ISLAMIC KNOWLEDGE INTEGRATION AS A STRATEGIC FOUNDATION FOR STRENGTHENING ISLAMIC EDUCATIONAL MANAGEMENT

Abstract

This study aims to analyze the integration of Islamic knowledge as the foundational basis for strengthening educational management at MIS Al Fajar Pringsewu Selatan through a qualitative approach employing case studies and literature reviews. Data were collected through in-depth interviews, participatory observations, and document analysis to examine the implementation of tawhid, ethics (akhlaq), and maqasid al-shariah values in school management, curriculum development, and learning practices. The findings reveal that Islamic values have been comprehensively integrated throughout the entire managerial process, from planning to supervision. The integrative curriculum combining religious and general sciences is implemented through instructional tools, thematic approaches, and religious habituation, although inconsistencies among teachers remain evident. Value-based learning is carried out through modeling, dialogic methods, and the reinforcement of Qur’anic character in daily activities. The novelty of this study lies in the simultaneous mapping of three domains of integration management, curriculum, and learning at the elementary madrasah level, along with the identification of an “evaluation-value gap,” referring to the absence of a holistic assessment instrument grounded in maqasid al-shariah. These findings contribute both theoretically and practically to the development of a more integrated and measurable Islamic educational management model.