Frontline Learning as a Strategic Approach to Innovation in Islamic Education Management at Madrasah Tsaanawiyah in Jambi

Abstract

This study aims to analyze Frontline Learning as a strategic approach to management innovation in Islamic education at Madrasah Tsanawiyah in Jambi. The study employs a qualitative field research design. Data were collected through in-depth interviews, observations, and document analysis involving school principals, teachers, educational staff, and students. The results indicate that Frontline Learning is implemented by aligning school decisions with the actual learning needs in the classroom. This approach is evident in open communication between administrators and teachers, rapid responses to student learning issues, adjustments to curriculum implementation, more relevant teacher development, and the use of technology tailored to learning needs. The study also found that student experiences play a crucial role in assessing the success of management innovations. The success of this approach is marked by increased learning consistency, improved internal coordination, and faster follow-up on classroom issues. Frontline Learning has proven to help madrasahs shift their management focus from administration toward learning services. Thus, Frontline Learning can be understood as a management model that places learning at the center of strategic decision-making in the management of Islamic education at Madrasah Tsanawiyah in Jambi. This approach also demonstrates that management innovation is more meaningful when built upon information from the frontlines of learning, supported by an open work culture, and implemented sustainably to maintain the quality of the madrasah institution.