Humanisasi, Mutu, dan Etos Amanah: Praktik Manajemen Sumber Daya Manusia di Madrasah sebagai Ruang Diskursif Pendidikan Islam
Keywords:
humanization, trustworthy ethos, educational qualityAbstract
This study aims to analyze human resource management practices in madrasas that integrate humanization, educational quality, and the trustworthy ethos as a discursive space for Islamic education. The study employed a qualitative approach with a single case study at Madrasah Tsanawiyah Al-Hikmah, collecting data through in-depth interviews, participant observation, and documentation studies. The results indicate that teacher humanization, the socio-religious construction of educational quality, and the internalization of the trustworthy ethos create a participatory work climate and enhance teacher professionalism. This study's contribution lies in providing a holistic perspective on human resource management based on Islamic educational values that can serve as a reference for developing teacher management policies and practices.
References
Abdullah, M. (2019). School culture to serve performance of madrasah in Indonesia. QIJIS, 7(1), 1–23.
Ahmed, S. K. (2024). The pillars of trustworthiness in qualitative research. Journal of Medicine, Surgery, and Public Health, 2, 100051.
Akhyar, M., Zukdi, I., & Deliani, N. (2024). Value-based leadership of Islamic education teachers and its role in disciplinary religious practice formation: A qualitative case study in an Indonesian public school. Jurnal Pendidikan Islam, 13(2), 97–105.
Al Farisi, Y. (2021). Improving The Quality of Human Resources In Madrasah. Managere: Indonesian Journal of Educational Management, 3(2), 192–201.
Atsani, L., Nasri, U., Walad, M., & Nurdiah, N. (2023). Management of the Nahdlatul Wathan Lombok Qur’an Home Education Strategy in Creating Qur’anic Generations. Al Hikmah: Journal of Education, 4(1), 77–92.
Azra, A., Afrianty, D., & Hefner, R. W. (2007). Pesantren and madrasa: Muslim schools and national ideals in Indonesia. Schooling Islam: The Culture and Politics of Modern Muslim Education, 172–198.
Baharun, H. (2017). Total Moral Quality: A New Approach for Character Education in" Pesantren". Online Submission, 21(1), 57–80.
Basari, D. J., Sebgag, S., Noval, S. M. R., Mudrikah, A., & Mulyanto, A. (2023). Human Resource Management Model in Islamic Boarding School-Based Private Madrasah Tsanawiyah. Nidhomul Haq: Jurnal Manajemen Pendidikan Islam, 8(1), 14–30.
Bloome, D., Carter, S. P., Christian, B. M., Otto, S., & Shuart-Faris, N. (2004). Discourse analysis and the study of classroom language and literacy events: A microethnographic perspective. Routledge.
Brandom, R. (1994). Making it explicit: Reasoning, representing, and discursive commitment. Harvard university press.
Brookfield, S. D. (2015). The skillful teacher: On technique, trust, and responsiveness in the classroom. John Wiley & Sons.
Brooks, M. C., & Mutohar, A. (2018). Islamic school leadership: A conceptual framework. Journal of Educational Administration and History, 50(2), 54–68.
Campbell, E. (2003). The ethical teacher. McGraw-hill education (UK).
Cheruvallil-Contractor, S. (2015). Online Sufism–Young British Muslims, Their Internet “Selves” and Virtual Reality. Sufism in Britain, 161, 176.
Chowdhury, M. (2018). Emphasizing morals, values, ethics, and character education in science education and science teaching. MOJES: Malaysian Online Journal of Educational Sciences, 4(2), 1–16.
Darling-Hammond, L. (2000). Teacher quality and student achievement. Education Policy Analysis Archives, 8, 1.
Day, C., Elliot, B., & Kington, A. (2005). Reform, standards and teacher identity: Challenges of sustaining commitment. Teaching and Teacher Education, 21(5), 563–577.
DeMatthews, D. E., Carey, R. L., Olivarez, A., & Moussavi Saeedi, K. (2017). Guilty as charged? Principals’ perspectives on disciplinary practices and the racial discipline gap. Educational Administration Quarterly, 53(4), 519–555.
Deterding, N. M., & Waters, M. C. (2021). Flexible coding of in-depth interviews: A twenty-first-century approach. Sociological Methods & Research, 50(2), 708–739.
Ebstyne King, P., & Furrow, J. L. (2008). Religion as a resource for positive youth development: religion, social capital, and moral outcomes. Meeting of the Society for Research in Child Development, Apr, 2001, Minneapolis, MN, US; A Previous Version of This Article Was Presented at the Aforementioned Conference., 1, 34.
Fairman, J. C., & Mackenzie, S. V. (2015). How teacher leaders influence others and understand their leadership. International Journal of Leadership in Education, 18(1), 61–87.
Gano, A. A., Abdullahi, N., Adam, Z. L., & Setyawan, C. E. (2024). Integrating Islamic principles into human resource management: Advancing organizational success through Islamic education and ethical practices. Tadibia Islamika, 4(2), 62–74.
Gardner, H. (2021). Disciplined mind: What all students should understand. Simon & Schuster.
