FROM MADRASAH TO METAVERSE: RADICAL INNOVATION IN CONTEMPORARY ISLAMIC EDUCATION MANAGEMENT

Abstract

Madrasas, as historical Islamic educational institutions in Indonesia, have
long faced fundamental challenges rooted in the dichotomy between religious
education and general education. Most madrassas that grow from public and private

initiatives are often considered marginal, facing weaknesses in managerial aspects,
the quality of educators, and the availability of limited facilities and infrastructure.
In the midst of digital disruption and increasingly selective societal demands,
madrasas are required not only to innovate incrementally, but also to make radical
innovations that are able to create a paradigm shift in their entire ecosystem. This
study examines the potential adoption of metaverse technology as a manifestation
of radical innovation in contemporary Islamic education management. The
metaverse, as an immersive and collaborative three-dimensional (3D) virtual space,
is believed to overcome the limitations faced by conventional digital learning
platforms, such as a lack of interaction and immersive experiences. Through case
studies and literature reviews, this study analyzes how the metaverse can be a
catalyst for the transformation of madrasas, transforming them from quantityfocused

institutions into flagship institutions oriented towards quality, global
relevance, and strengthening spiritual values. The findings show that while there is
great potential in improving learning through worship simulations, virtual
pilgrimages, and visualizations of complex religious concepts, these
implementations face significant challenges, especially related to infrastructure
limitations, funding, and resistance to organizational cultural change. Therefore,
this innovation demands a comprehensive change in madrasah management, from
visionary leadership to the formulation of a responsive and ethical curriculum. The
study concludes that the transformation towards "Madrasah in the Metaverse Era"
is not just the adoption of technology, but rather managerial and philosophical
reforms to unite science and religion in one holistic educational experience.