Madrasah Development and Governance in Ma’had Tawi-Tawi: Institutional Policies and Governmental Transitions Over Time

Rudyn  Samaruddin Alaldaya; Abd Madjid; Muhammad Hisyam Syafii

doi:10.37680/qalamuna.v18i1.8201

Authors

Rudyn Samaruddin Alaldaya Universitas Muhammadiyah Yogyakarta
Abd Madjid Universitas Muhammadiyah Yogyakarta
Muhammad Hisyam Syafii Univeritas Muhammadiyah Yogyakarta

DOI:

https://doi.org/10.37680/qalamuna.v18i1.8201

Keywords:

Institutional policies, Madrasa, Madrasa Development, Philippines Government

Abstract

Research on Islamic education in the Philippines has primarily focused on conflict resolution and curriculum integration. At the same time, limited attention has been given to the evolution of institutional governance amid political transitions, particularly in peripheral Muslim-majority regions such as Tawi-Tawi. This study addresses this gap by examining the historical development and governance of Ma’had Tawi-Tawi, the first Islamic educational institution in the province, within the broader framework of national education policy and political transformation. Employing a Systematic Review and Bibliometric Analysis, this research maps global scholarly discourse on madrasa development, governance, and policy alignment. From 600 Scopus-indexed articles published between 2015 and 2025, 90 relevant studies were selected based on peer-review status, English language, and thematic relevance, and analyzed using VOSviewer. The analysis identified four dominant thematic clusters: policy impact, historical development, governance transitions, and leadership dynamics. The findings indicate that Ma’had Tawi-Tawi’s sustainability is closely linked to adaptive leadership and its ability to integrate Islamic educational traditions with national curriculum standards. Nevertheless, constitutional constraints related to the separation of church and state continue to limit direct government funding for religious schools. The Bangsamoro Organic Law, however, provides greater institutional resilience through regional autonomy and legal recognition. Policy recommendations include strengthening intergovernmental coordination, enhancing teacher capacity, and formalizing the integration of curriculum. Future studies should explore comparative governance models across the Bangsamoro region to inform sustainable Islamic education policies.

References

Abdulkarim, K. A., & Suud, F. M. (2020). Evaluation of Madaris Curriculum Integration for Primary Muslim Education in Mindanao: An Assessment of the Influence of Psychology. International Journal of Islamic Educational Psychology, 1(2), 89–100.

Ahmed, S. S. (2025). The Evolving Role of Sustainable Development in Shaping Political Progress: A Contemporary Islamic Perspective on Human Rights and Civil Institution. MILRev: Metro Islamic Law Review, 4(1), 1–30.

Anwar, N. D. (2017). “We are not Filipinos, we are Bangsamoro” 1, 2. Islam And Peacebuilding In The Asia-Pacific, 8, 61.

Arar, K., Sawalhi, R., & Yilmaz, M. (2022). The research on Islamic-based educational leadership since 1990: An international review of empirical evidence and a future research agenda. Religions, 13(1), 42.

Asari, H., Ritonga, M., Nursalimah, N., Megawati, B., Ruwaidah, R., & Watrianthos, R. (2024). Mapping the modernization of Islamic education: A bibliometrics analysis of research trends from 1965 to 2022. International Journal of Changes in Education, 1(4), 218–225.

Atisa, G., Zemrani, A., & Weiss, M. (2021). Decentralized governments: local empowerment and sustainable development challenges in Africa. Environment, Development and Sustainability.

Batalla, E. V., & Baring, R. (2019). Church-state separation and the challenges it presents concerning religion. Religions, 10(3), 197.

Bayot, A. B. E. (2018). Elite Bargains and Political Deals Project: Philippines Case Study. Stabilisation Unit, UK Foreign, Commonwealth and Development Office.

Boquet, Y. (2017). Towards a Bangsamoro in Mindanao? In the Philippine archipelago (pp. 661–710). Springer.

Brooks, M. C. (2017). Southern Filipino school leaders and religious diversity: A typology. International Journal of Educational Management, 31(5), 646–660.

Çakmaklı, A. D., Boone, C., & van Witteloostuijn, A. (2017). When does globalization lead to local adaptation? The Emergence of Hybrid Islamic Schools in Turkey, 1985–2007. American Journal of Sociology, 122(6), 1822–1868.

