Indonesian Journal of Educational Management and Leadership

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

Ani Aryati — 2026-04-08

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)

Nurfitria Dewi — 2026-04-12

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

Muhammad Makki — 2026-04-16

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

Robby Aditya Putra — 2026-04-16

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.

Multicultural awareness and citizenship identity formation in higher education: A phenomenological study of civic education students

Futika Permatasari — 2026-05-10

Purpose - This study aims to phenomenologically explore the experiences of Civic Education students regarding multicultural awareness in the university setting, as well as the complex processes involved in the formation of their civic identity.

Method - This study uses a phenomenological approach with qualitative methods that aim to describe the construction of student identity and multicultural awareness. The type of phenomenology employed is social phenomenology based on Alfred Schutz’s perspective. This approach was chosen to examine how individuals subjectively construct meaning within the lifeworld. The primary focus of this study is on the aspect of intersubjectivity—specifically, how interpretations of citizenship identity and multicultural awareness are formed through interactions and typification schemes prevalent within specific social groups. The data collection methods in this study are observation and in-depth interviews.

Findings - The results show that the construction of student citizenship identity is demonstrated through several stages, namely externalization, objectification, and internalization. Meanwhile, the multicultural awareness of students in the Civic Education Study Program, based on Robert Hanvey's cross-cultural awareness theory, has reached the stage of the intellectual & empathy stage. They are able to critically examine their own culture and view the world from others’ perspectives (cross-cultural empathy) as the essence of civic maturity. This understanding arises from habits and experiences when interacting with students from different cultures.

Bringing contemporary ethics down to earth for generation Z: A study of moral values in digital disruption and its implications for educational leadership

Rosmita Rosmita — 2026-05-11

Purpose – This study addresses the urgent need to understand and apply ethical principles for Generation Z in the context of rapid digital disruption. With the proliferation of social media, artificial intelligence, and algorithm-driven interactions, young people face unique moral challenges, including empathy erosion, moral relativism, the spread of misinformation, and normalization of symbolic violence online. The purpose of this research is to explore how moral values can be recontextualized so they remain meaningful, practical, and normative for Generation Z, empowering them to navigate digital environments responsibly and thoughtfully.

Method – The research employs a qualitative-descriptive literature review approach. Primary sources include contemporary ethical theories, studies in digital sociology, and scholarship on moral education. Data collection involved selecting relevant academic articles, books, and reports addressing ethics in digital contexts. Analysis was conducted through thematic coding, comparing ethical frameworks with observed trends in Generation Z’s digital behavior, and synthesizing insights on applicable strategies for moral development in online spaces.

Findings – The study finds that contemporary ethics for Generation Z should be grounded in dialogical, contextual, and participatory approaches. Key values identified include digital responsibility, social empathy, justice, critical literacy, and awareness of the consequences of online actions. Generation Z is not merely a target for moral instruction but an active participant capable of shaping ethical frameworks based on lived digital experiences. Effective moral development requires integration of ethics into educational curricula, family guidance, and digital ecosystem design, ensuring that ethical principles are both adaptive and firmly rooted in normative foundations

Navigating educational excellence: The implementation and impact of strategic management in a rural Islamic boarding school context

Arif Fajar — 2026-05-12

Purpose – This study aims to analyze the implementation of strategic management in improving the quality of education at Pondok Pesantren Nurul Fattah Tulang Bawang, including environmental analysis, strategy formulation, strategy implementation, as well as evaluation and control.

Method – This study employs a qualitative approach using a field research design. Data were collected through observation, semi-structured interviews, and documentation. The research informants consisted of the pesantren leader, the head of the madrasah, and the boarding school administrators. Data analysis was conducted using the Miles and Huberman model, which includes data reduction, data display, and conclusion drawing. To ensure the validity of the data, triangulation techniques were applied, including source triangulation, methodological triangulation, and time triangulation.

Findings – The research findings indicate that the implementation of strategic management, from a conceptual standpoint, has encompassed all the key stages. However, its execution has not yet reached an optimal level. Environmental analysis is still conducted in an unsystematic manner, strategy formulation is not entirely data-driven, and the implementation phase is hindered by low levels of discipline and weak coordination. Furthermore, the evaluation process tends to focus more on the execution of activities rather than on the achievement of strategic objectives.