Strategi Pengurangan Technostress Guru Pesantren: Tinjauan Teoretis Manajemen Konflik Islam
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Abstract
The accelerating digital transformation of education has expanded the use of digital technologies in pesantren (Islamic boarding schools), creating new opportunities for instructional and administrative efficiency while simultaneously increasing technology-related demands on educators. This study aims to develop a context-sensitive conceptual framework for mitigating technostress among pesantren teachers by integrating the five dimensions of technostress with the principles of Islamic Conflict Management. A literature review was conducted in April 2025 using primary empirical studies published between 2018-2025. Ten studies that met the inclusion criteria were analyzed through content analysis and thematic synthesis to identify patterns related to techno-overload, techno-invasion, techno-complexity, techno-insecurity, techno-uncertainty, organizational support, digital competence, coping, and digital transformation in pesantren. The findings indicate that technostress among educators is shaped by the interaction of technological demands, workload intensification, digital competence, organizational support, and individual adaptive capacity. In the pesantren context, these pressures may interact with institutional rhythms, social relations, educational responsibilities, and spiritual values. Based on the synthesis, this study proposes a three-layer mitigation framework in which Ishlah functions as a structural mechanism for reorganizing workload and communication boundaries, Syura supports participatory technology adoption and relational assistance, while Sabr and Tawakkal provide spiritual-cognitive resources that complement technical and organizational efforts. The study contributes a contextual-conceptual extension of technostress mitigation by incorporating the organizational and spiritual characteristics of pesantren. Practically, the framework implies that successful digital transformation in pesantren should combine technological competence development, participatory governance, proportional workload management, collegial support, and spiritually sensitive coping rather than relying solely on technical training.
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