Indonesian Journal of Educational Management and Leadership

Transforming pesantren educational management through religious moderation in the era of technological disruption

2026-04-12T06:28:19+07:00

Purpose − Technological disruption has posed both challenges and opportunities for Pesantren as Islamic educational institutions rooted in tradition. On the one hand, rapid digital transformation demands managerial adaptation and innovation; on the other hand, Pesantren bear a strategic responsibility to cultivate religious moderation amid the proliferation of exclusive and intolerant religious narratives in digital spaces. This study aims to analyze the transformation of Pesantren educational management based on religious moderation in response to technological disruption through the POAC management framework (planning, organizing, actuating, controlling)

Method − Employing a qualitative approach with a case study design, data were collected through in-depth interviews, observations, and document analysis.

Findings − The findings reveal that the transformation of Pesantren educational management occurs in a systematic and contextual manner. At the planning stage, religious moderation is integrated into the vision, mission, and strategic educational policies. At the actuating stage, Pesantren mobilize educational resources adaptively by combining traditional learning methods with selective and value-oriented use of digital technology. Meanwhile, at the controlling stage, evaluation is conducted holistically by assessing not only academic achievement but also the internalization of moderate religious attitudes and digital ethics among students. The novelty of this study lies in the development of an integrated Pesantren educational management model that embeds religious moderation across all POAC functions within the context of technological disruption. This study contributes to the advancement of Islamic educational management scholarship and offers a practical framework for managing Pesantren in an adaptive, moderate, and sustainable manner in the digital era.

Continuity and transformation of Islamic educational institutions in Palembang’s Malay Civilization (1900–Present)

2026-04-12T07:48:03+07:00

Purpose − This study examines the continuity of Islamic educational institutions within the context of Palembang Malay civilization from 1900 to the present. This study aims to analyze the ongoing role of Islamic educational institutions in shaping and preserving Malay Islamic civilization in Palembang through a multitemporal review, from the Dutch colonial era to the contemporary era.

Method − Using historical research methods with a qualitative approach, data were collected through heuristics, source criticism (external and internal), and in-depth interviews with key figures and alumni.

Findings − The research findings indicate a significant shift in the role of Palembang's Islamic educational institutions, from a focus on ideological and cultural resistance during the colonial period to a focus on developing superior human resources today. During the colonial era, Islamic educational institutions served as a bulwark against Westernization, with the curriculum dominated by religious knowledge to instill anti-colonial values. Post-Independence, this role transformed into formal consolidation and institutionalization through state recognition and the establishment of Islamic universities (such as UIN Raden Fatah). Today, Islamic educational institutions firmly integrate religious and general knowledge, with an orientation toward producing professionals with noble character who can compete in the era of globalization. Despite this shift in focus, elements of continuity are found in the commitment of Islamic educational institutions to the fundamental values of wasathiyah (moderate) Islam and the preservation of Malay customs. This ongoing role confirms that Islamic educational institutions are adaptive agents of historical change and guardians of civilizational identity in Palembang.

The implementation of the merdeka curriculum: A study of educational management at secondary schools in Mataram, Indonesia

2026-04-16T03:53:47+07:00

Purpose − The Merdeka Curriculum provides greater flexibility for schools to design, implement, and evaluate learning programs according to their contextual needs. However, its successful implementation requires effective school management practices. This study aims to explore how school management functions are implemented in the process of adopting the Merdeka Curriculum in secondary schools in Mataram City, Indonesia.

Method − The study employed a qualitative case study approach involving six secondary schools consisting of three senior high schools and three junior high schools. Data were collected through observations, semi-structured interviews with principals, teachers, and school staff, as well as document analysis. The data were analyzed using the Miles and Huberman interactive model, including data reduction, data display, and conclusion drawing.

Findings − The findings reveal that school management in implementing the Merdeka Curriculum is carried out through four key stages: planning, organizing, implementation, and monitoring. In the planning stage, schools conduct curriculum planning meetings, diagnostic assessments, and teacher training programs. The organizing stage involves the establishment of curriculum development teams and teacher performance assessment teams. During implementation, teachers apply teaching modules aligned with the Merdeka Curriculum while schools conduct workshops and professional development activities to strengthen teachers’ competencies. Monitoring and evaluation are conducted through summative assessments, the National Assessment (ANBK), and the use of educational report data. These findings highlight the crucial role of school leadership and collaborative management in ensuring the effective implementation of the Merdeka Curriculum. The study contributes to the understanding of school-level management practices that can support curriculum reform in the Indonesian education system.

Commodifying learning? Ethical communication violations and professional boundaries of Indonesian influencer lecturers on social media

2026-04-16T08:14:28+07:00

Purpose − This study explores the phenomenon of the commodification of learning by influencer lecturers in Indonesia using social media. The main objective of this study is to analyze how lecturers’ practices in sharing content on social media can trigger ethical communication violations, blur professional boundaries, and affect students’ learning experiences as well as the protection of their rights in the digital era.

Method − This study adopts a qualitative research design to examine the phenomenon of influencer lecturers in Indonesia, focusing on the commodification of learning, ethical communication violations, and professional boundaries on social media. Data was collected through a literature review and digital observation of lecturers’ activities on platforms such as Instagram, TikTok, and YouTube during the period from 2022 to 2025. A purposive sampling technique was used to select lecturers who actively produce educational content and demonstrate significant audience engagement. The research data consists of publicly available posts, videos, captions, and interactions, which were analyzed using iterative thematic analysis. The main themes identified include the commodification of learning, ethical communication violations and the blurring of professional boundaries. Ethical considerations were maintained by anonymizing all observed accounts. The analysis of this study is based on the Source Credibility Model, Kantian communication ethics, and professional Stephen J. Ball’s concept of performance.

Findings − The findings reveal that the commodification practices of influencer lecturers are concretely manifested through packaging students’ expressions, emotions, and interactions as digital content oriented toward attention. This condition reduces the fundamental values of education. As a result, the use of social media by influencer lecturers not only has the potential, but clearly leads to violations of communication ethics, blurred professional boundaries, and a decline in academic credibility. This study emphasizes the urgent need for a clear separation between the role of lecturers as educators and as public figures. Influencer lecturers are required to consciously establish, internalize, and maintain clear ethical boundaries to uphold professionalism and academic integrity.