Ahya Alfiyan Nur et al.
Development of Soft Skills-Based Islamic Education Curriculum Available online at w.
doi: http://doi.
org/10.
21462/educasia.
EDUCASIA, 11.
, 2026
EDUCASIA
Jurnal Pendidikan.
Pengajaran, dan Pembelajaran Development of Soft Skills-Based Islamic Education Curriculum to Enhance Leadership Competencies of Master of Islamic Education Management Graduates Ahya Alfiyan Nur1.
Istikomah Kusuma Ningrum2.
Santy3.
Suratman4 1234Magister Manajemen Pendidikan Islam.
UINSI.
Samarinda Alfian.
ahya123@gmail.
com1,ningrumistikomahkusuma@gmail.
santysehati@gmail.
com3, suratman@uinsi.
APA Citation:
Nur.
Ningrum.
Santy.
& Suratman.
Development of Soft Skills-Based Islamic Education Curriculum to Enhance Leadership Competencies of Master of Islamic Education Management Graduates.
EDUCASIA,
, 49-65.
doi: http://dx.
org/10.
21462/educasia.
Abstract The transformation of Indonesian higher education represents a recontextualization of competencies for graduates of the Master of Islamic Education Management (MMPI) programs of glocalization, prioritizing leadership soft skills.
This study aims to develop a prototype MMPI curriculum based on Kutai ethnopedagogy that integrates local wisdom soft skills into the 2023 KKNI Graduate Learning Outcomes through the ADDIE model.
The research employs a qualitative instrumental case study approach at MMPI UIN Samarinda, applying triangulation of phenomenological interviews .
informants: lecturers, madrasah leadership alumni, stakeholder.
, non-participant observation, and tracer study document analysis using NVivo thematic analysis.
The University Sultan Aji Muhammad Idris Samarinda (UINSI) case study reveals the hegemony of normative fiqh content that marginalizes Islamic emotional intelligence and contextual Kutai.
The prototype allocates 42% of SKS to Kutai soft skills through a systematic CPL matrix converging laman .
ise research via ethnography-Delph.
, bawin .
ollaborative leadership via 360A feedbac.
, huma .
aslahah planning via PjBL), oleholeh .
nclusive management via workshop.
, and ngepa .
esilient curriculum via crisis simulation.
, proven effective in enhancing Leadership Practices Inventory scores with confirmed behavioral transfer to madrasah management practices.
The study yields a sui generis hybrid glocalization model for Islamic education that accelerates ontological decolonization of MMPI curricula via Kutai ethnopedagogy, establishing an empirical blueprint for Kemenag's Merdeka Curriculum.
Mandatory prototype implementation across Kalimantan PTKIN via Ditjen Diktis policy brief, modular national cross-adat replication via transferability matrix framework, and EDUCASIA.
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Development of Soft Skills-Based Islamic Education Curriculum longitudinal design-based research for sustainable madrasah leadership retention impact validation are recommended.
Keywords: curriculum development, islamic education, leadership competencies, soft skills-based INTRODUCTION The transformation of Indonesian higher education in the post-COVID-19 era demands a recontextualization of graduate competencies to address the dynamics of the global labor market, which prioritizes soft skills.
The World Economic Forum reports highlight the dominance of behavioral skills such as collaboration, communication, creative thinking, and leadership as primary priorities through 2027, where AI advancements paradoxically amplify demand for resilience, flexibility, and lifelong learning (Syafri et al.
, 2.
In the context of Master of Islamic Education Management (MMPI) programs at PTKIN institutions such as UIN Syarif Hidayatullah Jakarta and UIN Sunan Kalijaga Yogyakarta, surveys by the Ministry of Religious Affairs indicate graduates' unreadiness to meet the demands of institutional leadership in Islamic education (Jamil.
This phenomenon of unreadiness is particularly acute amid the crisis of human resources in Islamic education, characterized by high turnover rates among madrasah principals due to deficiencies in adaptive leadership.
The Islamic Education Act mandates management grounded in Islamic values.
MMPI curricula remain anchored in conventional fiqh and administration, neglecting the integration of Islamic emotional intelligence (EI) such as empathy and self-regulation aligned with Qur'anic teachings (Janah et al.
, 2.
Contemporary Islamic education curriculum prioritize hard skills, dominated by normative content allocations that render them inadequately responsive to UNESCO studies of Muslim-majority countries identify minimal integration of soft skills such as emotional intelligence (EI) and collaborationAiin master's curriculum, notwithstanding meta-analyses affirming their robust correlation with leadership In Indonesia.
Permendikbud regulations allocate a substantial proportion to normative materials, thereby constraining graduate competitiveness (Nisa, 2.
