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All Journal Jurnal Manajemen Pendidikan Managere: Indonesian Journal of Educational Management
Sugeng Listyo Prabowo
Universitas Islam Negeri Maulana Malik Ibrahim Malang, Indonesia
Humanities Education Languange, Linguistic, Communication & Media

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KLASIFIKASI PORTOFOLIO APLIKASI SISTEM INFORMASI DI PESANTREN LUHUR MALANG Dhiyauz Zakiyyah; Mustofa Mustofa; Sugeng Listyo Prabowo
Jurnal Manajemen Pendidikan Vol. 11 No. 3 (2026): Regular Issue (In Progress)
Publisher : STKIP Pesisir Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34125/jmp.v11i3.2638

Abstract

Pemanfaatan sistem informasi di lembaga pendidikan Islam semakin penting dan mendukung tata kelola organisasi yang efektif. Namun, penggunaan berbagai aplikasi yang berjalan secara terpisah sering menimbulkan tantangan dalam pengelolaan data dan proses pengambilan keputusan. penelitian ini bertujuan untuk mengidentifikasi dan mengklasifikasi aplikasi sistem informasi yang digunakan di Pesantren Luhur Malang berdasarkan kerangka portofolio aplikasi Ward dan Peppard serta menganalisis kontibusinya terhadap tata kelola lembaga. Penelitian ini menggunakan pendekatan kualitatif deskriptif dengan desain studi kasus. Data dikumpulkan melalui wawancara, observasi, dan dokumentasi yang melibatkan anggota Majelis Santri, khususnya sekertaris dan bendahara majelis. Analisis data dilakukan menggunakan model interaktif Milleds dan Huberman yang meliputi reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa aplikasi yang digunakan di Pesantren Luhur Malang dapat diklasifikasikan kedalam empat kategori, yaitu aplikasi strategis (EMIS dan SIMBA), aplikasi operasional utama (Spreadsheet Data Santri dan Spreadsheet Keuangan Syahriah), aplikasi pendukung (WhatsApp dan Google Drive), serta aplikasi berpotensi tinggi berupa pengembangan sistem infromasi pesantren terintegrasi. Pemanfaatan aplikasi tersebut telah mendukung efisiensi administrasi, pengelolaan keuangan, komunikasi, dan pelaporan kelembagaan. Namun, aplikasi yang digunakan masih berjalan secara terpisah sehingga belum mendukung integrasi data secara optimal. Penelitian ini menegaskan pentingnya klasifikasi portofolio aplikasi sebagai dasar dalam perencanaan dan pengembangan sistem informasi yang lebih efektif, terstruktur, dan sesuai dengan kebutuhan tata kelola lembaga pendidikan Islam. Selain itu, penelitian ini mengintegrasikan perspektif portofolio aplikasi dengan konteks manajemen pendidikan Islam di lingkungan pesantren.
PENINGKATAN KEPUASAN STAKEHOLDER MELALUI IMPLEMENTASI SISTEM PEMBAYARAN VIRTUAL ACCOUNT PADA MADRASAH IBTIDAIYAH KEBONSARI MALANG Diska Firzan Nadia Fatiq; Mohamad Iksan; Sugeng Listyo Prabowo
Jurnal Manajemen Pendidikan Vol. 10 No. 4 (2025): Regular Issue
Publisher : STKIP Pesisir Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34125/jmp.v10i4.1245

Abstract

This study investigates the mechanisms for improving stakeholder satisfaction through the implementation of a Virtual Account (VA) payment system in the unique context of the Islamic Elementary School (MI) in Kebonsari, Malang. This study used a qualitative method with a case study approach. Data were collected through triangulation techniques, including in-depth interviews, observation, and document analysis, with a total of eight key informants. The results revealed several findings, including: 1) Transformation of Service Ease and Access: The VA significantly improved perceived ease of use and flexibility for parents, eliminating non-monetary costs such as time and effort in transportation. 2) Internal Efficiency and Staff Focus Reallocation: Automated reconciliation by the VA drastically reduced the risk of human error and eliminated time spent on routine administrative tasks. This triggered a Staff Focus Reallocation Mechanism toward managerial tasks and core educational functions. 3) Mediating transparency with religious trust and legitimacy: In the madrasah context, real-time VA transparency serves as a signal of integrity in the management of sensitive funds, including alms and zakat. These findings indicate that VA mediates the relationship between transparency and the institution's religious legitimacy, which is a source of ultimate satisfaction for management.
The Implementation of Total Quality Management (TQM) to Improve Learning Quality in Schools Faza Andary; Wahab; Sugeng Listyo Prabowo
Managere: Indonesian Journal of Educational Management Vol. 7 No. 4 (2025)
Publisher : Universitas Nurul Jadid

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52627/managere.v7i4.1136

Abstract

This study aims to describe and analyse the implementation of Total Quality Management (TQM) in improving learning quality. Using a qualitative, descriptive case study design, the research explored how TQM principles were integrated into school management and instructional practices. Data were collected through interviews, observations, and documentation involving the principal, six teachers, one administrative staff member, and two parents. The findings reveal that TQM is implemented through participatory Leadership, teacher empowerment, effective management of learning facilities, and continuous evaluation based on the Plan–Do–Check–Act (PDCA) cycle. Leadership plays a crucial role in coordinating teacher collaboration and sustaining school improvement. Teacher empowerment is fostered through training, mentoring, and reflective discussions. The management of learning facilities and infrastructure demonstrates adaptive use of limited resources supported by community involvement. Evaluation is conducted systematically to ensure continuous feedback and improvement. The study concludes that implementing TQM has created a culture of collaboration, accountability, and innovation. The research implies that TQM principles can be effectively adapted in resource-limited schools through participatory management, reflective evaluation, and community partnerships to strengthen sustainable quality assurance in education.
Strengthening Teamwork in the Pancasila Student Profile (P5) Project: A Qualitative Study of Collaborative Learning Implementation Ina Hasanah Hasanah; Wahab Wahab; Sugeng Listyo Prabowo
Managere: Indonesian Journal of Educational Management Vol. 8 No. 1 (2026)
Publisher : Universitas Nurul Jadid

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52627/managere.v8i1.1312

Abstract

Educational reform increasingly emphasizes character development and collaborative learning as essential components of twenty-first-century education. Within this context, the Pancasila Student Profile Strengthening Project (P5) is a project-based learning initiative that integrates academic learning with character formation. This study aims to examine how teamwork is strengthened during the implementation of P5 and how collaborative practices contribute to the development of an effective and adaptive school environment. Employing a qualitative case study approach, data were collected through semi-structured interviews, field observations, and document analysis involving school leaders, teachers, and project implementation teams. The findings reveal that teamwork functioned as a central mechanism supporting successful program implementation through coordinated stages, including collaborative planning, stakeholder socialization, project execution, and reflective evaluation. Collective professional practices encouraged a shift from individual teaching routines toward shared responsibility, enabling teachers to integrate interdisciplinary learning and facilitate meaningful student participation. The study also found that project-based activities promoted students’ engagement, responsibility, creativity, and collaborative skills. However, challenges such as limited instructional time and the persistence of individual work habits remained evident. These results highlight that curriculum innovation becomes more sustainable when supported by organizational collaboration rather than relying solely on instructional change. The findings offer practical insights for strengthening collaborative school cultures to support long-term educational transformation.
Co-Authors Dhiyauz Zakiyyah Diska Firzan Nadia Fatiq Faza Andary Ina Hasanah Hasanah Mohamad Iksan Mustofa Mustofa Wahab Wahab Wahab