Candelaria, J. L. (2021). The Credible Commitment Problem in the Third-Party Mediation of the Mindanao Peace Process, 1975–2014. Philippine Political Science Journal, 42(3), 181–207.

Czarita, M., & Aguja, A. (n.d.). The Status Of Islamic Heritage Preservation In The Philippines : The Sheikh Karimul Makhdum Mosque Case.

Daou, A., Joseph, J., Yousif, D. S., Fathallah, R., & Reyes, G. (2019). Intellectual Capital and Resilience in Torn Societies. Journal of Intellectual Capital, 20(4), 598–618.

Darmawan, E., Agung, P., Yousof, I. Bin, Alpy, M., Lubis, A. F., & Gani, R. (2023). Enhancing Al-Quran Reading Skills in Islamic Education at An-Nikmah Al-Islamiyah Institute, Phnom Penh, Cambodia. 1–6.

Din, H. T. (2025). The Contribution of Islamic Education to Bridging Global Knowledge Gaps. Pakistan Journal of Islamic Philosophy, 7(1), 9–17.

Ekawati, D. (2019). Urgency of Arabic in Islamic education. International Journal of Arabic Language Teaching, 1(02), 209–222.

Endress, G. (2016). Learning in Medieval Arabic Islamic Culture. One-Volume Libraries: Composite and Multiple-Text Manuscripts, 9, 171.

FERRER, M. C. (2018). Forging a Peace Settlement for the Bangsamoro: Compromises and Challenges. In Mindanao: The Long Journey to Peace and Prosperity (pp. 98–131). World Scientific.

Galeriana, I. C., & Ragandang, P. I. (2018). Philippines: In Search for Self-Determination. The Political History and Armed Struggle of the Moro National Liberation Front in Mindanao. Conflict Studies Quarterly, 24, 12–25. https://doi.org/10.24193/csq.24.2

Green, T. L. (2018). School as community, community as school: Examining principal leadership for urban school reform and community development. Education and Urban Society, 50(2), 111–135.

Haddade, H., Nur, A., Achruh, A., Rasyid, M. N. A., & Ibrahim, A. (2024a). Madrasah management strategies through the Madrasah Reform program: evidence from Indonesia. International Journal of Educational Management, 38(5), 1289–1304.

Haddade, H., Nur, A., Achruh, A., Rasyid, M. N. A., & Ibrahim, A. (2024b). Madrasah management strategies through the Madrasah Reform program: evidence from Indonesia. International Journal of Educational Management, 38(5), 1289–1304.

Halmai, G. (2017). Varieties of State-Church relations and religious freedom through three case studies. Mich. St. L. Rev., 175.

Houston, C. O., Majul, C. A., & Patanne, E. P. (1975). Muslims in the Philippines. Pacific Affairs, 48(2), 292. https://doi.org/10.2307/2756054

Hsieh, C.-C. (2023). Governance in transition: an analytical framework for hybridity and dynamics in higher education. Higher Education, 85(2), 379–397.

Jahani, R., & Parayandeh, M. Y. (2024). The role of faith-based organizations in social service provision. Interdisciplinary Studies in Society, Law, and Politics, 3(3), 12–19.

Jakhrani, I. A., & Sultana, M. (2024). An Overview of Educational Policies and Integration of Islamic Education in Pakistan. AL-ĪMĀN Research Journal, 2(03), 53–67.

Joseph, B. M., & Carolissen, R. (2022). Volunteer leadership: A silent factor in student volunteer retention. Journal of Community Psychology, 50(7), 3006–3022.

Khamis, A. (2022). The Bangsamoro: A Search For Autonomy. Education in Troubled Times: A Global Pluralist Response, 127.

Khilji, G., Jogezai, N. A., Bibi, N., & Baloch, F. A. (2022). Understanding the effects of educational decentralization through the perspectives of education managers and teachers. International Journal of Educational Management, 36(7), 1206–1220.

Lantong, A. M. (2018). The Islamic Epistemology and Its Implications for the Education of Muslims in the Philippines. 1st International Conference on Intellectuals’ Global Responsibility (ICIGR 2017), 67–71.

