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All Journal Journal of Educational Management Research Advances In Education Journal
Irawan
Universitas Islam Negeri Sunan Gunung Djati
Humanities Education Social Sciences

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Analisis Knowledge Management Berbasis Kompetensi Profesional Guru Di Madrasah Aliyah Negeri 2 Kota Bandung Raden Luzna Huwaida; Irawan; Heri Khoiruddin
Advances In Education Journal Vol. 2 No. 2 (2025): Advances In Education Journal (Oktober)
Publisher : Yayasan Al-Afif

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Abstract

This study explores the application of knowledge management to enhance teacher professionalism at Madrasah Aliyah Negeri (MAN) 2 Bandung. As an institution that prioritizes employee competence, MAN 2 Bandung implemented a qualitative method with literature study analysis. Data were collected from primary sources (observations and interviews) and secondary sources (journals and articles). Using descriptive-analytic techniques, the study found that teacher professionalism has improved through knowledge management practices. Key activities include: (1) codifying and storing knowledge in a database accessible to authorized staff; (2) sending selected personnel to training programs to gain new knowledge; (3) inviting internal and external experts to share insights through school programs; and (4) encouraging independent exploration of knowledge through book reviews, research, prototypes, and Focus Group Discussions such as MGMP. These efforts demonstrate how structured knowledge management effectively strengthens teacher professionalism at MAN 2 Bandung.
Ontological Balance in Educational Management and Its Impact on Educational Service Quality Heni Suhertini; Irawan; Rohmat Mulyana Sapdi
Journal of Educational Management Research Vol. 5 No. 1 (2026)
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jemr.v5i1.1579

Abstract

This study aims to examine how educational managers’ ontological balance influences the quality of educational services, with a specific focus on the integration of professional responsibilities and spiritual values in madrasah governance. A mixed-methods case study design was employed, combining quantitative surveys of managers, teachers, and students with in-depth interviews and document analysis. Quantitative data were analyzed using descriptive statistics, while qualitative data were processed through thematic analysis. The findings show that the level of ontological balance among educational managers is high, although variations appear across spiritual, value-oriented, and professional dimensions. Educational service quality is generally rated good, yet inconsistencies remain in implementation practices and feedback mechanisms. The analysis indicates a significant positive relationship between ontological balance and service quality, particularly in exemplary behavior, policy integrity, and communication practices. The study implies that strengthening managers’ ontological balance through value-based leadership development, structured professional reflection, and continuous capacity-building can meaningfully enhance madrasah service quality.
Scientific Learning and Inquiry-Based Learning Management in Learning Transformation at School Najma Khairunnisa; Irawan; Rohmat Mulyana Sapdi; Syifa Delfiani Gunawan
Journal of Educational Management Research Vol. 5 No. 1 (2026)
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jemr.v5i1.1698

Abstract

This study aims to analyze the implementation of Scientific-Based Learning (SBL) and Inquiry-Based Learning (IBL) in transforming instructional practices in Islamic education through an educational management perspective, including planning, implementation, evaluation, and teacher professional development. Employing an explanatory mixed-method design, data were collected through semi-structured interviews with teachers and school leaders, classroom observations, document analysis, and questionnaires administered to the majority of teachers at Sekolah Tunas Unggul. The findings indicate that the integration of SBL and IBL has shifted instructional practices from a rational–practical orientation toward a scientific, student-centered approach emphasizing inquiry, reflection, and knowledge construction. From a management perspective, instructional transformation is reflected in systematic curriculum planning, clearer and measurable learning objectives, improved instructional organization, and the integration of Islamic values within contextual inquiry and project-based learning. Initial outcomes include increased student engagement, enhanced project quality, and improved critical thinking skills. However, the implementation remains constrained by limited teacher methodological literacy, insufficient facilities, time management challenges, and inconsistent data-based assessment practices. The study implies that sustainable scientific-based instructional transformation in Islamic education requires strong institutional leadership, continuous professional development, adequate resource management, and aligned educational policies.
Co-Authors Heni Suhertini Heri Khoiruddin Najma Khairunnisa Raden Luzna Huwaida Rohmat Mulyana Sapdi Syifa Delfiani Gunawan