Transformasi Manajemen Pendidikan Islam di Era Digital: Integrasi Kurikulum, Kepemimpinan, Tata Kelola, dan Pengembangan Sumber Daya Manusia
DOI:
https://doi.org/10.54213/tanzhimuna.v6i1.1031Keywords:
Manajemen Pendidikan Islam, Transformasi Digital, Kepemimpinan Pendidikan, Pengembangan Kurikulum, Tata Kelola Digital, Sumber Daya ManusiaAbstract
Transformasi digital menuntut lembaga pendidikan Islam tidak hanya mengadopsi teknologi, tetapi juga menyesuaikan kepemimpinan, kurikulum, tata kelola, dan kapasitas sumber daya manusia tanpa kehilangan identitas keislamannya. Penelitian ini bertujuan menganalisis transformasi manajemen pendidikan Islam melalui keterhubungan antara kepemimpinan, pengembangan kurikulum, digitalisasi tata kelola, dan kesiapan sumber daya manusia. Penelitian menggunakan pendekatan kualitatif dengan desain studi kasus interpretatif. Data dikumpulkan melalui wawancara semi-terstruktur, observasi, dan analisis dokumen terhadap praktik kelembagaan, kemudian dianalisis menggunakan analisis tematik refleksif secara abduktif. Hasil penelitian menunjukkan bahwa kepemimpinan memiliki peran sentral dalam mengarahkan perubahan dan menjembatani nilai tradisional dengan tuntutan modernisasi, tetapi keberlanjutan inovasi masih memerlukan distribusi kewenangan dan pelembagaan prosedur kerja. Pengembangan kurikulum telah mengintegrasikan nilai keislaman, kurikulum nasional, teknologi, dan kebutuhan kompetensi kontemporer, namun sebagian inovasi masih bergantung pada kreativitas individual pendidik. Digitalisasi telah meningkatkan efisiensi administrasi, komunikasi, penyimpanan informasi, dan akses terhadap data, tetapi masih menghadapi fragmentasi aplikasi, ketimpangan kompetensi pengguna, serta belum bakunya tata kelola data. Temuan penelitian menegaskan bahwa transformasi manajemen pendidikan Islam merupakan proses sistemik yang membutuhkan integrasi kepemimpinan, kurikulum, teknologi, sumber daya manusia, dan nilai kelembagaan. Transformasi yang berkelanjutan membutuhkan pergeseran dari inovasi berbasis individu menuju kapasitas organisasi yang terintegrasi, akuntabel, adaptif, dan berorientasi pada peningkatan mutu pendidikan.
Downloads
References
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. DOI: 10.1080/00220620.2023.2292573.
Alkandari, K. (2023). Transformation to competency-based curriculum: Readiness and self-efficacy among Islamic studies teachers in Kuwait. Curriculum Perspectives, 43, 67–79. DOI: 10.1007/s41297-022-00179-3.
Bin Jamil, A. I., Rekan, A. A., & Badar, S. (2024). From integrated to standard: Reformation of the Islamic Religious Education curriculum and teacher training in Malaysia. In B. Akgün & Y. Alpaydın (Eds.), Global agendas and education reforms (pp. 171–193). Palgrave Macmillan. DOI: 10.1007/978-981-97-3068-1_9.
Braun, V., & Clarke, V. (2022). Thematic analysis: A practical guide. SAGE Publications.
Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). SAGE Publications.
Global Education Monitoring Report Team. (2023). Technology in education: A tool on whose terms? UNESCO.
Haddade, H., Nur, A., Achruh, A., Rasyid, M. N. A., & Ibrahim, A. (2024). Madrasah management strategies through Madrasah Reform program: An evidence from Indonesia. International Journal of Educational Management, 38(5), 1289–1304. DOI: 10.1108/IJEM-05-2023-0236.
Haidar, M. A., Hasanah, M., & Ma’arif, M. A. (2023). Educational challenges to human resource development in Islamic education institutions. Munaddhomah: Jurnal Manajemen Pendidikan Islam, 3(4), 366–377. DOI: 10.31538/munaddhomah.v3i4.309.
Hanafi, Y., Taufiq, A., Saefi, M., Ikhsan, M. A., Diyana, T. N., Thoriquttyas, T., & Anam, F. K. (2021). The new identity of Indonesian Islamic boarding schools in the “new normal”: The education leadership response to COVID-19. Heliyon, 7(3), Article e06549. DOI: 10.1016/j.heliyon.2021.e06549.
