Integrating Transcendental Accountability and Stewardship Paradigm in Islamic Educational Governance Based on Sahih Bukhari
EDUCATION
DOI:
https://doi.org/10.70062/incoils.v5i1.433Keywords:
Governance, Educational, Stewardship, Transcendental, AccountabilityAbstract
Islamic Educational Institutions face managerial complexities and a crisis of public trust due to the dominance of secular governance which often fails to provide effective ethical binding mechanisms. This research aims to construct a Stewardship paradigm and transcendental accountability mechanism based on Sahih Bukhari as an integrative governance solution. Employing a qualitative approach with a library research method, this study analyzes hadith narratives on ra'in and the prohibition of ghisy, juxtaposing them with global good governance standards using data condensation and comparative matrix analysis by Miles, Huberman, and Saldana. Results reveal that Sahih Bukhari narratives function effectively as institutional commitment devices, surpassing formal bureaucratic rules. The concept of transcendental accountability operates as an automatic internal control system that mitigates moral hazard risks from the intention stage. The stewardship paradigm deconstructs secular management assumptions by replacing economic incentives with intrinsic theological motivations. This synergy of revelation values and global standards creates a robust integrity fortress when external oversight fails, offering a governance model that is not only administratively compliant but also spiritually accountable.References
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