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All Journal Jurnal MENTARI: Manajemen, Pendidikan dan Teknologi Informasi
Ramiro Santiago Ikhsan
ILearning Incorporation
Computer Science & IT Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Other

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Transforming Higher Education Management through Evidence Based and Data Oriented Approaches Galih Putra Cesna; Sonny Agustiawan; Aropria Saulina Panjaitan; Suryari Purnama; Ramiro Santiago Ikhsan
Jurnal MENTARI: Manajemen, Pendidikan dan Teknologi Informasi Vol 4 No 2 (2026): March
Publisher : Pandawan Sejahtera Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33050/mentari.v4i2.951

Abstract

Amid the rapid advancement of digital transformation, higher education institutions are increasingly required to enhance management effectiveness and decision-making quality through the adoption of data-driven innovations. The background of this study highlights the importance of employing an evidence based approach to address the complex managerial and academic challenges faced by universities. The main objective of this research is to analyze how the implementation of data-oriented approaches can drive transformation in higher education governance, particularly in improving institutional performance, administrative efficiency, and strategic planning. This study employs a mixed method approach by combining quantitative analysis of institutional data with 50 qualitative interviews involving academic leaders to explore the relationship between data utilization and institutional management outcomes. The findings reveal that universities implementing robust data governance systems and optimizing analytical tools experience significant improvements in decision-making effectiveness, resource allocation, and stakeholder engagement, resulting in more transparent and adaptive management systems. Furthermore, the study finds that the success of data-driven management is not solely determined by technological readiness but also by organizational culture, leadership commitment, and the data literacy of personnel. In conclusion, the adoption of evidence-based and data-oriented management approaches can significantly transform higher education institutions into more innovative, responsive, and accountable entities capable of adapting to global changes and challenges in the academic landscape.
Sharia-Guided Artificial Intelligence for Ethical Transformation in Modern Education Muchlishina Madani; Harry Agustian; Adam Faturahman; Asep Sutarman; Ramiro Santiago Ikhsan
Jurnal MENTARI: Manajemen, Pendidikan dan Teknologi Informasi Vol 4 No 2 (2026): March
Publisher : Pandawan Sejahtera Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33050/mentari.v4i2.975

Abstract

The rapid advancement of digital technologies has accelerated the integration of Artificial Intelligence (AI) into educational systems worldwide. Despite its benefits, concerns about ethics, algorithmic bias, transparency, and value alignment remain significant, particularly in faith-based educational institutions that emphasize moral and spiritual development. This study aims to propose a Sharia-Guided Artificial Intelligence (SGAI) model that supports ethical, accountable, and value-oriented transformation in modern education. The research employs a mixed-method approach by combining qualitative analysis of Islamic educational principles and ethical frameworks with quantitative evaluation of AI-supported governance practices in educational institutions. Data were collected from educators, administrators, and students within Islamic educational environments to assess the feasibility, acceptance, and integrity of AI implementation within a Sharia-compliant framework. The results indicate that AI systems guided by Sharia principles can improve curriculum personalization, administrative efficiency, transparency, and institutional accountability while reducing algorithmic bias and maintaining ethical values in educational processes. Furthermore, the proposed model encourages responsible data governance, ethical decision-making, and inclusive learning environments supported by intelligent technologies. The integration of intellectual, ethical, social, and spiritual dimensions also strengthens holistic educational development. In conclusion, embedding faith-based ethical intelligence into AI-driven educational management can foster sustainable, trustworthy, and socially responsible innovation while providing a practical framework for value-aligned AI adoption in education.
Co-Authors Adam Faturahman Aropria Saulina Panjaitan Asep Sutarman Galih Putra Cesna Harry Agustian Muchlishina Madani Sonny Agustiawan Suryari Purnama