Standardised Adaptability in Muhammadiyah Pesantren: Governance, Human Resources and Curriculum Integration
DOI:
https://doi.org/10.69552/mumtaz.v5i1.3928Keywords:
Muhammadiyah pesantren, institutional governance, human resource development, curriculum integration, standardised adaptabilityAbstract
This study examines how a provincial Muhammadiyah development agency coordinates institutional transformation across a network of Islamic boarding schools. Using a theory-informed qualitative multi-case design, the study compared eight Muhammadiyah pesantren in South Sulawesi, Indonesia. Data were collected in December 2024 from 42 purposively selected participants comprising two LP2M leaders and, at each pesantren, one institutional leader, three teachers, and one dormitory supervisor. Semi-structured interviews, field observations, and document analysis were examined through within-case and cross-case procedures. The analysis identified three mutually reinforcing mechanisms. Governance standardisation strengthened organisational structures, reporting, accreditation preparation, and data-informed monitoring. Professional development supported pedagogical, linguistic, managerial, and ideological capacities, although its institutional value depended on coaching and follow-up. Curriculum integration combined diniyah studies, the national curriculum, and Al-Islam and Kemuhammadiyahan while preserving local specialisations. Across cases, formal systems were most sustainable when reinforced by amanah, discipline, sincerity, and collective responsibility. The study develops standardised adaptability as a framework combining shared institutional expectations with contextual differentiation. The findings do not establish causal effectiveness but show how a civil-society intermediary can coordinate reform without eliminating pesantren autonomy and identity.
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