Glikson, E., & Woolley, A. W. (2020). Human trust in artificial intelligence: Review of empirical research. Academy of Management Annals, 14(2), 627–660.
Gronn, P., & Ribbins, P. (1996). Leaders in context: Postpositivist approaches to understanding educational leadership. Educational Administration Quarterly, 32(3), 452–473.
Hooker, M. B. (2008). Indonesian syariah: defining a national school of Islamic law. Institute of Southeast Asian Studies.
Ikhwan, A., Rohmad, A., & Zukhrufin, F. K. (2025). Integrating Emotional and Spiritual Quotient (ESQ) with Prophetic Values in Human Resource Development. Afkar: Jurnal Akidah Dan Pemikiran Islam, 27(1), 383–426.
Ismail, I. (2016). Character education based on religious values: an Islamic perspective. Ta’dib: Jurnal Pendidikan Islam, 21(1), 41–58.
Jarzabkowski, P., & Seidl, D. (2008). The role of meetings in the social practice of strategy. Organization Studies, 29(11), 1391–1426.
Karim, A., Fathurohman, O., Sulaiman, S., Marliani, L., Muhammadun, M., & Firmansyah, B. (2025). How do principals act as leaders and managers in boarding and public schools in Indonesia? Cogent Education, 12(1), 2445354.
Khan, B., Farooq, A., & Hussain, Z. (2010). Human resource management: an Islamic perspective. Asia-Pacific Journal of Business Administration, 2(1), 17–34.
Kohn, A. (2006). Beyond discipline: From compliance to community. ASCD.
Kusumaputri, E. S., Muslimah, H. L., & Hayati, E. I. (2023). The case study of Islamic-education leadership model: What we can learn from the dynamics of principals’ leadership in Indonesian excellence Islamic boarding-schools. Jurnal Psikologi, 50(1), 18–44.
Lambert, L. (1998). Building leadership capacity in schools. ASCD.
Lawson, M. A. (2003). School-family relations in context: Parent and teacher perceptions of parent involvement. Urban Education, 38(1), 77–133.
Malik, J. (2006). Madrasah in South Asia. The Blackwell Companion to Contemporary Islamic Thought. Basingstoke: Blackwell.
Martimianakis, M. A., Michalec, B., Lam, J., Cartmill, C., Taylor, J. S., & Hafferty, F. W. (2015). Humanism, the hidden curriculum, and educational reform: a scoping review and thematic analysis. Academic Medicine, 90(Supplement_1), S5–S13.
Moosa, E. (2015). What is a Madrasa? UNC Press Books.
Muhammad, F., Abitolkha, A. M., & Dodi, L. (2024). Dimensions of Sufism within the Islamic religious education curriculum in higher education. Nazhruna: Jurnal Pendidikan Islam, 7(1), 40–58.
Natow, R. S. (2020). The use of triangulation in qualitative studies employing elite interviews. Qualitative Research, 20(2), 160–173.
Parsloe, E., & Leedham, M. (2009). Coaching and mentoring: Practical conversations to improve learning. Kogan Page Publishers.
Rendón, L. I., & Cantú, N. (2023). Sentipensante (sensing/thinking) pedagogy: Educating for wholeness, social justice, and liberation. Routledge.
Rice, G. (1999). Islamic ethics and the implications for business. Journal of Business Ethics, 18(4), 345–358.
Sahin, A. (2018). Critical issues in Islamic education studies: Rethinking Islamic and Western liberal secular values of education. Religions, 9(11), 335.
Sahin, A. (2022). Love of learning as a humanizing pedagogic vocation: Perspectives from traditions of higher education in Islam. In Higher education and love: Institutional, pedagogical and personal trajectories (pp. 137–187). Springer.
Saihu, M. (2020). Unity In Diversity (Humanism-Theocentric Paradigm Of Social Education In Indonesia). GlobeEdit.
Seligman, A. B. (2021). The problem of trust.
Shah, S. (2015). Education, leadership and Islam: Theories, discourses and practices from an Islamic perspective. Routledge.
Srivastava, P., & Hopwood, N. (2009). A practical iterative framework for qualitative data analysis. International Journal of Qualitative Methods, 8(1), 76–84.
Talbani, A. (1996). Pedagogy, power, and discourse: Transformation of Islamic education. Comparative Education Review, 40(1), 66–82.
Tayeb, M. (1997). Islamic revival in Asia and human resource management. Employee Relations, 19(4), 352–364.
Thoonen, E. E. J., Sleegers, P. J. C., Oort, F. J., Peetsma, T. T. D., & Geijsel, F. P. (2011). How to improve teaching practices: The role of teacher motivation, organizational factors, and leadership practices. Educational Administration Quarterly, 47(3), 496–536.
Trilling, L. (2009). Sincerity and authenticity. Harvard University Press.
Usman, A. H., Shaharuddin, S. A., & Abidin, S. Z. (2017). HUMANISM IN ISLAMIC EDUCATION: INDONESIAN REFERENCES. International Journal of Asia-Pacific Studies, 13(1).