Lindsey, T., & Steiner, K. (2025). Islam, Law and the State in the Philippines. Taylor & Francis.

Malik, J. (2023). Salafizing Hanafiyya? Madrasa Teachers in Afghanistan, State Actors, and Salafis. The Review of Faith & International Affairs, 21(3), 69–85.

Martínez-Vázquez, J., Timofeev, A., & Yedgenov, B. (2021). BANGSAMORO AUTONOMOUS REGION IN MUSLIM MINDANAO (BARMM).

Mas’ ud, A., Fuad, A. Z., & Zaini, A. (2019). Evolution and orientation of Islamic education in Indonesia and Malaysia. Journal of Indonesian Islam, 13(1), 21–49.

Milligan, J. A. (2020). Islamic Identity, Postcoloniality, and Educational Policy. Springer.

Mondares, J. A., Buencamino, J. A., Sumagaysay, A., Jr., D. W., Paragas, R., Bondoc, E. K., & Valespin, M. R. (2023). (PDF) Balancing Church and State: An Analysis of Philippine Politics, Issues, and the Impact of Separation. January 2024. https://doi.org/10.13140/RG.2.2.30379.21281

Munifah, M., Puspitasari, I. N. N., Zuhri, H. H., Yani, A., Jasmine, A. N., & Kurniasari, A. (2025). Cultural Barriers and Challenges of Ma’had Aly: The Path towards a Competitive Islamic Higher Education Institution. Nazhruna: Jurnal Pendidikan Islam, 8(2), 464–479.

Nadeem, M. (2024). Distributed leadership in educational contexts: A catalyst for school improvement. Social Sciences & Humanities Open, 9, 100835.

Omer, S. (2021). Al-Itqān Journal of Islamic Sciences and Comparative Studies. Journal of Islamic Sciences and Comparative Studies, Special Is(3), 135–163.

Othman, K., & Yaakub, M. B. (2025). Islamic Knowledge Management Reservoir Adaptation to Information and Digital Technology for Global Islamic Higher Education Institutions. LECTURES: Journal of Islamic and Education Studies, 4(2), 205–223.

Oyewale, P. O. (2024). The Role of Faith-Based Organisations in the Electoral Process in Nigeria. Polit Journal Scientific Journal of Politics, 4(4), 240–252.

PEACE, R., RICHMOND, O. P., BJÖRKDAHL, A., & VISOKA, G. (n.d.). Peacebuilding and Memory in the Philippines.

Perez, J. M. (2021). The Philippines: the challenges of Moro and Lumad power-sharing in the Bangsamoro. Conflict Studies Quarterly, 35, 70–88.

Purmini, S. (2024). Schools and Classifications of Fiqh: A Guide to Understanding the Diversity of Islamic Law. Jurnal Price: Ekonomi Dan Akuntasi, 3(01), 59–77.

Rodríguez-Rodríguez, A. M. (2024). Moros and Spaniards in the Philippines. Transnational Philippines: Cultural Encounters in Philippine Literature in Spanish, 93.

Sagut, J. C. (2022). The Separation of Church and State in the Current Philippine Context. Политикологија Религије, 16(2), 217–237.

Sali, A. H. A., & Marasigan, A. C. (2020). Implementation of the Madrasah Education Program in the Philippines: An Exploratory Case Study. International Journal of Comparative Education and Development, 22(3), 201–217.

Samıd, A. (2022a). Islamic Education And The Development Of Madrasah Schools In The Philippines. Uluslararası Politik Araştırmalar Dergisi, 8(2), 35–47.

Samıd, A. (2022b). Islamic Education And The Development Of Madrasah Schools In The Philippines. Uluslararası Politik Araştırmalar Dergisi, 8(2), 35–47.

Samıd, A. (2022c). Islamic Education And The Development Of Madrasah Schools In The Philippines. Uluslararası Politik Araştırmalar Dergisi, 8(2), 35–47.

Samıd, A. (2022d). Islamic Education And The Development Of Madrasah Schools In The Philippines. Uluslararası Politik Araştırmalar Dergisi, 8(2), 35–47.

