Rizki Novita, Hamzatul Munir

AN ISLAMIC LEADERSHIP MODEL BASED ON UMAR BIN KHATTAB’S SERVANT LEADERSHIP IN THE MANAGEMENT OF MODERN ISLAMIC SCHOOLS (MADRASAHS)

Introduction

An islamic leadership model based on umar bin khattab’s servant leadership in the management of modern islamic schools (madrasahs). Explore Umar bin Khattab's servant leadership model applied to modern madrasah management. Discover values like justice & accountability for ethical, participatory Islamic educational governance.

Abstract

This study examines and contextualizes the servant leadership model exemplified by Umar ibn al-Khattab and its application in the management of modern Islamic schools (madrasahs). The research aims to identify key leadership values justice, simplicity, participation, accountability, and exemplary behavior and formulate a practical model for their integration into Islamic Education Management (Manajemen Pendidikan Islam/MPI). Using a descriptive qualitative approach grounded in a naturalistic paradigm, the study combines literature review and case studies conducted in two South Sumatran madrasahs to explore how these values manifest in real-world managerial practices. Data were gathered through library research, participant observation, in depth interviews, and document analysis, with thematic coding and triangulation ensuring the validity of findings. The results reveal that Umar’s leadership principles are operationalized in madrasahs through equitable evaluation policies, modest resource allocation, participatory planning, transparent accountability, and moral role modeling by school leaders. These practices enhance institutional integrity, improve governance efficiency, and strengthen moral-spiritual culture within educational environments. The study contributes theoretically by linking classical Islamic leadership philosophy with contemporary managerial frameworks and practically by offering a values-based model applicable to policy development and leadership training. While the limited sample restricts generalizability, this research lays the groundwork for future studies employing mixed or action research to assess the measurable impact of Umar-inspired leadership on institutional performance. Ultimately, the findings affirm that revitalizing Islamic servant leadership offers a strategic pathway toward ethical, participatory, and sustainable educational governance in the era of Education 5.0.

Review

This study presents a timely and highly relevant exploration into the application of Umar ibn al-Khattab’s servant leadership principles within the contemporary management of Islamic schools (madrasahs). The researchers effectively bridge classical Islamic philosophy with modern educational management, identifying five core leadership values—justice, simplicity, participation, accountability, and exemplary behavior—and translating them into a practical model for Islamic Education Management (MPI). The use of a descriptive qualitative approach, combining extensive literature review with case studies in two South Sumatran madrasahs, is well-suited to the research aims, employing robust data collection methods including participant observation, in-depth interviews, and document analysis. The findings offer compelling evidence that these historical principles are indeed operationalized in modern madrasahs, yielding positive outcomes such as enhanced institutional integrity and improved governance efficiency. While the study makes significant contributions, it acknowledges an important limitation regarding the generalizability of its findings due to the confined sample of two madrasahs in a specific region. Although the qualitative depth achieved through a naturalistic paradigm is valuable, a deeper exploration of potential challenges or resistance encountered during the implementation of these principles would further enrich the analysis. For instance, the abstract highlights *how* the principles are operationalized, but a more nuanced discussion on *why* certain practices thrive or face obstacles, or the specific leadership development processes involved, could strengthen the practical applicability of the proposed model beyond its theoretical formulation. Nevertheless, this research provides a commendable theoretical foundation by connecting classical Islamic thought to contemporary managerial frameworks and offers a tangible, values-based model for policy development and leadership training. Its affirmation that revitalizing Islamic servant leadership can lead to ethical, participatory, and sustainable educational governance is particularly pertinent in the era of Education 5.0. The study effectively lays the groundwork for future inquiry, and its suggestion for subsequent mixed-methods or action research to quantitatively assess the measurable impact of Umar-inspired leadership on institutional performance is a logical and promising next step, which would undoubtedly bolster the practical utility and generalizability of its findings.

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