(Muhamad Rizqi Sobari/MPI 6C/S1/1222010103 Student UIN Sunan Gunung Djati Bandung)
International Islamic educational institutions are facing significant challenges in addressing the demands of globalization, technological advancement, and increasingly complex societal expectations. To remain relevant and continue progressing, these institutions are required to initiate innovation across all aspects of education, including curriculum development, teaching methodologies, and administrative management. Innovation is a critical key that enables Islamic education not only to uphold its core religious values but also to offer concrete solutions to contemporary issues.
The management of educational innovation in Islam emerges as a strategic approach designed to initiate reforms that are both practical and transformative. This process involves comprehensive steps starting from planning, development, and implementation, to the evaluation of innovative programs. The overarching goal is to enhance the effectiveness and efficiency of educational systems rooted in Islamic values, enabling them to adapt to modern developments and serve broader communities.
First, The concept of innovation management in Islamic education refers to a structured process aimed at producing educational breakthroughs that address existing problems effectively and efficiently. This process is characterized by several distinct qualities, such as relative advantage compared to previous systems, compatibility with cultural and religious values, feasibility for trials, observable outcomes, and manageable levels of complexity for implementation. It also involves core principles such as analytical thinking, conceptual development, starting from small-scale initiatives, and being oriented toward pioneering meaningful change. The ultimate aim is to improve the quality and reach of Islamic education so that it is capable of responding to the evolving demands of science, technology, and diverse societal needs.
Second, Educational innovation in Islamic institutions can be understood as a developmental journey that includes several interconnected stages. It begins with invention, which involves the discovery or creation of new ideas or methods, either through adaptation or through novel approaches that differ from previous practices. This is followed by development, where these ideas are refined through research and structured in preparation for broader implementation. The next phase is diffusion, in which innovations are systematically introduced to educators and institutions beyond their point of origin. Finally, the process reaches adoption, where innovations are accepted and integrated into educational environments, aligned with existing social values and institutional culture. These stages illustrate how educational innovations are conceived, refined, and embedded into daily practice within Islamic educational frameworks.
Third, The development of Islamic educational innovations can be approached through various strategies, depending on the needs and conditions of the institution. One such approach is the power coercive strategy, which relies on authority and directive implementation without substantial participation from those directly involved. Another is the empirical-rational strategy, which uses logical reasoning and empirical evidence to convince stakeholders of the benefits of innovation. This method is most effective in environments that value rationality and are open to proven improvements. A more transformative approach is the normative re-educative strategy, which emphasizes re-learning and seeks to shift values, attitudes, and deep-seated understandings among educators and administrators. Each of these strategies presents a unique pathway to innovation, ranging from top-down directives to participatory and educational transformations.
Fourth, The process and procedures involved in managing educational innovation follow a dynamic and systematic path. It begins with knowledge, where individuals within the education system are introduced to new concepts and gain awareness of the proposed innovations. This leads to the persuasion phase, in which they develop positive attitudes and openness toward change. The next step is decision-making, where stakeholders assess the innovation's relevance and decide whether to proceed with its adoption. If accepted, the process advances to implementation, beginning with pilot applications and gradually expanding across the institution. The final stage is confirmation, where the outcomes are evaluated, and the innovation is either reinforced or adjusted based on practical experiences. The success of innovation in Islamic schools depends heavily on collective awareness, positive attitudes toward change, careful evaluation, and a step-by-step approach that ensures long-term sustainability.
Innovation in Islamic education management is not merely an option but a pressing necessity amid the dynamics of global change. By thoroughly understanding the fundamental concepts, models, strategies, and processes of innovation management, international Islamic educational institutions can develop systems that are adaptive, high in quality, and firmly rooted in Islamic values. The success of innovation depends not only on brilliant ideas but also on institutional readiness, active participation from all stakeholders, and the sustainability of its implementation. Therefore, the transformation of Islamic education must be carried out in a planned, gradual manner, driven by collective awareness to meet the challenges of both the present and the future.
This article is extracted from the Teaching Materials Module for International Islamic Education Management Course Part 11 by Prof. A. Rusdiana, M.M
Diambil pribadi (Pada tanggal 19 Mei 2025)