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MADRASAH MANAGEMENT TRANSFORMATION: SYSTEMATIC-BIBLIOMETRIC REVIEW OF INDONESIA’S RELIGIOUS MINISTRY POLICY 2019–2024 Saugi, Wildan; Komariyah, Laili; Subagiyo, Lambang; Warman, Warman; Mansouri, Mabrouk Chibani
Jurnal Asy-Syukriyyah Vol. 26 No. 2 (2025): Jurnal Asy-Syukriyyah
Publisher : STAI Asy-Syukriyyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36769/asy.v26i2.978

Abstract

Previous studies on madrasah management in Indonesia remain largely descriptive and fragmented, with few attempts to integrate systematic reviews with bibliometric approaches. This study fills that gap by investigating the transformation of madrasah management under the Ministry of Religious Affairs’ 2019–2024 policy framework. Using a combined Systematic Literature Review (SLR) and bibliometric analysis with VOSviewer, we analyzed 149 academic articles published between 2015 and 2024, sourced from Scopus and Google Scholar. The findings reveal strong thematic concentrations on transformational leadership, strategic management, digital governance, and stakeholder participation, but also highlight persistent challenges such as regional disparities, weak policy implementation, and limited data-driven evaluation. Theoretically, this study contributes to the development of Islamic education management by contextualizing TQM, strategic management, and transformational leadership frameworks in the Indonesian madrasah context. Practically, it provides evidence-based recommendations for leadership training, equitable resource allocation, and inclusive digital transformation to support sustainable madrasah reform.
MADRASAH MANAGEMENT TRANSFORMATION: SYSTEMATIC-BIBLIOMETRIC REVIEW OF INDONESIA’S RELIGIOUS MINISTRY POLICY 2019–2024 Saugi, Wildan; Komariyah, Laili; Subagiyo, Lambang; Warman, Warman; Mansouri, Mabrouk Chibani
Jurnal Asy-Syukriyyah Vol. 26 No. 2 (2025): Jurnal Asy-Syukriyyah
Publisher : STAI Asy-Syukriyyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36769/asy.v26i2.978

Abstract

Previous studies on madrasah management in Indonesia remain largely descriptive and fragmented, with few attempts to integrate systematic reviews with bibliometric approaches. This study fills that gap by investigating the transformation of madrasah management under the Ministry of Religious Affairs’ 2019–2024 policy framework. Using a combined Systematic Literature Review (SLR) and bibliometric analysis with VOSviewer, we analyzed 149 academic articles published between 2015 and 2024, sourced from Scopus and Google Scholar. The findings reveal strong thematic concentrations on transformational leadership, strategic management, digital governance, and stakeholder participation, but also highlight persistent challenges such as regional disparities, weak policy implementation, and limited data-driven evaluation. Theoretically, this study contributes to the development of Islamic education management by contextualizing TQM, strategic management, and transformational leadership frameworks in the Indonesian madrasah context. Practically, it provides evidence-based recommendations for leadership training, equitable resource allocation, and inclusive digital transformation to support sustainable madrasah reform.
New Lights on Prophecy-Pretending and Mimetic Religions in Medieval Islamic North Africa Mansouri, Mabrouk Chibani
Al-Jami'ah: Journal of Islamic Studies Vol 63, No 1 (2025)
Publisher : Al-Jami'ah Research Centre

