REKONSTRUKSI PARADIGMA MANAJEMEN PENDIDIKAN ISLAM BERBASIS SENSITIVITAS GENDER
DOI:
https://doi.org/10.30868/im.v9i02.10672Keywords:
gender sensitivity, Islamic educational management, inclusive educationAbstract
Kajian gender dalam pendidikan Islam masih didominasi aspek pedagogis dan legitimasi normatif, sementara integrasinya ke dalam manajemen pendidikan belum banyak dikembangkan. Penelitian ini bertujuan merekonstruksi paradigma manajemen pendidikan Islam berbasis sensitivitas gender melalui pendekatan critical conceptual literature review. Literatur ilmiah periode 2019-2026 dianalisis menggunakan qualitative content analysis dan sintesis konseptual. Hasil penelitian menunjukkan bahwa sensitivitas gender belum terintegrasi secara sistematis dalam tata kelola lembaga pendidikan sehingga masih terdapat kesenjangan antara nilai-nilai keadilan Islam dan praktik manajemen. Penelitian ini menawarkan paradigma yang mengintegrasikan nilai al-'adl, al-musawah, dan mubadalah, pedagogi kritis, hermeneutik kritis, prinsip pendidikan inklusif, serta fungsi-fungsi manajemen pendidikan. Paradigma tersebut menempatkan sensitivitas gender sebagai prinsip yang mengarahkan perencanaan, pengorganisasian, kepemimpinan, pelaksanaan, dan evaluasi kelembagaan. Temuan ini memperluas kajian manajemen pendidikan Islam dengan menempatkan sensitivitas gender sebagai prinsip tata kelola, bukan sekadar isu pedagogis atau kebijakan sektoral.
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