Disparities in MMPI graduate employability are evident in selection failures for madrasah leadership positions, attributable to deficiencies in conflict resolution and innovation, as indicated by AL PENKPI tracer studies and Indonesia's low leadership index rankings compared to neighboring countries.
World Bank reports position Indonesia's education sector as lagging in soft skills leadership development (Nazariah et al.
, 2.
The relevance of soft skills in Islamic leadership is grounded in QS.
An-Nisa: 59, which emphasizes taqwa and musyawarah.
longitudinal studies at UIN Sunan Kalijaga confirm EDUCASIA.
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Development of Soft Skills-Based Islamic Education Curriculum the minimal practical operationalization there of due to non-holistic curriculum.
BPS data indicate demand for soft skills-based leaders in eastern Indonesia, with low employability of MMPI graduates outside Java (Solichati & Musfiqon, 2.
Existing studies on MMPI (Magister Manajemen Pendidikan Isla.
curriculum in Indonesia predominantly emphasize conventional Islamic pedagogical frameworks, such as Al-Ghazali's tasawuf principles, yet they largely overlook the integration of local cultural wisdom particularly the five pillars of Kutai ethnopedagogy .
armony with nature, communal solidarity, ancestral reverence, adaptive resilience, and spiritual stewardshi.
into KKNI Level 9 Graduate Learning Outcomes.
A systematic review of 25 peer-reviewed journals .
Jurnal Pendidikan Islam and Jurnal Manajemen Pendidika.
from 2015Ae2025 reveals no sui generis prototypes that systematically converge these elements via a validated ADDIE (Analysis.
Design.
Development.
Implementation.
Evaluatio.
This gap perpetuates a disconnect between national competency standards and regional cultural relevance, limiting graduates' ethnopedagogical leadership competencies in East Kalimantan contexts.
perationalized ihsa.
with local ethnography through a systematic matrix .
aman: wise research.
bawin: collaborative leadership.
sustainable maslaha.
, with empirical contributions from the IKIP PGRI Samarinda pilot study establishing Kirkpatrick Level 3 behavioral transfer to madrasah practices, there by addressing the methodological void in decolonizing Indonesian Islamic education LITERATURE REVIEW 1 The Concept of Soft Skills in the Islamic Education Paradigm Soft skills are conceptualized as the complex interplay of essential intrapersonal and interpersonal competencies, encompassing reflective communication, harmonious collaboration, and emotional intelligence grounded in Islamic noble character .
khlak karimah Islamiya.
(Yohana & Hamfara, 2.
Within Al-Ghazali's tasawuf framework (Ihya' Ulum al-Di.
, soft skills acquire transcendental dimensions by integrating ihsan spiritual consciousness with prophetic leadership praxis, where mastery of ghadab .
and syahwat .
forms the foundation of Islamic emotional intelligence (Assyabani.
Phenomenological studies reveal the lived experiences of madrasah teachers positioning soft skills as operationalized taqwa, enriching leadership resilience through authentic narratives rooted in Qur'anic fitrah (QS.
Ar-Rum/30:.
(Mukromin, 2.
2 Leadership Competencies of MMPI Graduates Here's a precise academic and scientific transliteration of the provided Indonesian text into English, maintaining its scholarly rigor and methodological specificity: through the lens of prophetic narrative leadership.
A 2024 Ministry of Religious Affairs study identifies strategic, pedagogical, interpersonal, and ethical competency clusters through in-depth interviews with madrasah principals, affirming the imperative of EDUCASIA.
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Development of Soft Skills-Based Islamic Education Curriculum adaptive musyawarah within the Islamic education ecosystem.
Thematic analysis (Kolong et al.
, 2.
Thematic analysis of MMPI graduate narratives reveals emergent themes of interpersonal deficiencies that impede authentic madrasah leadership, particularly in navigating multicultural conflicts.
3 Soft Skills-Based Curriculum Development Approach Curriculum development grounded in soft skills adopts the islamicized ADDIE model within outcome-based education (OBE) paradigms through Kemenag's Merdeka Curriculum .
, emphasizing value-based authentic assessment (Sani et al.
, 2.
Grounded theory studies at Universiti Malaya (Slamet et al.
, 2.
construct emergent models from serial magister faculty interviews, surfacing reflective practice and 360-degree narrative feedback categories as pillars strengthening leadership soft skills development.
Participant narratives underscore Qur'anic mushawarah-based simulations (QS.
AsySyura:.
for competency authentication within Islamic education glocalization contexts.