Sattar, A. (2023). Examination of the Regulatory Mechanisms and Governance Structures Governing Madrassas in Pakistan. Tanazur, 4(3), 142–158.

Sera Biwang, M. (2023). Bangsamoro identity: Its role in the Mindanao conflict and the (current) peace process. The impact of religion and ethnicity as collective and social identity.

Shahab, S. (2021). History and background of Madrassah education in Pakistan. Pakistan Journal of International Affairs, 4(4), 426–433.

Syafii, H., Alaldaya, R., Purnomo, H., & Azhari, H. (2025). Psycho-philosophical structure of the concept of tazkiyatun nafs on the development of spiritual-emotional intelligence in students. Jurnal Studi Edukasi Integratif, 2(1), 62–71.

Syafii, H., & Purnomo, H. (2024). Analisis Komparatif Pendekatan Behavioristik dan Konstruktivisme Sosial dalam Pembentukan Akhlak: Perspektif Neurosains Kognitif Islam: Comparative Analysis of Behavioristic Approaches and Social Constructivism in the Formation of Morals: Islamic Cognitive Neuroscience Perspective. TARBIYAH: Jurnal Pendidikan Dan Pembelajaran, 1(2), 155–167.

Syafii, H., Purnomo, H., Syukur, A., & Azhari, H. (2025). The Effectiveness of the Islamic Psychospiritual Approach in Mindfulness Programs for Developing Teachers’ Emotional Intelligence. EDUSHOPIA: Journal of Progressive Pedagogy, 2(2), 127–137.

Syafii, M. H., & Azhari, H. (2024). Manifestation of Patience as a Coping Mechanism in Islamic Psychology: A Comparative Analysis of Sociocultural Contexts of Indonesian and Egyptian Students. Psikoislamika: Jurnal Psikologi Dan Psikologi Islam, 21(2), 252–290.

Syafii, M. H., & Azhari, H. (2025). Interaction between Spiritual Development and Psychological Growth: Implications for Islamic Educational Psychology in Islamic Students. Journal of Islamic Education and Ethics, 3(1), 29–48.

Syafii, M. H., & Gusti, I. L. (2025). The Influence of Self-Determination on Non-suicidal Self-harm (NSSH) Sufferers in Yogyakarta Students. Journal of Islamic Communication and Counseling, 4(1), 1–11.

Syafii, M. H., Purnomo, H., & Matas, J. A. V. (2024). The Relationship Between Nomophobia and Boredom Intolerance in the Use of Social Media among Generation Z Muslim Students. International Journal of Islamic Educational Psychology, 5(2), 309–321.

Syafii, M. H., Purnomo, H., & Rahmatullah, A. S. (2025). Inclusive Education and Social Transformation: Analysing the Role of Education Policy in Increasing Equality Among Rural Students in Indonesia. Educational Research for Social Change, 14(1), 43–69.

Tana, M. T. C. (2023). Duterte’s peace legacy in Mindanao: Achievements, challenges, and prospects. Southeast Asian Affairs, 2023(1), 254–267.

Umbar, K., & Ridlo, U. (2020). Case study as a research method for Arabic language education. ICEMS 2019: Proceedings of the 5th International Conference on Education in Muslim Society, ICEMS 2019, 9.

Yusoph, R. A., & Ali, A. A. (2022). Peace Reconciliation: In the Context and Realities of the Bangsamoro Autonomous Region in Muslim Mindanao. International Journal of Social Sciences: Current and Future Research Trends, 15(1), 188–206.

Zafrullah, Z., Ibrahim, Z. S., Ariawan, R., Ulwiyah, S., & Ayuni, R. T. (2024). Research on Madrasas in International Publications: Bibliometric Analysis with Vosviewer. COMPETITIVE: Journal of Education, 3(2), 116–127.

Zailani, Z., Azis, M., Pasaribu, M., & Fanreza, R. (2022). Madrasa education development in Indonesia: The role of government support, human resource improvement, and institutional polices. Cypriot Journal of Educational Sciences, 17(7), 2383–2401. https://doi.org/10.18844/cjes.v17i7.7678

Zhao, Q., & Qian, A. (2025). High School Education Tracking and Educational Inequality: From International Rules to Chinese Experience. Taylor & Francis.