Strengthening Democratic Education Through Structural Governance Reform in Contemporary Islamic Boarding Schools

Authors

  • Elly Zakiyatin Nafisa UIN Walisongo, Semarang, Indonesia
  • Nagita Histimuna Aisyah UIN Walisongo, Semarang, Indonesia
  • Laily Nur Zakiya UIN Walisongo, Semarang, Indonesia
  • Samima Nasrin Aligarh Muslim University, Uttar Pradesh, India

DOI:

https://doi.org/10.47731/12d1dz43

Keywords:

Democracy education, Organizational structure, Islamic Boarding School

Abstract

Prior scholarly inquiries have investigated leadership dynamics and democratic values within Islamic boarding schools, encompassing contemporary leadership models and routine institutional activities that embody democratic ideals. Nevertheless, empirical exploration concerning organizational development as a foundational framework for democratic education in modern pesantren remains substantially underrepresented in the existing literature. This study is therefore designed to examine and describe the actualization of democratic education through the formation and development of organizational structures in modern Islamic boarding schools. A qualitative descriptive approach was adopted, involving institutional leaders, teaching staff, administrative personnel, and students at one modern Islamic boarding school (pesantren khalafiyah) in Surakarta, Indonesia. The findings reveal that the organizational leadership structure must embrace a democratic and collective governance pattern in order to preclude the concentration of power within any single individual or group. Deliberative processes constitute the cornerstone for both the establishment and operationalization of the organizational system in modern boarding schools. The contributions of this study advance the scientific development of Islamic education by proposing a four-pillar structural model of a democratic modern Islamic boarding school organization, comprising (1) collectively democratic leadership, (2) deliberation-based governance, (3) inclusive and professional leadership attitudes, and (4) merit-based appointment processes. This model is capable of integrating democratic values into institutional practices and educational processes as an innovative contribution to character formation and citizenship education.

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2024-12-25

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