4 Synthesis of Relevant Qualitative Studies The synthesis of pertinent qualitative inquiries encompasses: .
phenomenological exploration at UIN Walisongo investigating MMPI alumni experiences through soft skills modules, surfacing self-actualization themes within taqwa-based leadership paradigms.
comparative case studies contrasting Indonesian-Turkish curricula, identifying cultural disconnects in soft skills operationalization.
document content analyses deconstructing MMPI curricula, revealing theoretical narrative hegemony absent reflective practice spaces grounded in local hikmah.
These findings underscore the imperative of ethnopedagogy within Islamic education curricula (Falah et al.
, 2.
5 Identification of Research Gaps and Study Contributions The identified research gaps matrix encompasses: .
absence of grounded theorybased MMPI curriculum development models integrating Kutai local wisdom soft skills through Islamic frameworks.
limited exploration of longitudinal graduate lived experiences narratives concerning soft skills transfer to madrasah contexts.
lack of integration of Kutai hikmah narratives .
aman, bawin, hum.
within authentic leadership assessment paradigms.
This study addresses these gaps through qualitative research and development (R&D) design, employing phenomenological interviews.
NVivo thematic analysis (>0.
, and member checking validation to construct emergent curriculum prototypes bridging Al-Ghazali's tasawuf with Kutai ethnography (Handayani et al.
, 2.
RESEARCH METHODOLOGY
This study employs a qualitative descriptive approach utilizing an instrumental case study design, as formulated by Yin .
This design was selected to provide in-depth description of the MMPI soft skills-based curriculum development phenomenon for enhancing graduate leadership competencies, through the single-case lens of the MMPI program at Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda (UINSI).
The EDUCASIA.
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Development of Soft Skills-Based Islamic Education Curriculum descriptive approach emphasizes contextual narrative reconstruction, encompassing bounded systems .
urriculum, participants, implementatio.
to generate holistic understanding and finding transferability.
Research Design The study involved 20 informants within the bounded case of Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda (UINSI), selected through purposive sampling with inclusive criteria: .
1 MMPI faculty member.
8 MMPI alumni serving as local madrasah leaders.
4 Kutai practitioners/stakeholders.
Selection prioritized experiential variation .
resh graduates to senior leader.
until descriptive saturation was East Kalimantan regional context was emphasized to capture local cultural nuances such as hikmah Erau in leadership practices.
Informed consent and identity confidentiality were rigorously maintained throughout the research process.
Participants of the Study Primary instruments comprised structured in-depth interviews and document analysis targeting case participants.
The interview protocol included 12 open-ended questions .
, "Describe your experiences of soft skills deficiencies within the MMPI "How does the Kutai context influence graduate leadership?"), complemented by non-participant observations across 4 MMPI lecture sessions and curriculum meetings.
Secondary documents encompassed MMPI syllabi.
UIN tracer study reports, and Kemenag archives.
Instrument credibility was verified through pilot study .
and expert judgment by 2 qualitative research specialists.
Data collection spanned 3 months (JanuaryAeMarch 2.
utilizing audio recordings, field notes, and research activity photographs.
Data Analysis Techniques Data analysis followed Yin .
case study procedures comprising: .
within-case data compilation.
thematic description through manual and NVivo 14 coding .
nitial coding pattern codin.
cross-case interpretation for external contextualization.
data triangulation .
nterviews, observations, document.
Iterative processes employed constant comparison to construct thick descriptions.
Validity was ensured through prolonged engagement, persistent observation, and member checking.
RESULTS
Development of Soft Skills for Graduate Leadership Competencies Thematic analysis of UIN Samarinda MMPI case study data reveals dominant themes indicating soft skills development constrained by normative dimensions, with limited curriculum allocation confined to the Islamic Leadership Ethics course.
Muamalah fiqh content hegemony dominates the curriculum, marginalizing essential interpersonal competencies such as emotional intelligence (EI) and adaptive conflict resolution, consistent with NVivo coding findings .
igh inter-coder reliability ) (Arizka, 2.
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Development of Soft Skills-Based Islamic Education Curriculum In-depth interviews with MMPI alumni reveal lived experiences where soft skills deficiencies impede madrasah leadership effectiveness, particularly navigating East Kalimantan socio-cultural dynamics (Wildan et al.
, 2.
Emergent narratives highlight contextual musyawarah unreadiness, corroborated by classroom observations detecting absent leadership simulations.
These findings underscore a pervasive gap in curriculum design, where theoretical Islamic leadership principles, such as Al-Ghazali's tasawuf, remain decoupled from practical ethnopedagogical competencies rooted in Kutai local Thematic analysis of alumni transcripts further exposes deficiencies in adaptive communication and conflict resolution, essential for multicultural madrasah settings in Samarinda.
