Reinventing Islamic Education Management: When Islamic Humanism Meets the Future of Policy, Technology, and Human Flourishing

Hamdanah Hamdanah

doi:10.62730/syaikhuna.v15i1.7802

Authors

Hamdanah Hamdanah Universitas Islam Jember

DOI:

https://doi.org/10.62730/syaikhuna.v15i1.7802

Keywords:

Islamic Humanism, Ethical Leadership, Curriculum Integration, Technology in Education, Community Engagement, Holistic Development, Islamic Education, EEducational Management

Abstract

This study explores the integration of Islamic Humanism into the management of contemporary Islamic educational institutions, examining how leadership, curriculum, technology, and community engagement collectively contribute to holistic human development. Employing a qualitative research design, data were collected through semi-structured interviews, focus group discussions, document analysis, and non-participant observations across multiple pesantrens and madrasahs. Findings indicate that humanistic leadership fosters ethical decision-making, participatory governance, and policy frameworks prioritising the dignity and flourishing of students, teachers, and communities. The integration of technology and interdisciplinary curricula enables students to engage with classical knowledge while developing critical thinking, ethical reasoning, and practical skills relevant to modern society. Additionally, community engagement initiatives operationalise ethical principles, promoting empathy, civic responsibility, and socially oriented action. Together, these interconnected dimensions demonstrate that Islamic education guided by humanistic principles can balance tradition and modernity, preparing learners to navigate contemporary challenges, contribute positively to society, and achieve holistic intellectual, moral, and social development. The study provides a comprehensive model for Islamic educational management that aligns spiritual and ethical objectives with the demands of twenty-first-century learning.

References

Abdulghani, N. A., & Alrumayh, S. H. (2025). An Islamic Legal Perspective on Contemporary Health Issues: Integrating Traditional and Modern Approaches. Jurnal Ilmu Psikologi Dan Kesehatan (SIKONTAN), 3(4), 187–198.

Abdullah, A. H., Munawir, M., & Susanti, R. (2025). Continuing Professional Development (CPD) Models for Islamic Education Teachers in Malaysia and Indonesia. Ar-Fachruddin: Journal of Islamic Education, 2(1), 44–57. https://doi.org/10.7401/awyn7j56

Abdullah, M. (2018). Waqf, Sustainable Development Goals (SDGs) and maqasid al-shariah. International Journal of Social Economics, 45(1), 158–172. https://doi.org/10.1108/IJSE-10-2016-0295

Abidin, Z. (2020). Educational Management of Pesantren in Digital Era 4.0. Jurnal Pendidikan Agama Islam, 17(2), 203–216. https://doi.org/10.14421/jpai.2020.172-07

Achmad, A. N., Aprodicto, A., Studynka, B. A., Rafli, M., Raissa, R., & Ghifari, M. H. A. (2024). Peran Pendidikan Agama Islam dalam Memperkuat Moderasi Beragama. Jurnal Budi Pekerti Agama Islam, 2(4), 225–231. https://doi.org/10.61132/jbpai.v2i4.466

Achmadin, B. Z., Kawakip, A. N., Nafis, M. M., Barizi, A., Asrori, M., & Amrullah, A. M. K. (2024). The Future of Pesantren: Reconciling Tradition with Global Educational Trends. Jurnal Pendidikan Agama Islam (Journal of Islamic Education Studies), 12(2), 197–222. https://doi.org/10.15642/jpai.2024.12.2.197-222

Adeel, A., Kee, D. M. H., Mubashir, A. S., Samad, S., & Daghriri, Y. Q. (2023). Leaders’ ambition and followers’ cheating behavior: The role of performance pressure and leader identification. Frontiers in Psychology, 14. https://doi.org/10.3389/fpsyg.2023.982328

Adiyono, A., Fadhilatunnisa, A., Rahmat, N. A., & Munawarroh, N. (2022). Skills of Islamic Religious Education Teachers in Class Management. Al-Hayat: Journal of Islamic Education, 6(1), 104–115. https://doi.org/10.35723/ajie.v6i1.229

Ahmad, M. (n.d.). Digital Piety: Islam, Technology, and the Ethics of Online Religious Engagement. Reflections.Live. Retrieved 24 November 2025, from https://reflections.live/articles/14079/digital-piety-islam-technology-and-the-ethics-of-online-religious-engagement-article-by-muneeb-ahmad-24225-mduezm39.html

