and the impact on the climate of tolerance. The study employs a qualitative descriptive research method within a constructivist-interpretative paradigm. The results indicate that the principal implements inclusive leadership characterized by openness, participation, and a service orientation spanning six dimensions: a visionary-participatory approach, leading by example, non-discriminatory policies, teacher empowerment, partnerships with families and the community, and early-stage conflict management. Progressive Islamic values—such as justice, equality, consultation (deliberation), compassion, tolerance, and moderation are integrated into the vision and mission, service policies, curriculum, and daily practices, utilizing local expressions rather than the explicit label "progressive." Challenges include varying levels of teacher understanding, resource limitations, parental emphasis on basic literacy and numeracy skills calistung, and stigma surrounding the term "progressive"; conversely, supporting factors include foundation support, teacher cohesion, and local culture. This leadership style fosters more inclusive behavior among children, promotes harmonious relationships between teachers and parents/guardians, and improves conflict management. The study offers a progressive Islamic-based inclusive leadership model that can be replicated by similar early childhood education institutions. 
Analisis Kepemimpinan Model Syiah, Khawarij dan Murjiah Dalam Sejarah Pemikiran Islam Aprilia Sofiana Umy Wahed; Zainuddin Syarif; Mahfida Inayati
EDU-RILIGIA: Jurnal Ilmu Pendidikan Islam dan Keagamaan Vol 10, No 4 (2026): Oktober-Desember (In Press)
Publisher : Pascasarjana Universitas Islam Negeri Sumatera Utara Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47006/er.v10i4.32404

Abstract

The question of who is entitled to lead the Muslim community, and on what grounds, was among the earliest and most consequential debates in Islamic history, and it gave rise to distinct schools of political theology. This library research study uses a historical-critical approach and critical content analysis to describe, analyze, and compare the concepts of leadership developed by the Shi'a, Khawarij, and Murji'ah during the formative period of Islam. It addresses three questions: the basic concept of leadership (imamah or khilafah) in each school, the historical and sociopolitical factors behind its emergence, and the points of comparison among the three. The findings show that the Shi'a ground leadership in divine designation (nash) and the spiritual authority of the ahl al-bayt, which yields an absolute-charismatic model. The Khawarij treat leadership as a conditional trust open to any qualified Muslim and revocable when the leader departs from justice, which yields a radical-egalitarian model. The Murji'ah defer judgment on the faith of those involved in political conflict and give priority to communal unity, which yields a moderate-accommodative model. These models are best understood not merely as doctrines but as intellectual responses to the struggle over political legitimacy that followed the death of the Prophet, the arbitration (tahkim) between Ali and Mu'awiyah, and the political conflicts of the early Islamic caliphates.
Co-Authors Aprilia Sofiana Umy Wahed Imdadur Rohman Zainuddin Syarif