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Aldo Redho Syam
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Leadership in Muslim Societies
Published by CV. Jambi Tuah Tengganai
ISSN : 31636853     EISSN : 31636845     DOI : https://doi.org/10.64929/lms
Core Subject :
Leadership in Muslim Societies (LMS) is an academic, peer-reviewed journal that focuses on in-depth studies of the intersection between Islamic principles and contemporary leadership practices within Muslim communities and plural societies worldwide. It aims to advance innovative, comparative, and interdisciplinary research that connects classical Islamic leadership concepts with modern organizational and societal challenges, positioning Islamic values as a living and transformative framework for ethical, spiritual, and effective leadership across diverse sectors, including business, education, governance, and civil society.
Arjuna Subject : -
Articles 5 Documents
 1 
Women’s Leadership in Islamic Higher Education: Barriers, Enablers, and Pathways to Empowerment Fatmawati Fatmawati; Humaira Ahmad; Athia Nur Kamilah
Leadership in Muslim Societies Vol. 1 No. 1 (2026): Leadership in Muslim Societies
Publisher : CV. Jambi Tuah Tengganai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64929/lms.v1i1.56

Abstract

While scholarship on women’s leadership in higher education has grown considerably, the lived experiences of women academic leaders in Islamic institutions remain undertheorised, especially with respect to the contradictory work that religion performs in shaping leadership trajectories. Drawing on intersectionality and theories of religious agency, this study explored how women academic leaders in Islamic higher education across Indonesia, Pakistan, and Malaysia negotiated barriers, mobilized enabling conditions, and built pathways to empowerment. The research used a phenomenological multiple-case design, with twelve leaders chosen through purposive sampling guided by Malterud’s principle of information power. Data came from in-depth interviews, institutional documents, and observations, and were analyzed thematically following Braun and Clarke’s six-phase approach with NVivo 14. Credibility rested on triangulation, member checking, and collaborative coding within a multinational research team. The analysis identified four interlocking barrier categories spanning structural, interpretive, social-familial, and individual dimensions, together with four corresponding enabler categories. Cross-country asymmetries were pronounced. Structural barriers dominated in Pakistan, interpretive barriers in Indonesia, while Malaysia’s 30% representation policy generated comparatively stronger institutional support. Religion worked paradoxically, serving as a personal source of empowerment for most participants while constraining others through patriarchal interpretations rather than through faith itself. The sample of twelve leaders supports analytical rather than statistical generalization and does not capture intra-national variation across pesantren, madrasa, and secular Islamic universities. The study advances the Dual Process Model of Religion and the Islamic Women’s Leadership Empowerment Framework, offering policy-relevant insights for institutional reform across Muslim educational contexts.
Ethical Leadership: Reframing Moral Complexity and Power through a Philosophical Anthropological Perspective in Organizational Practice Mohd Aderi Che Noh; Mokmin Basri; Abdulroya Panaemalae
Leadership in Muslim Societies Vol. 1 No. 1 (2026): Leadership in Muslim Societies
Publisher : CV. Jambi Tuah Tengganai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64929/lms.v1i1.57

Abstract

While ethical leadership has been extensively theorized in Western organizational contexts, its enactment in Muslim educational institutions remains underexplored, particularly in settings where religious authority, communal life, and unequal power relations shape moral practice in ways that normative frameworks struggle to capture. Drawing on philosophical anthropology, especially MacIntyre’s tradition-based ethics and Lambek’s ordinary ethics, this study examined how ethical leadership is enacted in the everyday institutional life of Pondok Bantan in Southern Thailand, an information-rich critical case where traditional religious authority and modern administrative demands intersect. A qualitative single-site case study was conducted, with data generated from in-depth interviews with 28 participants, twelve months of participant observation, and institutional document analysis. Reflexive thematic analysis followed Braun and Clarke, with credibility secured through prolonged engagement, triangulation, member checking, and peer debriefing. The analysis identified five interrelated dimensions of ethical leadership: emergent moral authority, contextual ethics grounded in Islamic tradition, moral negotiation across power relations, embodied ethical practice, and vulnerability-centered leadership. Authority did not flow from formal position but was continuously built through teaching, mentoring, and shura-based interaction, indicating that ethical leadership operates as a relational and context-sensitive practice rather than a fixed code. Single-site interpretive design supports analytical rather than statistical generalization. The study advances an anthropological framework of ethical leadership that moves beyond normative trait-based models by integrating tradition, embodiment, vulnerability, and power, offering implications for leadership development in pesantren, madrasah, and Islamic higher education across Southeast Asia.
Transformational Leadership and Governance Reform in a Pesantren ZISWAF Institution Ade Sofyan Mulazid; Zakiyanto Arief; Muhammad Iman Kurniawan; Rifaldi Nurul Akbar; Teguh Luhungbudi
Leadership in Muslim Societies Vol. 1 No. 1 (2026): Leadership in Muslim Societies
Publisher : CV. Jambi Tuah Tengganai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64929/lms.v1i1.58

