IJIEM: International Journal of Islamic Educational Management

Change Management to Overcome Senior Teacher Resistance to Educational Digitalisation

Mohammad Bilutfikal Khofi — 2025-06-30

Digital transformation in education is essential to meet the demands of Industry 4.0 and Society 5.0. However, senior teachers often exhibit resistance due to technological fear, low digital literacy, and established traditional methods. This study aims to explore effective change management strategies to overcome this resistance, focusing on the ADKAR model (Awareness, Desire, Knowledge, Ability, Reinforcement) within formal educational contexts, particularly Islamic institutions. Employing a systematic literature review (SLR), data were sourced from peer-reviewed journals and databases such as Scopus, Google Scholar, and SINTA, using keywords like "senior teacher resistance" and "ADKAR model." Inclusion criteria prioritized studies from 2014 to 2024 in English or Indonesian, resulting in five key articles analyzed thematically via ADKAR. Findings reveal that awareness is built through empathetic dialogues and focus groups; desire via low-risk pilots and practical benefits; knowledge and ability through microlearning and peer mentoring; and reinforcement via helpdesks and recognition. These strategies transform resistance into sustainable adoption, addressing psychological, technical, and cultural barriers. In conclusion, the ADKAR framework provides a human-centered roadmap for school leaders to facilitate digital integration, enhancing educational quality and competitiveness. Future research should incorporate primary data for broader applicability.

Implementation of Microsoft Excel as an E-Report Card Medium at SDN Kebun Bunga 5 Banjarmasin

Septiana Dwi Cahyani — 2025-06-30

This study examines the implementation of Microsoft Excel–based E-Report as a medium for student assessment at SDN Inti Kebun Bunga 5 Banjarmasin. Since 2020, the application has been mandatory for teachers to systematically input student scores in attitudes, knowledge, and skills. Using a qualitative approach through interviews, observations, and documentation, the study reveals that E-Report enhances teachers’ work efficiency, data accessibility, and transparency compared to manual methods. Microsoft Excel plays a vital role in automated calculations, grade conversion, and data recapitulation, although challenges remain, including teachers’ limited mastery of complex formulas and restricted internet access. The school addresses these issues through technical assistance and a gradual transition to web-based systems. Overall, the E-Report implementation significantly improves the quality of assessment management in primary schools. Sustainable support through teacher training and strengthened technological infrastructure is essential for optimizing this system.

A Comparative Analysis of Education Systems in Saudi Arabia and Indonesia: Curriculum Orientation, Gender Policy, and Human Resource Development

Tika Dwi Aprilia — 2025-12-19

This study examines the education systems of Saudi Arabia and Indonesia through a comparative qualitative analysis focusing on curriculum orientation, reform agendas, gender policy, and implications for human resource development. Data were derived from peer-reviewed academic literature, official education policy documents, and reports published by international organizations, which were analyzed thematically to identify key ideological and structural patterns in both national contexts. The findings indicate that Saudi Arabia adopts a religious–centralistic education model in which Islamic doctrine serves as the core epistemological foundation of curriculum design and governance, supporting ideological coherence and workforce specialization aligned with national economic transformation goals. In contrast, Indonesia implements an integrative–pluralistic education system that positions religious education alongside general and scientific subjects, emphasizing inclusivity, social cohesion, and long-term human development. Marked differences are also evident in gender policy, with Saudi Arabia institutionalizing gender segregation as a structural principle, while Indonesia promotes gender-inclusive learning environments across educational levels. The study concludes that education systems are deeply embedded in national ideological and socio-political contexts, highlighting that effective education policies are context-dependent and not universally transferable.

Islamic Education Risk Management in the Digital Age: An Integrated Analysis of Religion and Technology (Case Study at MIN 1 Bangkalan)

Diana Safira — 2025-06-30

The development of digital technology has had a significant impact on Islamic education, both in terms of opportunities for learning innovation and risks that have the potential to disrupt the character building of students. This situation requires risk management that is capable of integrating the use of technology with Islamic values. This study aims to analyze the application of Islamic education risk management at MIN 1 Bangkalan in responding to the challenges of the digital era through the integration of religious values and technology. The study uses a qualitative approach with a case study method. Data were obtained through observation, in-depth interviews, and documentation, then analyzed using data reduction, data presentation, and conclusion drawing techniques. The results of the study show that the main risks faced include the misuse of gadgets by students, access to digital content that is not in accordance with Islamic values, weak digital supervision, and a decline in social interaction between students. MIN 1 Bangkalan responds to these risks by implementing regulations on the use of technology, improving teachers' digital competence, integrating technology into the curriculum, and fostering media ethics based on Islamic values by involving parents. This study concludes that integrated Islamic education risk management between technology and Islamic values can create a safe, adaptive, and character-building educational process. The novelty of this study lies in the collaborative application of Islamic digital ethics-based risk management at the elementary education level.

Leadership From The Perspective Of The Qur'an

Muhammad Naufal Baehaki — 2025-06-30

Leadership is a crucial element in social and organizational life. From the Islamic perspective, leadership is not merely authority but a trust (amanah) that must be exercised in accordance with Qur’anic values. This paper is motivated by the need for an ethical and spiritually grounded leadership concept to address contemporary leadership challenges marked by integrity and moral crises. The purpose of this paper is to examine leadership from the Qur’anic perspective and to identify the core principles of Islamic leadership. The discussion focuses on Qur’anic values related to trust, justice, consultation (shura), and leaders’ responsibility toward society. This study employs a qualitative library research method by analyzing relevant Qur’anic verses, classical and contemporary commentaries, and related scholarly literature. The findings indicate that the Qur’an frames leadership as a moral and spiritual responsibility requiring justice, honesty, wisdom, and commitment to public welfare. Leaders are accountable not only to their followers but ultimately to God. In conclusion, Qur’anic leadership principles remain relevant as ethical guidelines for developing leadership that is trustworthy, just, and oriented toward the common good.