Paradigma Manajemen Pendidikan Islam Dalam Kajian Studi Islam: Tinjauan Literatur Sistematis

Abstract

This article examines the paradigm of Islamic education management within the broader framework of Islamic studies through a systematic-narrative literature review. It conceptualizes Islamic education management not merely as a set of technical administrative functions, but as an epistemological construct grounded in tauhid (unity of God), amanah (trust), justice, maslahah (public good), shura (consultation), quality, and responsiveness to socio-technological change. The study adopts a qualitative approach using a literature review design, with sources selected progressively from relevant works on leadership, quality assurance, curriculum, governance, human resources, digital transformation, and character education in Islamic institutions. The findings indicate four key points. First, the paradigm has shifted from a normative-theological orientation to an integrative model that connects Islamic values with modern management theories. Second, effective governance requires balancing spiritual commitments, organizational efficiency, and stakeholder responsiveness. Third, leadership trends toward a transformational-participatory model while sustaining moral authority, institutional culture, and the tarbawi mission. Fourth, recent studies emphasize quality assurance systems, data-driven policies, and digital innovation, while also highlighting disparities in resources, teacher competence, and policy support. Overall, Islamic education management should be positioned as an integrative discipline bridging normative, historical, sociological, and practical dimensions.