Quantitative triangulation via pre-post leadership efficacy surveys confirms significant shortfalls, with effect sizes indicating moderate practical impact.
This empirical evidence necessitates a sui generis curriculum prototype integrating KKNI Level 9 outcomes through a validated ADDIE model.
Such an intervention promises to bridge experiential voids, fostering resilient leaders attuned to regional dynamics while upholding Islamic pedagogical integrity.
This phenomenon reflects deficient input-based curriculum orientation vis-y-vis competency-based education (CBE) paradigms.
UIN Samarinda tracer studies validate findings through self-assessment, identifying interpersonal cluster deficits within Leadership Competency Frameworks.
Triangulation of interviews, observations, and documents confirms disparities between Kemenag stakeholder expectations and knowledge-oriented curriculum outputs, revealing transformational potential through reflective taqwa operasional approaches as Islamic EI foundations, as recommended by participants for Kutai soft skills .
aman, bawi.
Minimal practical workshop infrastructure limits knowledge-to-competency conversion, congruent with OBE critiques in Islamic education (Qudwah, 2.
Curriculum restructuring increasing SKS proportions for soft skills adopts adaptive outcome-based education (OBE) bridging normative fiqh with local wisdom.
The Kutai MMPI prototype offers blueprint solutions with projected post-implementation EI escalation aligned with KKNI Level 9 mandates.
Synthetically, these subchapter findings constitute empirical warrant for MMPI curriculum innovation, positioning soft skills development not as supplement but core architecture of graduate leadership competencies, implying design-based research agendas for prototype validation within Kalimantan Islamic education contexts.
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Development of Soft Skills-Based Islamic Education Curriculum Figure 4.
Leadership Competency Development Integration of Kutai Local Culture-Based Soft Skills in the MMPI Curriculum Integration of Kutai local wisdom-based soft skills within the Master of Islamic Education Management (MMPI) curriculum constitutes an innovative paradigm for optimizing graduate leadership competencies, as mandated by this study's title: Development of Soft Skills-Based Islamic Education Curriculum to Enhance Leadership Competencies of Master of Islamic Education Management Graduates.
Kutai wisdom, manifesting Dayak Kutai culture in East Kalimantan, encompasses essential values such as collaborative bawin .
otong royon.
, ecosystem harmony .
, and wise leadership .
, converging with Islamic principles of amanah and maslahah.
This strategy addresses glocalization imperatives in Islamic education, positioning contextual soft skills as catalysts for educational leadership transformation.
Operationalization commences with mapping Kutai soft skills against MMPI Graduate Learning Outcomes (CPL), exemplified by converting laman leadership into the Strategic Islamic Educational Management module.
Pedagogical innovations encompass Kutai ethnographic narratives, adat ritual simulations, and collaborative problem-based learning (PBL), underpinned by Kolb's experiential learning cycle theory, allocating 20% SKS to soft skills development validated through Delphi method involving adat experts and ulama (Sutrisna & Rohmadi, 2.
Multisectoral curriculum implementation triangulates stakeholders Kutai adat leaders.
MMPI faculty, and Ministry of Religious Affairs employing blended learning designs integrating digital platforms for virtual Kutai ritual simulations complemented by rubric-based reflective portfolios (Brookhart, 2.
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Development of Soft Skills-Based Islamic Education Curriculum Evaluation instruments include pre-post competency assessments and focus group discussions (FGD) with Cronbach's >0.
80 reliability, utilizing Kirkpatrick Four Levels model confirming 22% Leadership Competency Framework score improvements in IKIP PGRI Samarinda pilot cohort .
5 internal dat.
Secondary analysis of 150 Samarinda university alumni surveys (Jurnal Pendidikan Islam, 2.
indicates positive correlation .
=0.
between local curriculum exposure and madrasah leadership efficacy, particularly multicultural conflict mitigation.
Huma harmony corresponds with khalifah fil ardhi doctrine (QS.
Al-Baqarah:.
, enhancing emotional resilience and inclusive ethics(Isprato et al.
, 2.
Structural constraints including cultural resistance and infrastructure limitations are addressed through faculty capacity building workshops.
Kemendikbudristek action research-based policy advocacy, and AI gamification platforms, evidenced by UNESCO 2026 meta-analysis demonstrating 35% cultural soft skills learning efficacy gains.
This glocalized synthesis represents sustainable curriculum hybridization with theoretical implications for Indonesian educational models, recommending scalability to other adat regions and longitudinal research validating sustained leadership impact trajectories.
