Axiological Audit of Islamic Education Governance: A Rubric Based on Tawhid, Amanah, and Justice

Abstract

Quality assurance in Islamic education is often dominated by administrative compliance, potentially overlooking the ethical values underlying institutional governance. This study aims to formulate an axiological audit framework that translates Islamic ethical principles into observable criteria for assessing educational quality governance. A qualitative library research design with a philosophical-normative approach was employed. Data were collected through documentary analysis of philosophical, educational, and regulatory literature and analyzed using the interactive model of data condensation, data display, and conclusion drawing and verification. The findings identify four conceptual foundations: tawhid as an integrating principle, the distinction between intrinsic and instrumental values, maqasid al-shariah as a normative reference, and spiritual capital as a dimension of institutional quality. These foundations informed the development of an Axiological Audit Rubric comprising six values tawhid, amanah, ‘adl, ihsan, ikhlas, and shura operationalized into eighteen indicators across four internalization levels. The study concludes that axiological auditing can complement conventional quality assurance by evaluating institutional integrity, continuity, and distributive justice. The rubric offers a conceptual basis for ethical self-evaluation and improvement, requiring expert assessment and empirical validation before practical implementation.