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All Journal Journal of Educational Management Research
M. Syukron Maksum
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Humanities Education Social Sciences

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Implementing the Inquiry Method in Teaching Maharah Qiroah for Mubtadi’ Level: Insights from Jean Piaget and Implications for Educational Management Mustofa, Ahmad; Fattah Khoirun; M. Syukron Maksum; Afriana Santosa
Journal of Educational Management Research Vol. 4 No. 1 (2025)
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jemr.v4i1.831

Abstract

This study aims to investigate the effectiveness of the inquiry method in teaching Maharah Qiro’ah for beginner-level (mubtadi’) students and to explore its implications for educational management in course institutions. The study employed a qualitative approach using a Classroom Action Research (CAR) design at Lembaga Insan Kamil Probolinggo. Primary data sources included students and teachers, collected through observations, interviews, and learning documentation. Data were analyzed using Miles and Huberman’s techniques, including data reduction, presentation, and verification. The findings indicate that implementing the inquiry method significantly enhances students’ Maharah Qiro’ah skills, promoting more fluent and accurate Arabic reading and deeper comprehension of the text. Moreover, the method fosters students’ critical and analytical thinking in line with their cognitive development stages. From an educational management perspective, the inquiry method encourages active learning environments, improves teaching effectiveness, and provides a structured approach for monitoring and evaluating student progress. Therefore, the inquiry method not only serves as an effective instructional strategy for Maharah Qiro’ah but also contributes to the improvement of educational quality and management practices in course institutions.
The Urgency of Sociolinguistics in Arabic Language Education: Strengthening Social Awareness and Language Proficiency Through Effective Educational Management Saidatul azizah; Hikmatuddiniah; M. Syukron Maksum; Nur Hasanah
Journal of Educational Management Research Vol. 4 No. 1 (2025)
Publisher : Al-Qalam Institue

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Abstract

This study examines the urgency of integrating sociolinguistic principles into Arabic language learning to enhance social awareness, contextual understanding, and communicative competence among eighth-grade MTs students. Many learners struggle to adapt formal classroom Arabic to everyday communication, particularly in navigating dialectal variation, vocabulary choice, and Islamic communication norms. Addressing these challenges, the research aims to explore how sociolinguistics can be embedded within the Arabic curriculum to support more natural and context-appropriate speaking skills. Using a descriptive qualitative approach, data were collected through literature analysis, classroom observations, and semi-structured interviews with teachers and students. The findings reveal that sociolinguistic-based instruction enriches students’ maharah kalam, reduces speaking anxiety, and strengthens social interaction by enabling them to adjust language use to different contexts. These results imply the need for a more
Implementing School-Based Management to Improve Educational Quality Isnaini subaro; Widya Andriyani; M. Syukron Maksum; Salis Masruhi
Journal of Educational Management Research Vol. 4 No. 2 (2025)
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jemr.v4i2.1386

Abstract

This study aims to analyze the concept, objectives, legal foundations, characteristics, and implementation of School-Based Management (SBM) as a strategy for improving educational quality in the era of decentralization. The research employed a qualitative approach using a library research design. Data were collected from books, peer-reviewed journal articles, policy documents, and relevant educational regulations, and analyzed through descriptive-analytical content analysis. The findings indicate that the successful implementation of SBM is strongly influenced by a paradigm shift in school management, democratic leadership of school principals, active involvement of school committees and the community, and systematic school planning through the School Development Plan. SBM is not merely an administrative policy but a comprehensive managerial approach that promotes school autonomy and supports continuous improvement in educational quality. The implications of this study suggest that consistent and context-sensitive implementation of SBM is essential for strengthening effective school governance and achieving sustainable educational quality improvement, particularly within decentralized education systems
Achievement Motivation and Communication Intelligence as Predictors of School Management Effectiveness Nurlina; Widya Andriyani; M. Syukron Maksum; Wiwin Eko Santoso
Journal of Educational Management Research Vol. 4 No. 3 (2025)
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jemr.v4i3.1590

Abstract

This study aims to examine the effects of achievement motivation and communication intelligence on school management effectiveness, both partially and simultaneously. A quantitative approach with a causal survey design was employed. The population consisted of all public senior high school teachers in Jambi City, Indonesia, with a sample of 55 teachers selected using probability sampling techniques. Data were collected through structured questionnaires and analyzed using descriptive and inferential statistics, including multiple regression analysis and F-tests, with SPSS version 25. The findings indicate that achievement motivation has a positive and significant effect on school management effectiveness. Similarly, communication intelligence also shows a positive and significant effect on school management effectiveness. Furthermore, achievement motivation and communication intelligence simultaneously exert a highly significant influence on school management effectiveness. These results suggest that enhancing school management effectiveness requires strengthening teachers’ achievement motivation alongside the systematic development of communication intelligence. Such efforts are essential to support more effective, transparent, and accountable school management practices.
Local Wisdom–Based Educational Management: Integrating Cultural Values into School Governance Rizky Al Fajri; Risfa Tri Ulfa; M. Syukron Maksum; Salis Masruhi
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.v5i1.1592

Abstract

This study aims to analyze a local wisdom–based educational management model at SDN 96/X Rantau Indah and its effectiveness in enhancing student engagement, motivation, and knowledge construction. A qualitative approach with a case study design was employed. Data were collected through in-depth interviews, participant observation, and document analysis, and analyzed using interactive techniques involving data reduction, data display, and conclusion drawing. The findings indicate that the integration of local cultural values is implemented through three main pillars: curricular integration, co-curricular activities, and school culture, which collectively foster meaningful and contextually relevant learning practices. Local wisdom serves as cognitive scaffolding, enabling students to actively construct knowledge by connecting academic concepts with cultural experiences. Teachers’ roles transform into facilitators and cultural mediators linking the national curriculum with local values, while collaborative social interactions reinforce knowledge construction. The model is effective in improving students’ motivation and academic understanding. However, challenges include uneven teacher competencies, limited time to align national and local curricula, and sustainability of community involvement. Strengthening educational management, teacher professional development, and formal partnerships between schools and local communities are essential to sustain local wisdom integration.
Co-Authors Afriana Santosa Ahmad Mustofa Fattah Khoirun Hikmatuddiniah Isnaini subaro NUR HASANAH Nurlina Risfa Tri Ulfa Rizky Al Fajri Saidatul azizah Salis Masruhi Widya Andriyani Wiwin Eko Santoso