Islamic Curriculum Management and Madrasah Leadership in Shaping Students’ Social Media Ethics: A Case Study at MTs Ma’arif Kraton

Abstract

The increasing use of social media among madrasah students has not been fully accompanied by the strengthening of digital ethics grounded in Islamic values. Previous studies have largely focused on students’ digital literacy, yet limited attention has been given to the role of madrasah leadership in integrating Islamic curriculum management to shape students’ social media ethics. This study aims to analyze the role of madrasah leadership and Islamic curriculum management in shaping students’ social media ethics at MTs Ma’arif Kraton. This research employs a qualitative approach with a case study design. Data were collected through in-depth interviews, participant observation, and documentation. The data were analyzed using thematic analysis to identify patterns of leadership strategies and curriculum implementation.  The findings reveal three main strategies: (1) the integration of Islamic values into all stages of curriculum management, particularly through strengthening moral (akhlaq) and digital fiqh (fiqh muamalah) content; (2) the development of a madrasah culture emphasizing manners (adab), discipline, and regulations on social media use; and (3) the enhancement of teachers’ capacity in digital literacy and online ethical guidance. These strategies contribute to increasing students’ awareness and ethical behavior in using social media in accordance with Islamic principles. Theoretically, this study enriches the discourse on Islamic educational leadership by highlighting the linkage between madrasah leadership and Islamic curriculum management in shaping students’ digital character. Practically, the findings provide implications for madrasah administrators in designing integrated curriculum policies and strategies to foster students’ social media ethics.