Centralized Adaptive Governance for Curriculum Development in Islamic Education under Society 5.0

Misbahul Arifin; Muhammad Ilzamul Khoir; Achmad Zahri N.A

doi:10.70376/jerp.v4i1.401

Authors

Misbahul Arifin Universitas Nurul Jadid, Indonesia https://orcid.org/0009-0003-3718-9441
Muhammad Ilzamul Khoir Universitas Nurul Jadid, Indonesia https://orcid.org/0009-0008-7145-7899
Achmad Zahri N.A Universitas Islam Negeri Madura, Indonesia https://orcid.org/0009-0006-6563-0611

DOI:

https://doi.org/10.70376/jerp.v4i1.401

Keywords:

curriculum governance, digital transformation, islamic education, society 5.0, adaptive governance, digital leadership, qualitative case study

Abstract

This study examines how curriculum governance is enacted in Islamic education amid digital transformation in the Society 5.0 era. While existing literature emphasizes digital leadership and technological integration, limited attention has been given to how curriculum governance mediates the relationship between innovation and value-based education. Addressing this gap, the study investigates managerial processes, contextual constraints, and adaptive strategies in a madrasah undergoing curriculum restructuring. A qualitative case study design was employed, involving semi-structured interviews, participant observation, and document analysis. Data were analyzed using a thematic approach supported by QualCoder 3.8, enabling systematic coding and pattern identification across data sources. The findings reveal a governance paradox: curriculum management is structurally coherent yet operationally uneven. Strong leadership ensures alignment with Islamic values through centralized planning, implementation, and evaluation. However, adaptation to digital demands is mediated by disparities in teacher readiness, infrastructural limitations, and weak parent–school linkages. Consequently, curriculum implementation is adaptive but fragmented across instructional contexts. This study offers a novel contribution by reconceptualizing curriculum governance as centralized adaptive governance, demonstrating that adaptation in value-based educational systems is mediated through hierarchical structures rather than driven by decentralization. The findings extend curriculum and digital leadership literature by highlighting the need to balance institutional coherence with distributed pedagogical capacity.

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