TRANSFORMATION OF LEARNING ADMINISTRATION IN IMPROVING THE QUALITY OF ISLAMIC EDUCATION: A SYSTEMATIC LITERATURE REVIEW

Abstract

Learning administration constitutes a foundational element in the organisation of educational processes; however, its implementation continues to face multidimensional challenges that may impede the overall quality of learning. This study aims to analyse the challenges of learning administration, their implications for learning quality, and the practical obstacles at the institutional level. Three principal contributions are offered: thematic mapping of administrative challenges, systematic analysis of their pedagogical implications, and evidence-based recommendations for transformative reform. A Systematic Literature Review (SLR) methodology guided by the PRISMA 2020 framework was employed, synthesising national and international journal articles published between 2020 and 2025. Literature searches were conducted across Scopus, Google Scholar, ERIC, and Dimensions databases using Boolean keyword combinations, and quality appraisal was performed using the Mixed Methods Appraisal Tool (MMAT). Eleven articles met the eligibility criteria for thematic synthesis. Findings indicate that challenges include excessive administrative workload, weak integration between administrative processes and pedagogical practice, inadequate management information systems, and suboptimal human resource capacity, directly affecting teacher professionalism, instructional effectiveness, and educational decision-making quality. This study makes a novel contribution by providing the first systematic synthesis contextualising administrative transformation within Islamic educational values, proposing an integrative and value-driven administrative framework as a strategic instrument for improving learning quality in Islamic educational institutions