The Transformation Of Islamic Education Leadership From The Time Of The Prophet To The Modern Era Perspective Of Islamic Education History

Muwafiqus Shobri; Ansharuddin M

doi:10.37348/cendekia.v12i1.1229

Authors

Muwafiqus Shobri Institut Agama Islam Hasan Jufri Bawean
Ansharuddin M Institut Agama Islam Hasan Jufri Bawean

DOI:

https://doi.org/10.37348/cendekia.v12i1.1229

Keywords:

Islamic educational leadership, history of Islamic education, prophetic leadership, educational transformation, modern leadership

Abstract

The transformation of Islamic education leadership is a historical process that takes place along with changes in social, political, institutional, scientific development, and the demands of the times. The leadership of Islamic education during the time of the Prophet (saw) was not only oriented to the delivery of knowledge, but also the formation of morals, community development, example, deliberation, justice, and service to the ummah. In the next development, this pattern underwent institutionalization through mosques, halaqah, kuttab, madrasahs, and various Islamic educational institutions until it entered a modern phase characterized by bureaucratization, professionalization, curriculum modernization, and digitalization. This study aims to analyze the transformation of Islamic education leadership from the time of the Prophet (saw) to the modern era and identify the continuity of values and changes in the form of leadership. The research uses the library research method with a historical-interpretive approach and thematic analysis. Data were obtained from primary sources in the form of the Qur'an, hadiths, historical works and classical literature, as well as secondary sources in the form of academic books and scientific journal articles. The results of the study show that the transformation of Islamic educational leadership is not a simple move from the traditional model to the modern model, but a negotiation process between moral-spiritual authority, scientific authority, social authority, and managerial rationality. The values of trust, justice, exemplary, deliberation, compassion, and welfare orientation remain the foundations, while the structure, decision-making mechanism, professionalism, and use of technology have changed. These findings offer a prophetic-adaptive leadership perspective as a synthesis between the continuity of Islamic values and the demands of modern education governance.

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