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All Journal Proceeding of International Conference on Humanity Education and Society JUMPA : Jurnal Manajemen Pendidikan Education and Sociedad Journal
Yeni Tri Nur Rahmawati
Institut Agama Islam At-Taqwa Bondowoso
Religion Humanities Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Physics Social Sciences Other

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PEMANFAATAN SOCIAL MEDIA ENGAGEMENT SEBAGAI INSTRUMEN PUBLIC RELATIONS DALAM REKRUTMEN MAHASISWA BARU DI ERA DIGITAL Yeni Tri Nur Rahmawati; Nur Azizah
International Conference on Humanity Education and Society (ICHES) Vol. 5 No. 1 (2026): The 5th International Conference on Humanity Education and Society (ICHES)
Publisher : FORPIM PTKIS ZONA TAPAL KUDA

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study aims to analyze the strategy of utilizing Social Media Engagement (SME) as a Public Relations (PR) tool for new student recruitment amidst the increasingly competitive environment of higher education institutions in 2026. In today's digital era, two-way interaction through social media platforms is no longer merely an information channel, but a strategic tool for building trust and institutional image. The research method used was descriptive qualitative, conducted through observations on TikTok, Instagram, and LinkedIn, as well as in-depth interviews with university public relations teams. The results showed that high levels of engagement, such as comments, content sharing, and direct messages, positively correlated with prospective student interest in registering. A personalized, transparent, and responsive content strategy is key to PR's success in converting followers into applicants. This study concludes that transforming the role of PR from merely distributing press releases to managing digital communities is crucial for effective recruitment in the future.
Smart Management in Islamic Education: AI-Driven Decision-Making and Institutional Performance Yeni Tri Nur Rahmawati
JUMPA : Jurnal Manajemen Pendidikan Vol 6, No 1 (2025)
Publisher : Universitas Nurul Jadid

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/jumpa.v6i1.15027

Abstract

This study examines how lecturer career development is implemented within an institutional context, with a particular focus on how academic practices are shaped through the interaction between formal policies and everyday activities. Using a qualitative case study approach, the research was conducted at UIN Maulana Malik Ibrahim Malang, involving faculty leaders, heads of study programs, and lecturers as key informants. Data were collected through in-depth interviews, participant observation, and document analysis, and were analyzed using an interactive model to identify patterns and relationships across different aspects of academic work. The findings show that lecturer career development is not carried out as a single, structured program, but rather emerges through interconnected academic activities, including pedagogical development, research engagement, scientific publication, academic collaboration, and community service. These activities are supported by institutional systems, yet their implementation varies depending on workload, institutional routines, and field conditions. In particular, the integration of research into teaching and the practice of community service demonstrate how formal programs are adapted in real settings. The study highlights that lecturer career development is shaped not only by institutional design but also by how lecturers interpret and carry out their roles in practice. This suggests the need for more adaptive and context-sensitive approaches in managing academic human resources, particularly within Islamic higher education. The findings contribute to a more grounded understanding of lecturer development as a dynamic and practice-based process.
Data-Driven Leadership in Madrasahs: How Institutional Data Shapes Strategic Decision-Making and Educational Quality Yeni Tri Nur Rahmawati
Education and Sociedad Journal Vol. 3 No. 1 (2025): January - June
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/edsojou.v3i1.3095

Abstract

Data-driven leadership has increasingly emerged as an important approach to strengthening strategic decision-making and educational quality. However, the availability of institutional data does not automatically lead to effective decisions, particularly within madrasahs, where managerial practices are shaped by organizational, contextual, and Islamic value dimensions. This study aims to examine how institutional data are transformed into strategic intelligence and subsequently utilized to support educational quality improvement in madrasahs. A systematic literature review (SLR) was conducted using relevant peer-reviewed literature indexed in major academic databases. The review followed the PRISMA framework and analyzed studies addressing data-driven leadership, data literacy, strategic decision-making, organizational culture, and educational quality. The synthesis indicates that data-driven leadership operates through an interconnected process involving data availability, data literacy, interpretation, strategic sense-making, decision-making, and organizational intervention. The findings further demonstrate that the contribution of data to educational quality is mediated by organizational culture, institutional capacity, and contextual conditions. Data become strategically valuable when leaders move beyond administrative reporting and use evidence to identify institutional priorities, allocate resources, strengthen teacher professional development, improve instructional practices, and evaluate organizational interventions. In the madrasah context, Islamic values provide an ethical orientation for interpreting and implementing data-informed decisions through principles of amanah, justice, consultation, transparency, and institutional benefit. The study proposes a context-sensitive and value-based model of data-driven madrasah management that positions institutional data as a strategic resource for continuous educational quality improvement.
The Architecture of Strategic Decision-Making in Islamic Education: Leadership, Governance, Values, and Institutional Transformation Yeni Tri Nur Rahmawati
Education and Sociedad Journal Vol. 3 No. 2 (2025): July - December
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/edsojou.v3i2.3096

Abstract

Strategic decision-making is increasingly recognized as a critical component of institutional development in Islamic education, particularly amid changing educational demands, organizational complexity, and growing expectations for effective governance. However, existing scholarship remains fragmented, with leadership, governance, Islamic values, and institutional development often examined as separate dimensions. This systematic review aims to reconstruct the architecture of strategic decision-making in Islamic education by examining how leadership capability, participatory governance, Islamic values, and institutional context interact to shape strategic choices and institutional transformation. The study employed a systematic literature review guided by the PRISMA 2020 framework, using Scopus and Web of Science as the principal databases. Relevant literature was identified through combinations of keywords related to strategic decision-making, Islamic education, educational leadership, governance, Islamic leadership, strategic management, and institutional development. The selected literature was analyzed through thematic synthesis to identify recurring concepts, relationships, and explanatory patterns. The review indicates that strategic decision-making in Islamic education is not merely a rational managerial process but a context-sensitive, participatory, and value-oriented organizational process. Leadership provides strategic judgment and sense-making, while participatory governance strengthens deliberation, stakeholder engagement, and accountability. Islamic values, particularly amanah, ‘adl, shūrā, maslahah, and mas’uliyyah, provide an ethical architecture for evaluating institutional choices. The review further shows that strategic decisions contribute to institutional transformation only when supported by strategic alignment, implementation capacity, organizational action, and organizational learning. Based on these findings, the study proposes an integrated architecture connecting institutional challenges, leadership and governance, strategic decision-making, implementation, organizational learning, and institutional transformation. The framework offers a conceptual foundation for strengthening strategic management in Islamic educational institutions.
Co-Authors Nur Azizah