Sarayulis

The Application of Local Wisdom Management in Dayah Education: A Study of Dayah Jamiah Al-Aziziyah Bireuen

Introduction

The application of local wisdom management in dayah education: a study of dayah jamiah al-aziziyah bireuen. Explore local wisdom management in Dayah Jamiah Al-Aziziyah's Islamic education. Discover six pillars: charismatic leadership, deliberation, discipline, community ties, traditional pedagogy, and adaptive management. A sustainable, character-oriented model.

Abstract

This study aims to examine the management of Islamic boarding schools (dayah) based on local wisdom at Dayah Jamiah Al-Aziziyah, Bireuen, Aceh. Employing a qualitative approach through a case study method, data were collected via in-depth interviews, participatory observations, and document analysis. The findings reveal that the management of the dayah is grounded in six core pillars: (1) charismatic leadership of ulama as the managerial axis, (2) decision-making through musyawarah (deliberation) reflecting traditional democracy, (3) discipline enforcement through exemplary conduct, (4) strong social relations between the dayah and the community as a source of legitimacy and support, (5) the use of kitab kuning (classical Islamic texts) as a traditional pedagogical system and a means for internalizing values, and (6) an adaptive management model that responds to contemporary challenges without compromising traditional identity. These findings both affirm and modify established theories such as charismatic leadership, communitarian democracy, social capital, and adaptive management by embedding them within a framework of spiritual and local values. The study proposes several theoretical contributions, including the concepts of spiritual-local leadership, deliberative spiritual governance, ta’dib-based discipline, embedded education institution, integrated adab-based curriculum, and transformative-local management. Thus, the dayah’s management based on local wisdom emerges as a contextual, sustainable, and character-oriented model for Islamic education.

Review

This study, "The Application of Local Wisdom Management in Dayah Education: A Study of Dayah Jamiah Al-Aziziyah Bireuen," offers a compelling and timely exploration into the management practices of Islamic boarding schools through the lens of local wisdom. The focus on Dayah Jamiah Al-Aziziyah in Aceh provides a rich, specific case study for understanding how traditional educational institutions adapt and thrive. The abstract clearly outlines a qualitative, case study approach, promising a deep, nuanced understanding of dayah management, making it a valuable contribution to the literature on indigenous education, organizational management, and cultural preservation within educational contexts. A significant strength of this study lies in its rigorous qualitative methodology, employing in-depth interviews, participatory observations, and document analysis to gather comprehensive data. The findings are well-articulated around six core pillars that define the dayah's management: charismatic ulama leadership, deliberative decision-making (musyawarah), discipline through exemplary conduct, strong community relations, the use of kitab kuning for pedagogy, and an adaptive management model. Crucially, the research extends beyond mere description by identifying specific theoretical contributions. It affirms and modifies established theories, such as charismatic leadership and social capital, by re-contextualizing them within a framework of spiritual and local values. The proposed theoretical concepts – including spiritual-local leadership, deliberative spiritual governance, and transformative-local management – demonstrate a sophisticated engagement with theory, offering new analytical tools for understanding similar institutions. The study's conclusion that dayah management based on local wisdom is a "contextual, sustainable, and character-oriented model" is well-supported by the detailed findings. While the abstract strongly articulates the affirmation and modification of existing theories, future work building on this foundation might further elaborate on the dynamic interplay and potential tensions between maintaining traditional identity and responding to contemporary challenges within this adaptive model. Nevertheless, this research provides invaluable insights for policymakers, educational leaders, and researchers interested in culturally embedded management practices and character education. It effectively demonstrates how local wisdom can serve as a robust framework for effective and resilient educational institutions, making a substantial contribution to both academic discourse and practical applications in the field of Islamic education.

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