VISIONARY LEADERSHIP CONTROVERSY IN TRADITIONAL AND MODERN ISLAMIC BOARDING SCHOOLS

Abstract

This research aims to explore an in-depth understanding of the visionary leadership controversy at the Darul Huda Islamic Boarding School, Lebak Kajang , East OKU, with a focus on the differences between traditional and modern Islamic boarding schools. This research uses a qualitative approach with a case study method, involving in-depth interviews, participant observation and document analysis. This research shows that traditional and modern Islamic boarding schools have different approaches in managing visionary leadership. Traditional Islamic boarding schools tend to maintain heritage values and local wisdom, with a focus on continuity of religious teaching and local culture. Leadership at these Islamic boarding schools often faces resistance to change and challenges in adopting modern technology without sacrificing traditional values. In contrast, modern Islamic boarding schools are more open to innovation and adaptation to social and technological changes.

              The conclusion of this research is that the controversy over visionary leadership in traditional and modern Islamic boarding schools illustrates the complex dynamics in maintaining relevance and authenticity in Islamic education. Visionary leadership plays an important role in guiding Islamic boarding schools towards a more inclusive and adaptive future. Through a wise approach and deep understanding of local values and the needs of the times, Islamic boarding schools can continue to act as educational institutions capable of producing a young generation of quality and concern for the future of the Muslim community.