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/ajis.2025.631.1-33

Abstract

This paper addresses the proliferation of prophetic movements and mimetic religions in medieval Islamic North Africa, focusing on the Barghwāṭa and Ghumāra tribes. It critiques medieval Arabic and Orientalist terminologies used to explain this complex issue, arguing that they fail to capture the dynamics of these movements. The paper introduces the concept of mimetic religion to interpret localized prophetic movements that emerged on the periphery of the established religion, namely Islam, retaining its structure while presenting parallel, rather than counteractive, religio-cultural projects. Drawing on primary sources, it highlights how misrule and exploitative practices by early conquerors fueled North African resistance, leading to revolutionary and prophetic movements. It challenges both medieval historiographical reductions of these movements to sectarianism and modern interpretations shaped by French colonial Orientalism, which often reduced them to ethnic or religious conflicts between Arab-Muslim conquerors and indigenous North Africans. By analyzing primary sources and questioning Orientalist biases, the paper emphasizes the interplay of political, economic, social, and cultural factors in shaping North African religious settings. Ultimately, it defines new boundaries for re-contextualizing and re-interpreting mimetic religion as expressive of a complex texture framing religious, cultural, and social nomenclature rooted in local North African indigenous heritage. [Makalah ini membahas proliferasi gerakan-gerakan kenabian dan agama-agama mimetik di wilayah Afrika Utara abad pertengahan, dengan fokus pada suku Barghwāṭa dan Ghumāra. Studi ini mengkritisi terminologi Arab klasik dan orientalis terkait persoalan yang kompleks ini, dengan kesimpulan bahwa terminologi tersebut gagal menangkap dinamika gerakan yang terjadi. Konsep agama mimetik diperkenalkan untuk memahami gerakan-gerakan kenabian lokal yang berkembang di samping agama yang mapan, yaitu Islam, dengan mempertahankan struktur dasar, namun membawa konsep religio-kultural yang sejajar tanpa mengambil posisi kontradiktif. Berdasarkan sumber-sumber primer, tulisan ini menunjukkan bahwa ketidakadilan pemerintahan dan praktik eksploitasi oleh para penakluk awal turut memicu perlawanan di Afrika Utara yang kemudian melahirkan gerakan-gerakan revolusioner dan kenabian. Penulis menolak reduksi historiografi abad pertengahan yang memandang gerakan-gerakan tersebutsebagai bentuk sektarianisme semata, sekaligus menolak interpretasi modern a la orientalisme kolonial Prancis, yang menyederhanakan gerakan-gerakan tersebut menjadi konflik etnis atau agama antara penakluk Arab-Muslim dan masyarakat pribumi Afrika Utara. Tulisan ini menekankan pentingnya interaksi antara faktor politik, ekonomi, sosial, dan budaya dalam membentuk lanskap keagamaan di Afrika Utara. Agama mimetik adalah ekspresi dari tekstur kompleks yang membingkai nomenklatur religius, kultural, dan sosial yang berakar pada warisan budaya lokal masyarakat pribumi Afrika Utara.]
Inclusive Leadership and Equity Outcomes in Heterogeneous Primary Education Hatimah, Nadiatul; Adiyono, Adiyono; Mansouri, Mabrouk Chibani; Daryanti, Naila Widya
Management of Education: Jurnal Manajemen Pendidikan Islam Vol. 12 No. 1 (2026): Management of Education: Jurnal Manajemen Pendidikan Islam In-Press
Publisher : Fakultas Tarbiyah dan Keguruan UIN Antasari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18592/moe.v12i1.19677

Abstract

Today, primary education increasingly embraces inclusive leadership as schools face growing diversity in students' academic levels, learning characteristics, and social backgrounds. Although policy and instructional literature widely discuss inclusion, empirical research rarely examines how school leaders enact inclusive leadership in everyday management practices. This study explores how equity-oriented leadership practices enhance inclusion in managing heterogeneous primary education learners. Using an exploratory qualitative case study design, we investigated inclusive leadership practices at SDTQ Anak Sholih through semi-structured interviews with school leaders and teachers, classroom observations, and analysis of institutional documents. The researchers conducted a thematic analysis to identify patterns and leadership practices related to equity and inclusion. The analysis revealed that school leaders operationalized inclusive leadership through four key approaches: equity-centered decision-making, differentiated classroom organization, restorative strategies for social dynamics, and distributed collaboration with teachers and parents. Notably, even in instances of limited parental engagement, equity-oriented leadership persisted, indicating that distributed leadership supports inclusive practices. The findings position inclusive leadership not merely as a normative ideal but as a dynamic systemic process with significant implications for both educational leadership theory and the inclusive management of diverse school classrooms.