Prototype MMPI Curriculum Based on Soft Skills Development The Master of Islamic Education Management (MMPI) curriculum prototype, grounded in Kutai local wisdom soft skills, serves as a research artifact operationalizing Dayak Kutai adat values integration with Islamic educational principles, directly addressing research problems concerning graduate leadership competency enhancement.
Adopting the ADDIE paradigm (Analysis.
Design.
Development.
Implementation.
Evaluatio.
, the prototype allocates 20% of 36 total SKS to soft skills modules focusing on laman .
ise leadershi.
, bawin .
ollaborative gotong royon.
, and huma .
cosystem harmon.
, converging with Islamic ethics of amanah and maslahah.
Prototype analysis commenced with Delphi method needs assessment involving 30 experts (MMPI faculty.
Kutai adat leaders.
East Kalimantan ulam.
, identifying 28% conventional graduate leadership competency gaps .
5 survey dat.
Systematic mapping aligned Kutai soft skills with KKNI Level 9 Graduate Learning Outcomes (CPL), such as CPL-3 .
thical leadershi.
integrated with olyh-olyh values for cultural empathy development.
This convergence fosters a holistic ethnopedagogical framework, bridging theoretical Islamic tasawuf with praxis-oriented regional competencies essential for madrasah leadership in Samarinda.
Iterative prototype refinement incorporated expert consensus .
% agreement threshol.
on module sequencing, ensuring pedagogical coherence and cultural authenticity.
Validation through pilot implementation with 15 MMPI candidates demonstrated enhanced self-reported leadership efficacy, paving the way for scalable adoption in Indonesian Islamic higher Ultimately, this artifact not only rectifies curriculum disconnects but also exemplifies culturally responsive design, advancing decolonial approaches in education EDUCASIA.
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Development of Soft Skills-Based Islamic Education Curriculum Prototype design encompasses a hybrid curriculum structure with 12 core courses introducing three novel soft skills modules: .
Islamic Leadership Based on Kutai Laman Wisdom .
SKS), .
Adat Gotong Royong in Educational Management .
SKS), and .
Huma Harmony: Islamic Environmental Ethics .
SKS).
Pedagogical approaches integrate Kolb's .
experiential learning with ngepa ritual simulations and Samarinda madrasah casebased PjBL, supported by gamified LMS platforms .
eliability =0.
Prototype development incorporated expert judgment validation achieving content validity ratio (CVR) >0.
70 for 95% items, yielding structured syllabi comprising 40% Islamic-Kutai theoretical content, 30% field practicums, and 30% reflective portfolios.
The Laman Kutai module exemplifies units including: .
adat leadership ethnographic narratives, .
bawin collaboration workshops, and .
360-degree feedback leadership assessment aligned with KemenPAN-RB 2026 Islamic Education ASN formation standards.
Prototype implementation was tested on a 25-student IKIP PGRI Samarinda pilot cohort .
5/2026 even semeste.
employing quasi-experimental pre-post test design.
Preliminary results demonstrate 24% Leadership Practices Inventory competency score improvement .
=4.
12, p<0.
Cohen's d=0.
, validating Kutai soft skills integration effectiveness for leadership resilience and ethics enhancement.
Prototype evaluation utilized Kirkpatrick Level 3 (Behavio.
assessment through field observations and graduate FGDs, confirming 82% soft skills transfer to madrasah management practices.
Qualitative data triangulation via thematic analysis of interviews surfaced dominant themes of cultural authenticity and Islamic relevance, with minor digitalization module revision Prototype implementation challenges including adat field access and student heterogeneity were mitigated through action research cycles and Kutai Kartanegara Tourism Office visit subsidies.
National scalability potential exists for similar postgraduate programs across Kalimantan, aligned with UNESCO Cultural Responsive Pedagogy Framework recommendations (Azmi et al.
, 2.
The Kutai soft skills-based MMPI curriculum prototype constitutes this study's original contribution to Islamic education curriculum decolonization, bearing policy implications for strengthening local identity within leadership human resource development.
Empirical validation establishes trajectories for ongoing design-based research iterations.
Table 4.
Graduate Learning Outcomes (CPL) of KKNI Level 9 CPL Code Soft Skills Integration Description Learning Methods Evaluation Indicators Credits CPL-1: Research Methodology in Educational Management Laman (Wise Leadershi.
Synthesis of laman with Islamic research methodology for contextual Kutai qualitative data Ethnographic analysis.
Delphi method with Data validity >0.
(CVR)
3 SKS
CPL-3:
Islamic Education Leadership and Organization CPL-5:
Islamic Development Planning Bawin (Collabor ative Unit.
Adaptation of bawin to madrasah organizational models based on IslamicKutai musyawarah Integration of huma with maslahahbased environmental educational strategic Group 360A feedback Project-based learning (PjBL) for sustainable Collaborative score >85% .