Karim, A., Bakhtiar, A., Sahrodi, J., & Chang, P. H. (2025). Spiritual leadership behaviors in religious workplace: The case of pesantren. International Journal of Leadership in Education, 28(6), 1293–1321. DOI: 10.1080/13603124.2022.2076285.
Kementerian Agama Republik Indonesia. (2024, February 19). Lebih 2,3 juta siswa akan ikuti Asesmen Madrasah 2024. Kementerian Agama Republik Indonesia.
Kementerian Agama Republik Indonesia. (2025). Rekapitulasi data kondisi sumber daya manusia pesantren. Kementerian Agama Republik Indonesia.
Khotimah, H., Manshur, U., Zaini, A. W., Sanjani, M. A. F., & Suhermanto. (2024). Increasing the competence of Islamic Religious Education teachers from a madrasah-based management perspective. Managere: Indonesian Journal of Educational Management, 6(1), 13–26. DOI: 10.52627/managere.v6i1.388.
Kosim, M., Muqoddam, F., Mubarok, F., & Laila, N. Q. (2023). The dynamics of Islamic education policies in Indonesia. Cogent Education, 10(1), Article 2172930. DOI: 10.1080/2331186X.2023.2172930.
Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. SAGE Publications.
Mahsusi, Hudaa, S., Fahmi, M., Kusen, Haryanti, N. D., & Wajdi, M. B. N. (2024). Achieving excellence: The role of digital transformation in madrasah management and Islamic culture. Cogent Arts & Humanities, 11(1), Article 2304407. DOI: 10.1080/23311983.2024.2304407.
Mintasih, D., Sukiman, & Purnama, S. (2024). Integration of digital technology in Islamic Religious Education learning: A qualitative study on teachers’ competence and implementation models in secondary schools. Jurnal Pendidikan Islam, 13(1), 85–96. DOI: 10.14421/jpi.2024.131.85-96.
Nuha, M. F. A. U., Muklason, A., & Agustiawan, Y. (2024). Enhancing administrative efficiency in pondok pesantren: Exploring the acceptance of E-Santren app system for administrative tasks. Procedia Computer Science, 234, 795–804. DOI: 10.1016/j.procs.2024.03.096.
OECD. (2023). OECD Digital Education Outlook 2023: Towards an effective digital education ecosystem. OECD Publishing. DOI: 10.1787/c74f03de-en.
Purnomo, E. N., Imron, A., Wiyono, B. B., Sobri, A. Y., & Dami, Z. A. (2024). Transformation of digital-based school culture: Implications of change management on Virtual Learning Environment integration. Cogent Education, 11(1), Article 2303562. DOI: 10.1080/2331186X.2024.2303562.
Rohman, A., Isna, A., Taruna, M. M., Rachmadhani, A., Atmanto, N. E., & Nasikhin. (2024). Challenges in Islamic education curriculum development: A comparative study of Indonesia, Pakistan, and India. International Journal of Learning, Teaching and Educational Research, 23(6), 504–523. DOI: 10.26803/ijlter.23.6.23.
Supriandi, S., Haddar, G. A., Saputri, D. Y., & Halim, C. (2024). Application of educational technology and teachers’ competence in improving teaching effectiveness in Islamic Education curriculum in Madrasah Aliyah in Indonesia. The Eastasouth Journal of Learning and Educations, 2(2), 84–96. DOI: 10.58812/esle.v2i02.299.
Suresman, E., Faqihuddin, A., Jenuri, & Abdullah, M. (2025). From sorogan to digital learning: A systematic literature network analysis of pesantren learning models. Cogent Education, 12(1), Article 2580776. DOI: 10.1080/2331186X.2025.2580776.
Tantowi, A., Gunawan, M. A., & Ibrahim, A. (2025). Optimizing Islamic boarding school management in the digital era: Analysis of technology effectiveness in administration and operations. Munaddhomah: Jurnal Manajemen Pendidikan Islam, 6(2), 295–309. DOI: 10.31538/munaddhomah.v6i2.1738.
World Bank. (2020, November 18). Creating a 21st century education system: Three new reports address Indonesia’s learning poverty and inequality. World Bank.
Yin, R. K. (2018). Case study research and applications: Design and methods (6th ed.). SAGE Publications.
