The transformation of educational governance in the digital era has encouraged Islamic schools to adopt modern administrative models emphasizing organizational effectiveness, accountability, and performance-based management. However, the dominance of technocratic and performativity-driven paradigms tends to marginalize the ethical, spiritual, and humanistic dimensions that constitute the normative foundations of Islamic education. Existing studies on Islamic school governance have predominantly focused on managerial effectiveness and leadership practices, while the integration of Sufi epistemology into educational governance frameworks remains limited. This study aims to reconstruct a contemporary Islamic school governance paradigm grounded in Sufi epistemology through the development of a spiritual-humanistic governance framework.This study employed a qualitative library-based design using philosophical-conceptual analysis, theory synthesis, and model development informed by Jaakkola's conceptual research framework. Data were derived from classical and contemporary literature on Islamic educational administration, Educational Governance, New Public Management (NPM), Islamic epistemology, and Sufi thought, and analyzed through qualitative content analysis and a critical-hermeneutic approach. The findings indicate that Sufi epistemology provides an alternative foundation for addressing the reductionist and instrumental orientation of contemporary educational governance. Core concepts, including tazkiyat al-nafs, muraqabah, ihsan, hikmah, and ma‘rifah, strengthen ethical accountability, transcendental responsibility, reflective leadership, humanistic organizational culture, and value-based decision-making. These findings culminate in the formulation of a spiritual-humanistic governance paradigm that bridges organizational effectiveness with the ethical objectives of Islamic education and promotes sustainable Islamic school governance. The study's primary novelty lies in reconstructing Sufi epistemology as an institutional governance paradigm rather than merely a framework for individual spiritual formation, thereby offering a value-based perspective for contemporary Islamic educational administration.
Dzihni Mutawakkil Alalloh, T. Nurhidayati, Asnawan Asnawan· Proceeding of the Internatio...· 0 citations
Traditional educational assessment systems that emphasize grades often fail to provide meaningful feedback that supports continuous student learning improvement. Such summative-oriented reporting systems tend to position students as passive recipients of scores rather than active agents in ongoing learning development. In the context of digital transformation, there is an increasing need to shift assessment reporting paradigms toward more adaptive, formative, and learning-centered systems through digital assessment and feedback practices. This study aims to synthesize existing literature on the transformation of educational assessment reporting from a grades-centered approach into a learning improvement system supported by digital assessment and feedback practices, while identifying emerging models, trends, and pedagogical implications. This research employs a Systematic Literature Review (SLR) method following the stages of identification, screening, eligibility, and inclusion of relevant peer-reviewed articles from reputable academic databases. The data were analyzed thematically to categorize digital assessment practices, feedback models, and transformations in assessment reporting systems within the context of 21st-century education. The findings indicate that the shift from grades-centered reporting to a learning-centered assessment system is supported by three key elements: (1) the integration of digital technologies in formative assessment, (2) the design of feedback that is real-time, adaptive, and dialogic, and (3) the active involvement of learners in reflection and self-regulated learning processes. The study also reveals that digital assessment enhances learning transparency and improves the effectiveness of feedback in promoting academic performance improvement. This study proposes a conceptual contribution in the form of a synthesized model of assessment reporting transformation from traditional grade reporting to a Learning Improvement System (LIS) based on digital assessment and feedback practices. This model emphasizes a paradigm shift from outcome evaluation to continuous learning process improvement, while extending the literature on the integration of educational technology in learning-oriented assessment systems.