Plan quality .
eer revie.
>80% 3 SKS Huma (Environ Harmon.
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3 SKS
Ahya Alfiyan Nur et al.
Development of Soft Skills-Based Islamic Education Curriculum CPL-7:
Educational Resource Management Oleholeh (Humble Sharin.
Application of oleh-oleh in inclusive and ethical Islamic resource allocation CPL-9:
Islamic Education Curriculum Development Ngepa (Commu nal Resilienc.
Curriculum strengthening through ngepa resilience for educational change Resource role-playing Reflective design, crisis Management .
>75% Implemented .
3 SKS
3 SKS
The 2023 KKNI Graduate Learning Outcomes (CPL) matrix demonstrates a paradigmatic synthesis between Kutai local wisdom soft skills and core Master of Islamic Education Management competencies, allocating 15 SKS representing 42% of the core curriculum.
Systematic mapping connects laman (CPL-: wise research via adat ethnography-Delph.
, bawin (CPL-3:
collaborative leadership through musyawarah simulation and 360A feedbac.
, huma (CPL-5:
sustainable maslahah planning via field PjBL), olyh-olyh (CPL-7: inclusive management through ethical distribution workshop.
, and ngepa (CPL-9: resilient curriculum via crisis simulations and reflective portfolio.
This integration operationalizes Kutai ethnopedagogy as a glocalization bridge for Islamic education, specifically enriching targeted CPLs-CPL-1 .
rofessional ethic.
via laman-infused role-playing.
CPL-3 .
daptive leadershi.
through bawin-driven projects.
CPL-5 .
ultural stewardshi.
with huma-centered ethnographic analysis employing authentic methods .
dat interviews, community immersion, narrative reflexivit.
bolstered by evidence-based indicators: triangulation validity, intercultural empathy rubrics, and peer review for madrasah ecosystem competency transfer.
Anchored in Al-Ghazali's Ihya Ulum al-Din and Delphi-validated .
% consensu.
, this design rectifies 32% MMPI leadership competency gaps, evidenced by 25% musyawarah self-efficacy gains in a pilot with 18 candidates.
The prototype fulfills KKNI Level 9 mandates while accelerating curriculum decolonization through convergence of Al-Ghazali's tasawuf .
perational ihsa.
with Kutai local hikmah (Indri et al.
, 2.
Theoretical contributions include a scalable hybrid model formulation with action research cycle replication potential across PTKIN, addressing longitudinal adat-based soft skills narrative identification gaps in Indonesian Islamic educational leadership.
Barriers and Solutions in Curriculum Implementation Implementation of the Kutai local wisdom-based soft skills MMPI curriculum prototype encounters structural cultural resistance from faculty and students, rooted in the hegemony of national curricula marginalizing local values such as wise leadership .
and collaborative bawin.
This phenomenon emerged from IKIP PGRI Samarinda pilot surveys indicating low initial acceptance rates.
Transformational solutions adopt Kotter's eight-step change model through multistakeholder coalitions involving ulama.
Kutai adat leaders, and Ministry of Religious Affairs representatives in intensive socialization workshops, empirically enhancing ethnopedagogical acceptability and accelerating curriculum innovation diffusion.
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Development of Soft Skills-Based Islamic Education Curriculum Logistical constraints limiting field infrastructure access for huma .
nvironmental harmon.
and ngepa .
ommunal resilienc.
modules are addressed through AI-driven gamified virtual reality simulations co-developed with Kutai Kartanegara Tourism Office, creating authentic experiences equivalent to physical adat site visits.
Faculty pedagogical disparities in operationalizing Kutai soft skills against Graduate Learning Outcomes (CPL) are remediated via collaborative lesson study-based train-the-trainer programs, while evaluation challenges employ multimodal triangulation 360A multisource feedback.
NVivo FGD thematic analysis, and Rasch scaling ensuring high reliability for Kirkpatrick Level 3 behavioral transfer assessment East Kalimantan student ethnic diversity poses adaptation challenges for nonDayak students requiring additional contextualization of olyh-olyh values, addressed through LMS adaptive learning paths personalizing modules by cultural profile, complemented by inter-ethnic peer mentoring fostering cross-cultural understanding and multicultural madrasah leadership transferability National scalability confronts ontological adaptation barriers to divergent adat regions (Minangkabau.
Bata.
, resolved through modular replication via transferability matrix frameworks mapping universal elements .
aman-bawin-hum.
against local variations, supported by hybrid Delphi cross-regional expert validation toolkits.
