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Recontextualizing the City of Medina as the Epicenter of Islamic Education During the Time of the Prophet Muhammad, Peace Be Upon Him Kurnia, Nia; Ningsih, Fitria; Roza, Ellya
Al-Hikmah: Jurnal Agama dan Ilmu Pengetahuan Vol. 23 No. 1 (2026): Al-Hikmah: Jurnal Agama dan Ilmu Pengetahuan (AJAIP)
Publisher : UIR Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25299/ajaip.2026.vol23(1).25526

This article discusses the role of Medina as a center of Islamic scholarship and education during the time of the Prophet Muhammad (peace be upon him). After the migration from Mecca, the Prophet Muhammad made Medina not only the center of government, but also the center of civilization and the development of Islamic knowledge. Educational activities during that period took place through several institutions such as the Prophet's Mosque, Suffah, and Kuttāb, which served as means of fostering faith, worship, morals, and literacy among the Muslim community. This study examines in depth the Islamic education system in Medina during the time of the Prophet Muhammad (peace be upon him), which includes educational institutions, the role of the companions as teachers, and the learning methods applied by the Prophet Muhammad (peace be upon him) as the main educator with the support of his companions who also acted as teachers. The educational methods applied included exemplary behavior (uswah ḥasanah), dialogue, habituation, memorization of the Qur'an, and the dispatch of teachers to various regions. This research uses a literature study method with a descriptive qualitative approach to examine primary and secondary sources regarding the Islamic education system during the time of the Prophet Muhammad (peace be upon him), using in-depth analysis and a literature review. The results of the study show that education in Medina is integral, inclusive, and oriented towards the formation of a well-rounded personality, covering cognitive, spiritual, social, and moral aspects. The education system established by the Prophet Muhammad in Medina became the main foundation for the birth of a sustainable Islamic scholarly tradition that remains relevant as a model for Islamic education throughout the ages, integrating structured institutions, competent teaching staff, and effective learning methods.

Transformational Leadership: The Role of The Public School Principal in Effective Decision Making Kurnia, Nia; Nurdin, Diding; Triatna, Cepi; Juliah, Dedeh
International Journal of Educational Management and Innovation Vol. 7 No. 1 (2026)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/ijemi.v7i1.14567

Background . The increasingly complex and uncertain education system demands that principals make strategic decisions that not only ensure organizational effectiveness but also drive continuous quality improvement. Although transformational leadership is considered relevant because it emphasizes shared vision, participation, and empowerment, empirical evidence on how these principles are operationalized in the decision-making practices of public elementary school principals remains limited, particularly in the context of novice leadership. This study aims to analyze in depth the decision-making practices of principals with a Guru Penggerak background in two public elementary schools in Sumedang Regency, their impact on school quality improvement, and the challenges and strategies they use to overcome them. Method. Using a qualitative case study design, data were collected through in-depth interviews with two principals and six teachers, and then analyzed thematically with systematic procedures to ensure credibility and consistency of interpretation. Result. The findings indicate that democratic, collaborative, adaptive, reflective, and data-driven decision-making practices reflect the core dimensions of transformational leadership, namely idealized influence, inspirational motivation, intellectual stimulation, and individualized consideration, which contribute to improving school climate, teacher performance, student learning outcomes, and strengthening professional development. Challenges such as limited resources, ethical dilemmas, and policy constraints are addressed through inclusive communication, ethical reasoning, and strategic use of data. Conclusion. This study empirically clarifies the concrete mechanisms that link principals' decision-making practices to transformational leadership theory in a VUCA context, while also confirming its contribution as a conceptual and practical framework for strengthening school leadership capacity.

Recontextualizing the City of Medina as the Epicenter of Islamic Education During the Time of the Prophet Muhammad, Peace Be Upon Him Kurnia, Nia; Ningsih, Fitria; Roza, Ellya
Al-Hikmah: Jurnal Agama dan Ilmu Pengetahuan Vol. 23 No. 1 (2026): Al-Hikmah: Jurnal Agama dan Ilmu Pengetahuan (AJAIP)
Publisher : UIR Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25299/ajaip.2026.vol23(1).25526

This article discusses the role of Medina as a center of Islamic scholarship and education during the time of the Prophet Muhammad (peace be upon him). After the migration from Mecca, the Prophet Muhammad made Medina not only the center of government, but also the center of civilization and the development of Islamic knowledge. Educational activities during that period took place through several institutions such as the Prophet's Mosque, Suffah, and Kuttāb, which served as means of fostering faith, worship, morals, and literacy among the Muslim community. This study examines in depth the Islamic education system in Medina during the time of the Prophet Muhammad (peace be upon him), which includes educational institutions, the role of the companions as teachers, and the learning methods applied by the Prophet Muhammad (peace be upon him) as the main educator with the support of his companions who also acted as teachers. The educational methods applied included exemplary behavior (uswah ḥasanah), dialogue, habituation, memorization of the Qur'an, and the dispatch of teachers to various regions. This research uses a literature study method with a descriptive qualitative approach to examine primary and secondary sources regarding the Islamic education system during the time of the Prophet Muhammad (peace be upon him), using in-depth analysis and a literature review. The results of the study show that education in Medina is integral, inclusive, and oriented towards the formation of a well-rounded personality, covering cognitive, spiritual, social, and moral aspects. The education system established by the Prophet Muhammad in Medina became the main foundation for the birth of a sustainable Islamic scholarly tradition that remains relevant as a model for Islamic education throughout the ages, integrating structured institutions, competent teaching staff, and effective learning methods.

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