Enhancing Islamic Education in Asahan Regency: Muhammadiyah’s Institutional, Curricular, and Human Resource Management Contributions

Imran Ariadin; Hasan Asari; Solihah Titin Sumanti

doi:10.35445/alishlah.v17i2.7184

Enhancing Islamic Education in Asahan Regency: Muhammadiyah’s Institutional, Curricular, and Human Resource Management Contributions

Imran Ariadin, Hasan Asari, Solihah Titin Sumanti

Abstract

Islamic education is central to shaping the character and advancing the civilization of the Muslim community. In Indonesia, Muhammadiyah—one of the country’s largest Islamic organizations—has played a pivotal role in promoting Islamic education. This study explores Muhammadiyah's contribution to Islamic education in Asahan Regency, focusing on institutional development, curriculum integration, and human resource management. A qualitative research design was employed, utilizing interviews, observations, and document analysis. Data were collected through 10 in-depth interviews with key stakeholders and direct observations at several Muhammadiyah educational institutions. The study found that Muhammadiyah oversees 50 educational institutions in Asahan Regency. These institutions implement a curriculum that integrates religious and general sciences, reflecting the educational philosophy of K.H. Ahmad Dahlan. Human resource management practices emphasize professionalism and the internalization of Islamic values, contributing to improved educational outcomes. The integration of religious and general knowledge serves as a model for balancing spiritual and intellectual development. Muhammadiyah's approach aligns with the broader objectives of Islamic education reform, promoting intellectual independence and character building rooted in Islamic teachings. Muhammadiyah plays a critical role in enhancing the quality of Islamic education in Asahan Regency. The findings offer practical insights for curriculum design and staff development in Islamic educational institutions, while also contributing to academic discourse on holistic and integrative approaches in Islamic education.

Keywords

Educational Governance; Integrated Curriculum; Teacher Development

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DOI: https://doi.org/10.35445/alishlah.v17i2.7184