Abstract

Indonesian zakat, infaq, sadaqah, and waqf (ZISWAF) institutions collected far below their estimated national potential in 2024, reflecting a persistent governance trust gap rather than merely limited donor capacity. In this problem, pesantren-affiliated ZISWAF institutions remain underexplored, even as they combine distinctive religious authority with growing demands for transparency, auditability, and modern institutional accountability. This study examines how transformational leadership operates at the micro level within a pesantren-based ZISWAF institution and how it shapes transparency and accountability outcomes. Using a single revelatory case design at Laziswaf Darunnajah in South Jakarta, the study draws on semi-structured interviews, observer as participant fieldwork, and institutional documents. Data was analyzed using a hybrid deductive-inductive coding strategy, supported by cross-source triangulation and member checking. The findings show that the four dimensions of transformational leadership are present, but they operate alongside three context-specific tensions. First, digital reporting reduced the processing time for verified mustahiq disbursement from 12 to 4 working days. Second, approximately one in five field officers initially resisted the digital intake instrument. Third, quarterly reporting still falls short of the recommended disclosure standards, particularly in regard to segmented investment income. The study refines transformational leadership theory by showing that idealized influence in pesantren environments is shaped in part by borrowed kyai legitimacy, not solely by personally earned leader trust. The findings are limited to one urban pesantren ZISWAF institution and should be understood as analytic rather than statistical generalization. The study contributes to understanding how religious legitimacy mediates leadership, transparency, and accountability in faith-based philanthropic governance.
Charismatic Kiai Authority and Professional Learning Communities in Indonesian Pesantren Winda Dewi Listyasari; Hazrat Shah Kayen; Muhammad Arinal Haq
Leadership in Muslim Societies Vol. 1 No. 1 (2026): Leadership in Muslim Societies
Publisher : CV. Jambi Tuah Tengganai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64929/lms.v1i1.59

Abstract

Kiai leadership in pesantren rests on a hybrid authority that combines personal charisma with traditional legitimacy, yet how this authority relates to teacher Professional Learning Community (PLC) development is rarely tested. Mainstream PLC literature presumes distributed leadership, an assumption that fits Western secular schools but sits awkwardly with pesantren, where authority is concentrated in the Kiai and grounded in religious lineage. This study examined the extent to which five charismatic dimensions of Kiai authority predict PLC practices among 153 ustadz, drawn through Slovin sampling from 248 eligible teachers across twelve pesantren in four districts of Banten, Indonesia. The Charismatic Leadership Questionnaire and the PLCA-Revised were translated, expert-reviewed, and pilot-tested with 35 ustadz. Content Validity Index values exceeded 0.80 and Cronbach alpha reached 0.94 and 0.96. Multiple regression showed that the five dimensions explained 46.8% of variance in PLC practices, F(5, 147) = 25.873, p < .001, R² = 0.468. Strategic vision, sensitivity to member needs, and environmental sensitivity were significant predictors; personal risk-taking and unconventional behaviour were not. The pattern refines charismatic leadership theory by showing that, in pesantren, value-alignment dimensions of teacher collaboration are supported by moral-religious authority, while peer-practice dimensions are constrained by the same hierarchy. Findings inform leadership development for Kiai and ustadz: vision articulation and pastoral attentiveness translate readily into collaborative teacher cultures, but extending peer critique and shared practice requires structural and cultural supports beyond charisma.
Islamic Educational Leadership and Its Impact on Arabic Oral Proficiency Abdul Aziz; Alawy Tsaqof Alawy Al Aydrus; Nani Vidia Astuti
Leadership in Muslim Societies Vol. 1 No. 1 (2026): Leadership in Muslim Societies
Publisher : CV. Jambi Tuah Tengganai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64929/lms.v1i1.61

Abstract

This study examines how Islamic educational leadership affects Arabic oral proficiency, with particular attention to how students acquire Arabic speech rhythm in Indonesian and Yemeni higher education. The study draws on the prophetic leadership perspective, which is grounded in the conduct of Prophet Muhammad, and on the transformational leadership framework developed by Burns and Bass. Together, these traditions allow leadership to be treated as a pedagogical force that influences oral language learning through role modeling, moral and spiritual guidance, intellectual engagement, and the building of supportive learning environments. The study uses a comparative quantitative design and draws on data from 183 undergraduate students in Indonesia and Yemen. It examines the relationships among leadership practices, the quality of the learning environment, and students' Arabic oral proficiency, with particular attention to fluency, pausing, timing, stress placement, and rhythmic accuracy. The results show that Islamic educational leadership has a significant influence on the quality of the learning environment, which in turn predicts students' oral proficiency. The contextual differences between Indonesia and Yemen also indicate that sociolinguistic and educational settings shape how speech rhythm is acquired. These results suggest that values-based Islamic leadership contributes to Arabic speaking development not only through direct instruction but also through pedagogical conditions that produce measurable gains in oral performance. The study extends Islamic educational leadership theory by clarifying how leadership practices translate into specific language learning outcomes across different Islamic higher education contexts.

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