REVISITING EARLY CHILDHOOD ISLAMIC EDUCATION LEADERSHIP THROUGH MARIA MONTESSORI'S VISION OF AN INCLUSIVE AND PREPARED ENVIRONMENT
Keywords:
Early Childhood Islamic Education Leadership, Maria Montessori, prepared environment
Abstract
This article aims to reconstruct the concept of leadership in Early Childhood Islamic Education (ECIE) through a philosophical reading of the concept of the prepared environment developed by Maria Montessori. Until now, ECIE leadership has tended to be understood within an administrative and managerial framework, often disconnected from the pedagogical experiences of children. This approach has limited the implementation of inclusivity, which often stops at the policy level rather than actual practice in the learning environment. This research uses a qualitative approach based on literature review with philosophical and hermeneutic analysis of key Montessori literature, inclusive leadership theory, and Islamic education studies. Data were analyzed through a process of concept reduction, thematic categorization, and reflective synthesis to develop a new conceptual framework. The study's primary focus lies in the shift in leadership paradigm from authority to design of learning environments. The results show that the concept of the prepared environment offers a strong theoretical basis for understanding leadership as a design practice that directly shapes children's learning experiences. The environment is positioned as an active medium that enables the realization of inclusivity in a concrete, rather than merely normative, manner. In the context of ECIE in Indonesia, this approach has the potential to be integrated with Islamic educational values, despite facing cultural, structural, and resource challenges. This article contributes to the development of Islamic educational leadership theory by emphasizing the importance of environmental design as a core practice of contextual and reflective inclusive leadership.
References
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Maria Montessori. (1912). The Montessori Method. New York: Frederick A. Stokes Company.
Maria Montessori. (1913). Il Metodo della Pedagogia Scientifica applicato all’educazione infantile nelle Case dei Bambini. Roma: Loescher.
Maria Montessori. (1948). The Discovery of the Child. Madras: Kalakshetra Publications.
Maria Montessori. (1949). The Absorbent Mind. Madras: The Theosophical Publishing House.
Maryani, Wibowo, A., Mua’arifah, N., & Handayani, O. N. (2025a). Leadership Synergy And Collaboration In Advanced Inclusive Early Childhood Islamic Education. Fikroh: Jurnal Pemikiran Dan Pendidikan Islam, 18(3), 468–478. https://doi.org/10.37812/FIKROH.V18I3.2063
Maryani, Wibowo, A., Mua’arifah, N., & Handayani, O. N. (2025b). Leadership Synergy And Collaboration In Advanced Inclusive Early Childhood Islamic Education. Fikroh: Jurnal Pemikiran Dan Pendidikan Islam, 18(3), 468–478. https://doi.org/10.37812/FIKROH.V18I3.2063
Masnipal, & Yugo, T. (2025). Assessing the Quality of Islamic Early Childhood Education: Evidence from Raudhatul Athfal’s Compliance with National Standards in Bandung. Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini, 10(3), 563–581. https://doi.org/10.14421/JGA.2025.103-11
Mbazi, S., Okwaput, S., Nato, J. O., & Emong, P. (2025). Inclusive education policies versus implementation challenges in the Southern Africa development community Countries: A scoping review. International Journal of Studies in Inclusive Education, 2(2), 83–89. https://doi.org/10.38140/IJSIE.V2I2.2078
Siswadi, Slamet Yahya, M., Candra Nuraziz, S., Muzayyana Putri, A., Saifuddin Zuhri Purwokerto, U. K., & Sunan Kalijaga Yogyakarta, U. (2025). KEPEMIMPINAN TRANSFORMASIONAL: STRATEGI MEMBANGUN BUDAYA INOVATIF PENDIDIKAN. Jurnal Tawadhu, 9(2), 188–195. https://doi.org/10.52802/TWD.V9I2.1858
Murwanto, P. (2024). DEVELOPING AND PRACTICING INCLUSIVE LEADERSHIP IN SCHOOLS. PROGRES PENDIDIKAN, 5(1), 93–100. https://doi.org/10.29303/PROSPEK.V5I1.710
Mutaqin, Z., Riyanto, Y., Sholeh, M., Khamidi, A., & Amalia, K. (2024). Implementation of Multi-Level Inclusive Learning Management in Indonesian Schools of Kinabalu City Malaysia. Edukasi, 18(2), 121–135. https://doi.org/10.15294/EDUKASI.V18I2.16640
Racelino Ratulangi, C., & Piring, R. (2025). Inclusive Leadership in Higher Education: Strategies for Dealing with Student Diversity. Managere: Indonesian Journal of Educational Management, 7(2), 212–223. https://doi.org/10.52627/MANAGERE.V7I2.748
Randel, A. E., Galvin, B. M., Shore, L. M., Ehrhart, K. H., Chung, B. G., Dean, M. A., & Kedharnath, U. (2018). Inclusive leadership: Realizing positive outcomes through belongingness and being valued for uniqueness. Human Resource Management Review, 28(2), 190–203. https://doi.org/10.1016/J.HRMR.2017.07.002
Rudenskyi, R. (2024). ФОРМУВАННЯ ПІЗНАВАЛЬНОЇ АКТИВНОСТІ ТА САМОСТІЙНОСТІ СТАРШИХ ДОШКІЛЬНИКІВ У ПЕДАГОГІЧНІЙ СИСТЕМІ МАРІЇ МОНТЕССОРІ. Вісник Львівського Університету. Серія Педагогічна, 0(40), 192–204. https://doi.org/10.30970/VPE.2024.40.12259
Saepudin, A., & Mulyono, D. (2019). COMMUNITY EDUCATION IN COMMUNITY DEVELOPMENT. Empowerment : Jurnal Ilmiah Program Studi Pendidikan Luar Sekolah, 8(1), 65–73. https://doi.org/10.22460/EMPOWERMENT.V8I1P65-73.1165
Sari, N., & Munastiwi, E. (2023). The Urgency of Principal’s Academic Supervision on PAUD Learning Management. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 7(3), 3684–3691. https://doi.org/10.31004/OBSESI.V7I3.2360
Sari, P. I., Rudiyanto, R., & Agustin, M. (2024). Addressing educational disparities: the role of policy in expanding early childhood education access in 3T areas. Tunas Siliwangi : Jurnal Program Studi Pendidikan Guru PAUD STKIP Siliwangi Bandung, 10(2), 126–134. https://doi.org/10.22460/TS.V10I2.4999
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Published
2026-04-28
How to Cite
Yunjiati, D., Prasanti, A. E., Khansa, S. A., Saputra, T. F., & Siswadi. (2026). REVISITING EARLY CHILDHOOD ISLAMIC EDUCATION LEADERSHIP THROUGH MARIA MONTESSORI’S VISION OF AN INCLUSIVE AND PREPARED ENVIRONMENT. Didaktik : Jurnal Ilmiah PGSD STKIP Subang, 12(02), 265 - 293. https://doi.org/10.36989/didaktik.v12i02.12804
Section
Articles
