Crisis Management Model for Islamic Education During the Pandemic and Post-Pandemic Period
DOI:
https://doi.org/10.35335/y2d68q08Keywords:
Crisis management, Islamic education, Resilience, Pandemic, PesantrenAbstract
This research explores the development of a Crisis Management Model for Islamic Education During the Pandemic and Post-Pandemic Period, focusing on how Islamic education institutions madrasah, pesantren, and Islamic universities adapted to the disruptions caused by COVID-19 and built resilience for future challenges. The study applies Mitroff’s Five Phases of Crisis Management (signal detection, preparation, containment, recovery, and learning) as its theoretical foundation, integrating it with Islamic educational philosophy emphasizing spiritual, moral, and social dimensions. Using a qualitative descriptive approach, the research draws from literature reviews, case studies, and interviews with educators and administrators in Islamic institutions. The findings reveal that Islamic education institutions responded to the pandemic through innovative adaptations such as blended learning systems, digital halaqah, online tahfidz sessions, and community-based learning pods. These practices not only maintained academic continuity but also preserved the spiritual essence of Islamic education. The study also found that effective crisis management was strengthened by ethical leadership, community collaboration, and the integration of technology aligned with Islamic values. Furthermore, the research identifies best practices that can inform a holistic crisis management framework one that balances organizational preparedness with spiritual resilience. The proposed model serves as a strategic reference for policymakers, educators, and administrators in designing sustainable education systems capable of withstanding future crises. In conclusion, this study contributes to the broader discourse on educational resilience and Islamic education reform by offering a comprehensive model that merges faith-based principles with modern crisis management and organizational resilience theories. The results affirm that the future of Islamic education depends on its ability to harmonize tradition and innovation, ensuring continuity of learning, moral development, and institutional sustainability in an increasingly uncertain world.
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