The Melangun Culture from the Perspective of Islamic Education Management: Reconstructing the Local Wisdom of the Orang Rimba to Strengthen Character, Leadership, and Contextual Education

Abstract

This article aims to analyze the educational and managerial dimensions embedded in the Melangun culture of the Orang Rimba and reconstruct their relevance to Islamic Education Management. The study employs a qualitative approach using an integrative literature review. Data sources comprise journal articles, academic books, and scientific publications addressing the Orang Rimba, Melangun, Indigenous knowledge, Islamic education, educational management, leadership, curriculum, character education, and ecological education. The analysis involved identifying, selecting, categorizing, interpreting, and thematically synthesizing relevant literature. The findings indicate that Melangun embodies cultural dimensions of adaptation, solidarity, collective responsibility, social resilience, and relationships between community and environment. These dimensions can be analytically reconstructed within Islamic Education Management through contextual planning, collective organizing, adaptive leadership, experiential learning, and customary social regulation. The study further interprets Tumenggung leadership through Islamic ethical principles of shiddiq, amanah, fathanah, and tabligh, resulting in the proposed conceptual construct of Eco-Prophetic Leadership. In addition, Indigenous ecological knowledge and Melangun are positioned as contextual resources for developing Islamic education that integrates character formation, leadership, experiential learning, and ecological responsibility. Based on these findings, the article proposes a Melangun-Based Islamic Education Management (MBIEM) conceptual framework that integrates Indigenous cultural knowledge, Islamic ethical principles, management functions, contextual leadership, curriculum, and ecological education. The framework represents a conceptual proposition rather than an empirically validated management model and provides a basis for further research on culturally responsive Islamic education management in Indigenous communities.