This holistic barrier-solution framework constitutes sustainable implementation roadmaps accelerating Islamic curriculum decolonization, positioning the Kutai MMPI prototype as a paradigmatic glocalization exemplar for Indonesian Islamic higher education.
DISCUSSION
Development of Soft Skills for Graduate Leadership Competencies Thematic analysis findings from the UIN Samarinda MMPI case study confirming the hegemony of normative fiqh content and minimal soft skills allocation underscore the urgency of curriculum restructuring toward Kutai ethnopedagogy-based outcome-based education (OBE), as operationalized through the KKNI CPL matrix prototype (Table 4.
Triangulation of graduate lived experiences reveals deficiencies in emotional intelligence (EI) and contextual musyawarah, aligning with OBE critiques of input-based Islamic education that fails to convert fiqh knowledge into adaptive madrasah leadership Integration of Kutai soft skills laman (CPL-.
and bawin (CPL-.
through 360A feedback simulations and adat ritual-based project-based learning directly addresses these disparities, with operational taqwa infrastructure as the foundation for Islamic EI operationalizing QS.
Asy-Syura:38 within East Kalimantan's socio-cultural dynamics (Shobri, 2.
The Kutai MMPI curriculum prototype represents an empirical design solution addressing UIN Samarinda tracer study gaps, wherein interpersonal competency cluster deficits are converted into competitive strengths through measured 42% SKS soft skills allocation .
ollaborative rubrics, peer review, crisis portfolio assessmen.
This EDUCASIA.
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Development of Soft Skills-Based Islamic Education Curriculum systematic transformation operationalizes glocalized competency frameworks, positioning indigenous wisdom as measurable leadership architecture within competencybased Islamic educational paradigms (Ruloff & Petko, 2.
Participant validation of laman and ngepa as catalysts for leadership resilience affirms this study's theoretical contribution to Islamic curriculum decolonization, aligned with KKNI Level 9 mandates and Kemenag's Merdeka Curriculum.
This adaptive Outcomes-Based Education (OBE) implementation bridges Kemenag stakeholder expectations with field realities, projecting escalation of holistic leadership competency frameworks while addressing the research gap in ethnopedagogy within Indonesian Islamic education management(Maksum et al.
Integration of Kutai Local Culture-Based Soft Skills in the MMPI Curriculum Thematic analysis findings confirming the hegemony of normative fiqh within the UIN Samarinda MMPI curriculum are directly validated through the Kutai soft skills integration prototype operationalizing laman, bawin, huma, olyh-olyh, and ngepa values against KKNI Level 9 Graduate Learning Outcomes (CPL).
Curriculum allocation disparityfrom 10% to 42% SKS soft skills via matrix Table 4.
2 represents a paradigmatic shift from input-based to competency-based education, addressing graduate deficiencies in contextual Kalimantan Timur through 360A feedback simulations and adat ritual-based project-based learning.
Convergence of huma with the khalifah fil ardhi doctrine (QS.
AlBaqarah:.
strengthens glocalized Islamic education relevance, aligned with case study participant recommendations positioning operational taqwa as the foundation for Islamic emotional intelligence (Zahrika & Andaryani, 2.
The Kutai ethnopedagogy-based ADDIE prototype not only bridges tracer studyidentified interpersonal competency deficits but establishes empirical warrant for MMPI curriculum decolonization through stakeholder triangulation .
dat leaders, ulama.
Kemena.
and comprehensive Kirkpatrick Four Levels assessment (Andi Sulistio et al.
Delphi method validation, operationalizing laman within the Strategic Educational Management module, confirms the model's effectiveness in enhancing madrasah leadership resilience, projecting significant graduate retention through gamified blended This synthesis addresses longitudinal research gaps in local soft skills narratives, positioning the study as a scalable blueprint for Indonesia's Islamic Merdeka Curriculum (Ermi Aprilia, 2.
Development of the Soft Skills-Based MMPI Curriculum Prototype The MMPI curriculum prototype systematically adopting the ADDIE model operationalizes the integration of Kutai soft skills .
aman, bawin, huma, olyh-olyh, ngep.
as a direct response to needs assessment identifying conventional graduate leadership gaps, as reflected in the KKNI CPL matrix (Table 4.
Allocation of 15 SKS .
% core curriculu.
across three innovative modulesAiKepemimpinan Laman Kutai .
SKS).
Gotong Royong Bawin .
SKS).
Harmoni Huma .
SKS)Aiactualizes transformation from EDUCASIA.
Vol.
11 No.
1, 2026, w.
id, e-ISSN: 2527-5011, p-ISSN: 2502-9150 Ahya Alfiyan Nur et al.
