Technology-Based Islamic Education Management: Developing Adaptive Leadership 4.0
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Abstract
Islamic education faces significant challenges in the era of the Fourth Industrial Revolution, characterized by rapid developments in digital technology. Digital transformation in education not only affects teaching methods but also management systems and leadership. Therefore, this study aims to analyze the implementation of adaptive leadership in technology-based Islamic education management, identify the supporting and inhibiting factors of technology implementation, and provide strategic recommendations for Islamic education leaders in the digital era. This research employs a qualitative approach using a case study method at MTs Kanjeng Sepuh Sidayu. Data were collected through in-depth interviews, participatory observation, and document analysis. Data analysis was conducted using thematic analysis to identify patterns and relationships among relevant variables. The results indicate that the implementation of adaptive leadership has promoted digital transformation in the madrasah through the use of online learning applications, digital academic information systems, digital communication, teacher training, mentoring, and technology procurement, reflecting an integration of Islamic values with modern practices. However, the effectiveness of adaptive leadership largely depends on human resource competence, infrastructure readiness, internal policies, and organizational culture. The implementation of administrative technology is supported by visionary leadership, teachers’ digital competence, infrastructure, and community support but is hindered by uneven digital literacy, limited devices and networks, unstructured operational guidelines, and cultural resistance. This study emphasizes that successful technology-based Islamic education management transformation requires an integrated strategy, including strengthening human resource capacity, investing in infrastructure, formulating formal policies, and fostering a collaborative organizational culture. The findings not only provide practical contributions for madrasah management in addressing digital-era challenges but also enrich the literature on Islamic education leadership by highlighting the importance of integrating Islamic values, digital mindset, and stakeholder collaboration within the educational ecosystem.
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