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All Journal Assyfa Journal of Islamic Studies Jurnal At-Tarbiyat : Jurnal Pendidikan Islam
Trian Hermawan
Universitas Islam Negeri Raden Intan Lampung, Indonesia
Religion Education Social Sciences Other

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Reconstructing Good University Governance Based on Islamic Values in Indonesian State Islamic Higher Education Institutions: A Systematic Literature Review (2020–2025) Trian Hermawan; Fitriyana Fitriyana; Erlian Eka Damayanti; Idham Kholid
Jurnal At-Tarbiyat: Jurnal Pendidikan Islam Vol. 8 No. 3 (2025): Digital Cultural Transformation and Islamic Character Education
Publisher : Institut Agama Islam An-Nawawi Purworejo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37758/jat.88i3.374

Abstract

Good University Governance (GUG) has emerged as a strategic issue in the management of Indonesian State Islamic Higher Education Institutions (Perguruan Tinggi Keagamaan Islam Negeri—PTKIN), which operate under a dual mandate as public institutions and as higher education providers grounded in Islamic values. Bureaucratic reform, institutional autonomy, digital transformation of academic services, and increasing demands for public accountability have encouraged PTKIN to adopt contemporary governance principles. Nevertheless, recent scholarly work indicates that the incorporation of Islamic values into GUG practices remains largely normative and symbolic, and has yet to be operationally institutionalized within university governance systems. This study aims to systematically synthesize the development of research on Islamic values–based Good University Governance in PTKIN in Indonesia through a Systematic Literature Review (SLR). The review follows the PRISMA 2020 protocol and examines peer-reviewed publications from 2020 to 2025 retrieved from Scopus, SINTA, DOAJ, and reputable international academic publishers. A total of 42 articles were analyzed using qualitative thematic synthesis, supported by quality appraisal instruments from the Critical Appraisal Skills Programme (CASP) and the Joanna Briggs Institute. The synthesis reveals a substantial increase in GUG-related studies on PTKIN, with dominant emphases on transparency, accountability, participation, leadership roles, and information systems. Islamic values—namely amanah, al-‘adālah, mas’uliyyah, and maslahah—are consistently employed as normative justifications; however, they have not yet been reconstructed as institutional logics shaping measurable governance indicators and mechanisms. The literature is also predominantly characterized by descriptive qualitative studies and localized case analyses, resulting in notable conceptual and methodological gaps. This study contributes by proposing a conceptual model of Islamic values–based Good University Governance that integrates normative, structural, and practical dimensions, positioning Islamic values as the institutional logic underpinning governance practices within PTKIN.
Principal Strategies for Enhancing Teacher Professional Competence: A Systematic Literature Review on Instructional Leadership, Academic Supervision, and Continuous Professional Development Nurani Nurani; Trian Hermawan; Muhammad Akmansyah; Zulhanan Zulhanan; Fachrul Ghazi
Assyfa Journal of Islamic Studies Vol. 4 No. 2 (2026): Assyfa Journal of Islamic Studies (August) In Press
Publisher : CV. Bimbingan Belajar Assyfa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61650/ajis.v4i2.1062

Abstract

Teacher professional competence is a prerequisite for instructional quality, as it relates to mastery of subject matter, the ability to develop knowledge, the use of technology, professional reflection, and the capacity to translate curriculum goals into meaningful learning experiences. This article aims to synthesize principal strategies for enhancing teacher professional competence through a Systematic Literature Review (SLR). The review adapts the PRISMA 2020 guidelines and searches literature across SINTA/Garuda, Google Scholar, DOAJ, ERIC, ScienceDirect, SAGE, Emerald, SpringerOpen, and reputable international journal platforms. Inclusion criteria cover articles published between 2016 and 2026 that focus on principal leadership, teacher professional competence, academic supervision, professional learning communities, and continuous professional development. Exclusion criteria include articles without adequate bibliographic access, those irrelevant to school-level contexts, and those lacking strategic implications for teacher competence improvement. The synthesis identifies six clusters of principal strategies: vision-based instructional leadership; clinical-collaborative academic supervision; needs-based continuous professional development; teacher learning communities; data-driven and digital technology utilization; and the internalization of Islamic values such as amanah (trustworthiness), ihsan (excellence), itqan (precision), syura (consultation), and taawun (mutual cooperation). This article offers the DASA-PKB strategic cycle model comprising competence diagnosis, learning vision, supervision and coaching, learning community action, digital resource strengthening, quality control, and sustainable professional culture. The article’s contribution lies in integrating SINTA 1-3 and Scopus Q1-Q3 literature with Islamic normative foundations, thereby serving as a conceptual basis for school policy development and further research.
Co-Authors Erlian Eka Damayanti Fachrul Ghazi Fitriyana Fitriyana Idham Kholid Muhammad Akmansyah Nurani Nurani Zulhanan Zulhanan