Ahmad, Ngarawula, B., & Roseli, M. (2025). The Role of Leadership of Kyai as the Caretaker of Islamic Boarding Schools in Building Social Piety. International Journal of Research in Social Science and Humanities (IJRSS) ISSN:2582-6220, DOI: 10.47505/IJRSS, 6(11), 11–41. https://doi.org/10.47505/IJRSS.2025.11.2

Ajizah, R. U. N., Su’aidi, Z., & Huda, M. (2025). Artificial Intelligence in Islamic Studies and Academic Ethics: Perspectives on Development and Implementation Based on Islamic Values. Tarbawi Ngabar: Jurnal of Education, 6(1), 147–168. https://doi.org/10.55380/tarbawi.v6i1.985

A’la, B. A., & Makhshun, T. (2022). Transformasi Pendidikan: Mentradisikan Digitalisasi Pendidikan Islam. JOIES (Journal of Islamic Education Studies), 7(2), 159–170. https://doi.org/10.15642/joies.2022.7.2.159-170

Alam, S. P. I. P. (n.d.). Mengintegrasikan Deep Learning dalam Kurikulum Sekolah: Peluang dan Tantangan. S1 Pendidikan IPA | FMIPA Universitas Negeri Surabaya. Retrieved 17 December 2024, from https://pendidikan-sains.fmipa.unesa.ac.id/post/mengintegrasikan-deep-learning-dalam-kurikulum-sekolah-peluang-dan-tantangan

Alazmi, A. A., & Bush, T. (2024). An Islamic-oriented educational leadership model: Towards a new theory of school leadership in Muslim societies. Journal of Educational Administration and History, 56(3), 312–334. https://doi.org/10.1080/00220620.2023.2292573

Alharbi, B. (2022). Saudi Teachers’ Knowledge of Critical Thinking Skills and Their Attitudes Towards Improving Saudi Students’ Critical Thinking Skills. Problems of Education in the 21st Century, 80(3), 395–407.

Anam, S., Ahamad, N. M., Hamid, A. R. N. A., & Karim, A. (2025). QUR’ANIC INTERPRETATION IN PESANTREN: MECHANISMS AND AUTHORITY OF K.H. MAIMOEN ZUBAIR. Jurnal At-Tibyan: Jurnal Ilmu Alqur’an Dan Tafsir, 9(2). https://doi.org/10.32505/at-tibyan.v9i2.9260

Arifin, Y., & Priyana, I. (2025). Green Leadership. Deepublish.

Asfiati, A. (2023). Merdeka Curriculum: Encouraging Creativity and Innovation of Islamic Religious Education Teachers in Madrasah. Al-Hayat: Journal of Islamic Education, 7(2), 681–698. https://doi.org/10.35723/ajie.v7i2.525

Ayuningsih, W., Syafaruddin, S., & Ms, A. (2020). Implementation of Islamic Education Curriculum Development in Al-Ulum Islamic School Medan. Budapest International Research and Critics in Linguistics and Education (BirLE) Journal, 3(2), 1033–1044. https://doi.org/10.33258/birle.v3i2.1031

Azhari, J. F. (2024). Transforming Islamic Education: The Role of Bu Nyai in Madurese Pesantren Leadership. Potret Pemikiran, 28(1), 138–153. https://doi.org/10.30984/pp.v28i1.3165

Braun, V., & Clarke, V. (2006). Using Thematic Analysis in Psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa

Bush, T. (2020). Theories of Educational Leadership and Management. 1–208.

Conger, J. A., & Kanungo, R. N. (1987). Toward a Behavioral Theory of Charismatic Leadership in Organizational Settings. The Academy of Management Review, 12(4), 637–647. https://doi.org/10.2307/258069

Day, D. V., & Dragoni, L. (2015). Leadership Development: An Outcome-Oriented Review Based on Time and Levels of Analyses. Annual Review of Organizational Psychology and Organizational Behavior, 2(Volume 2, 2015), 133–156. https://doi.org/10.1146/annurev-orgpsych-032414-111328

Fauzan, A. (2018). Leadership character according to Imam Al-Mawardi and its relevance in Indonesia: The study of the book Of Al-Ahkam As-Sulthaniyyah. Jurnal Penelitian, 15(1), 39–50.