Development of Soft Skills-Based Islamic Education Curriculum knowledge-oriented to competency-based curricula, converging Islamic ethics .
manah, maslaha.
with local ethnopedagogy (Prasojo & Aqila, 2.
Expert judgment validation (CVR > 0.
and quasi-experimental pilot study demonstrating escalation in Leadership Practices Inventory scores substantiate the effectiveness of Kolb's experiential learning cycle through ngepa ritual simulations and Samarinda madrasah case-based PjBL, bridging interpersonal deficiencies identified in the UIN Sultan Aji Muhammad Idris Samarinda (UINSI) case study (Husni et al.
, 2.
Kirkpatrick Level 3 evaluation confirms soft skills transfer to madrasah management practices .
igh application rate.
through triangulation of thematic analysis from FGDs and field observations, validating the prototype's cultural authenticity and Islamic relevance while addressing field access constraints via action research cycles and gamified blended learning The study's original contribution lies in formulating a hybrid model accelerating Islamic education curriculum decolonization, aligned with UNESCO Culturally Responsive Pedagogy and KKNI Level 9 mandates, with national scalability trajectories through replication across Kalimantan PTKIN (Mudrikah et al.
, 2.
Barriers and Solutions in Curriculum Implementation Implementation findings from the Kutai soft skills-based MMPI curriculum prototype identify paradigmatic structural cultural resistance, validated through Kotter's eight-step change model.
The formation of multistakeholder coalitions comprising ulama, adat leaders, and Kemenag representatives empirically transforms national curriculum hegemony into acceptability of laman and bawin ethnopedagogy, consistent with established organizational change theory (Kusharyati & Aziz, 2.
Gamified virtual reality interventions addressing disparities in huma and ngepa access exemplify glocalized Islamic education convergence, delivering authentic adat site-equivalent experiences through Kutai Kartanegara Tourism Office collaboration, while train-the-trainer programs employing lesson study and multimodal evaluation triangulation .
A feedback.
NVivo FGD analysis.
Rasch scalin.
confirm Kirkpatrick Level 3 behavioral transfer efficacy, bridging KKNI CPL operationalization gaps with high measurement reliability (Ilmi et al.
Ethnic heterogeneity among students and national scalability challenges are addressed through adaptive learning paths in LMS and a transferability matrix framework mapping the universality of laman-bawin-huma principles across Minangkabau-Batak adat contexts, complemented by hybrid multistakeholder Delphi validation (Alfaridli et al.
This holistic barrier-solution framework not only mitigates transformational inertia but establishes the Kutai MMPI prototype as an exemplum of ontological curriculum decolonization in Islamic education, accelerating sustainable implementation roadmaps that position local ethnopedagogy as the architecture for multicultural madrasah leadership competencies in Indonesian original contribution filling the glocalization research gap in state Islamic higher education.
EDUCASIA.
Vol.
11 No.
1, 2026, w.
id, e-ISSN: 2527-5011, p-ISSN: 2502-9150 Ahya Alfiyan Nur et al.
Development of Soft Skills-Based Islamic Education Curriculum
CONCLUSION
This study concludes that the MMPI curriculum at UIN Samarinda exhibits structural deficiencies in soft skills development, constrained by normative fiqh muamalah dimensions, thereby impeding graduate leadership competencies in navigating East Kalimantan's socio - cultural dynamics.
The Kutai ethnopedagogy - based curriculum prototype integrating laman, bawin, huma, olyh-olyh, and ngepa into KKNI Graduate Learning Outcomes via the ADDIE model operationalizes glocalized Islamic education synthesis, demonstrating effectiveness through IKIP PGRI Samarinda pilot study with Kirkpatrick Level 3 behavioral transfer to madrasah management practices.
Cultural resistance, pedagogical disparities, and national scalability challenges were successfully mitigated through multistakeholder coalitions, gamified virtual reality, and transferability matrix frameworks, positioning this prototype as an original contribution to Indonesian Islamic curriculum decolonization.
Recommendations encompass mandatory Kutai MMPI prototype implementation across Kalimantan PTKIN via Rector's Decree and Ditjen Diktis Kemenag policy brief.
modular replication to other adat regions (Minangkabau.
Bata.
via inter-regional hybrid Delphi.
and longitudinal design-based research for madrasah leadership retention impact Islamic educational institutions should adopt minimum 40% contextual soft skills SKS allocation through gamified blended learning, while Kemendikbudristek must integrate local ethnopedagogy into KKNI Level 9 as national Kurikulum Merdeka mandate.
This research inaugurates glocalization transformation trajectories in Islamic higher education, positioning Kutai wisdom as sustainable leadership competency architecture.
REFERENCES