A Data-Driven Human Resource Development Model Based on Islamic Values: An Embedded Case Study of Islamic Educational Units

Human resource development in educational institutions should not stop at performance recording. Performance evidence needs to be interpreted, translated into relevant feedback, and followed by appropriate development actions. In Islamic educational institutions, this process is also guided by moral and spiritual values. This study aims to formulate a human resource development model integrating performance data and Islamic values to strengthen performance at the Wahdah Islamiyah Education Foundation (YPWI) Kendari. The study employed a qualitative single-case embedded design (Baxter & Jack, 2008). The empirical corpus comprised 13 informants: 8 primary informants and 5 additional informants, representing foundation management, data and administrative functions, and four educational sub-units: SD, MTs, SMA Al-Qur'an, and Pondok. Data were collected through semi-structured interviews, direct and digital observations, and organizational records, including digital attendance records, employee journals/activity logs, personnel regulations, policy and evaluation documents, and administrative records. The findings show three empirical foundations: traceable digital evidence, contextual interpretation by unit leaders, and value-based development institutionalized through personnel regulations and Tarbiyah. These elements remain unevenly integrated into a full development cycle. Based on the findings, a six-stage model was reconstructed: performance and value orientation, evidence recording, multi-source verification and interpretation, diagnosis of development needs, differentiated development follow-up, and feedback and evaluation. The model is an empirical-conceptual reconstruction rather than a tested intervention and therefore requires further validation.