Ghasemy, M., Elwood, J. A., & Scott, G. (2022). A comparative study on turnaround leadership in higher education and the successful implementation of the UN’s sustainable development goals. International Journal of Sustainability in Higher Education, 24(3), 602–636. https://doi.org/10.1108/IJSHE-01-2022-0001

Göçen, A. (2021). Ethical leadership in educational organizations: A cross-cultural study. Turkish Journal of Education, 10(1), Article 1. https://doi.org/10.19128/turje.811919

Haryani, E. (2020). Pendidikan Moderasi Beragama Untuk Generasi Milenia: Studi Kasus Lone Wolf” Pada Anak di Medan. EDUKASI: Jurnal Penelitian Pendidikan Agama Dan Keagamaan, 18(2), 145–158. https://doi.org/10.32729/edukasi.v18i2.710

Kistoro, H. C. A., Zamroni, Istiyono, E., Latipah, E., & Burhan, N. M. (2023). Islamic Character Education: Mapping and Networking Data Using Bibliometric Analysis. Jurnal Pendidikan Agama Islam, 20(2), 195–214. https://doi.org/10.14421/jpai.v20i2.8027

Kodir, A., & Rotim, R. (2024). Transformational Leadership in the Implementation of Total Quality Management in Islamic Educational Institutions. Fitrah: Journal of Islamic Education, 5(2), 143–155. https://doi.org/10.53802/fitrah.v15i2.952

Miftahussurur, W., Hakim, L., & Sholihan, A. (2025). Transposition of the Concept of Im?mah al-Mawardi into the Islamic Education Leadership System. Jurnal Inovatif Manajemen Pendidikan Islam, 4(2), Article 2. https://doi.org/10.38073/jimpi.v4i2.2752

Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative data analysis: A methods sourcebook (Third edition). SAGE Publications, Inc.

Salim, N. A., Zaini, M., Wahib, A., Fauzi, I., & Asnawan, A. (2024). Fostering Moderate Character of Santri: Effective Hidden Curriculum Strategy in Islamic Boarding Schools. Nazhruna, 7(2). https://doi.org/10.31538/nzh.v7i2.4676

Shobirin, M. S., Akhyak, & Efendi, N. (2025). Integrating Islamic Values Into Digital Character Education: Managing Curriculum Innovation In The Era Of Education 5.0. International Journal of Education Management and Religion, 2(2), 141–161. https://doi.org/10.71305/ijemr.v2i2.352

Sunhaji, S. (2017). BETWEEN SOCIAL HUMANISM AND SOCIAL MOBILIZATION: The Dual Role of Madrasah in the Landscape of Indonesian Islamic Education. Journal of Indonesian Islam, 11(1), 125–144. https://doi.org/10.15642/JIIS.2017.11.1.125-144

Suradi, A., Khoiri, Q., Nilawati, N., & Gustari, N. (2021). Designing the Pesantren Curriculum to Counter Radicalism: Study on Pondok Pesantren Wali Songo Ngabar Ponorogo. Ulul Albab, 22(1), 49–68. https://doi.org/10.18860/ua.v22i1.11212

Syah, R. F., Yunus, M., & Herwati, H. (2025). Qur’anic Learning Management in Pesantren: Navigating the Tension Between Tradition and Innovation. Journal of Educational Management Research, 4(5), 1874–1884. https://doi.org/10.61987/jemr.v4i5.1194

Syarnubi, S., Syarifuddin, A., & Sukirman, S. (2023). Curriculum Design for the Islamic Religious Education Study Program in the Era of the Industrial Revolution 4.0. AL-ISHLAH: Jurnal Pendidikan, 15(4), 6333–6341. https://doi.org/10.35445/alishlah.v15i4.3421

Wasehudin, W., Rohman, A., Wajdi, M. B. N., & Marwan, M. (2023). Transforming Islamic Education through Merdeka Curriculum in Pesantren. Jurnal Pendidikan Islam, 9(2), 255–266. https://doi.org/10.15575/jpi.v9i2.28918

Zed, M. (2008). Metode Penelitian Kepustakaan. Yayasan Pustaka Obor Indonesia. https://books.google.com/books?hl=id&lr=&id=zG9sDAAAQBAJ&oi=fnd&pg=PA1&dq=Zed,+M.+(2004).+Metode+Penelitian:+Skripsi,+Tesis,+dan+Disertasi&ots=P9bliNDVZy&sig=K2Y-N9LAwkGkLAsNFzPEZYQt0-0