JUANGA: Jurnal Agama dan Ilmu Pengetahuan

TANGGUNG JAWAB KEPALA MADRASAH DALAM PERSPEKTIF PENDIDIKAN ISLAM: Kajian Akademik, Moral-Spiritual, dan Sosial

Hamzah Umasugi, M.Pd.I Umasugi — 2026-06-25

This study aims to analyze the responsibilities of madrasah principals across three interrelated dimensions academic, moral-spiritual, and social through the lens of Islamic education. Employing a qualitative library research approach with descriptive-qualitative analysis of indexed scholarly journals, textbooks, and relevant policy documents, the study yields three principal findings. First, systematic and continuous academic supervision is a determinant factor in improving teachers’ pedagogical competence and learning quality. Second, the moral-spiritual exemplarity of madrasah principals directly shapes the formation of an Islamic organizational culture and a conducive work climate. Third, substantive rather than ceremonial community partnerships produce measurable outcomes for institutional legitimacy and sustained educational quality improvement. The study further identifies that low managerial competence among madrasah principals resulting in non-conducive work climates and the scarcity of structured leadership development programs constitute the primary barriers to realizing these responsibilities. The original contribution of this article lies in its cross-dimensional synthesis, integrating Qur’anic and Hadith normative foundations with the EMASLIM management framework into a single cohesive and operational analytical framework for Islamic educational leadership.

Pendidikan Islam Sebagai Agen Deradikalisasi:Analisis Teori Sosial Dan Pedagogi Kritis

Sahrul Takim — 2026-06-25

Radikalisme keagamaan merupakan fenomena multidimensional yang dipengaruhi oleh faktor ideologis, sosial, politik, dan psikologis. Dalam konteks globalisasi dan digitalisasi, penyebaran paham radikal semakin kompleks dan cepat, terutama di kalangan generasi muda. Pendidikan Islam memiliki posisi strategis sebagai agen deradikalisasi melalui internalisasi nilai-nilai moderasi, toleransi, dan keadilan sosial. Penelitian ini bertujuan untuk menganalisis peran pendidikan Islam dalam upaya deradikalisasi dengan pendekatan teori sosial dan pedagogi kritis. Metode yang digunakan adalah studi literatur dengan mengkaji berbagai sumber akademik yang relevan. Hasil penelitian menunjukkan bahwa pendidikan Islam dapat berfungsi sebagai instrumen deradikalisasi apabila dikembangkan melalui pendekatan dialogis, reflektif, dan kontekstual. Integrasi teori sosial membantu memahami akar struktural radikalisme, sedangkan pedagogi kritis berperan dalam membangun kesadaran kritis peserta didik. Dengan demikian, pendidikan Islam tidak hanya berfungsi sebagai media transmisi nilai, tetapi juga sebagai sarana transformasi sosial yang mampu mencegah berkembangnya ideologi radikal.

Islamisasi Ilmu versus Dekolonial: Kerangka Kriteria Pembeda dalam Epistemologi Islam Kontemporer

Samsudin Buamona B — 2026-06-30

The Islamization of knowledge project and the decolonial approach are frequently conflated in contemporary Islamic epistemology discourse, despite emerging from distinct intellectual genealogies with fundamentally different philosophical consequences. This conflation directly affects curriculum development in Islamic higher education, as administrators struggle to maintain consistent references when both terms are applied interchangeably without clear conceptual boundaries. This study develops systematic criteria to differentiate the two projects through a critical literature review of primary texts by al-Faruqi, al-Attas, Quijano, and Mignolo alongside relevant academic literature. The analysis examines five comparative dimensions: intellectual genealogy, epistemological foundations, methodological strategy, orientation toward tradition and modernity, and sociopolitical transformative vision. Findings indicate that the Islamization project remains normative-theological with revelation as its highest authority, while the decolonial approach is pluralist and rejects any singular epistemic authority. This study offers a reusable criteria framework enabling scholars and Islamic higher education administrators to position epistemological projects more precisely, thereby avoiding conceptual conflation that persists in curricula and institutional policy