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All Journal Sunan Kalijaga International Journal on Islamic Educational Research Jurnal Ar Ro'is Mandalika (Armada)
Esha, Zuhdi
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Religion Education Languange, Linguistic, Communication & Media Mathematics

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Integrating Humanity and Technology: Governance of Modern Educational Institutions in the Era of Digital Disruption Through Humanistic-Based Management Information Systems Esha, Zuhdi; Hasanah, Uswatun; Aiman, Ummu; Abrori, Zumrotul Amalia; Sopiulloh, Wafa; Udin, Tamsik
Jurnal Ar Ro'is Mandalika (Armada) Vol. 4 No. 3 (2024): JURNAL AR RO'IS MANDALIKA (ARMADA)
Publisher : Institut Penelitian dan Pengembangan Mandalika Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59613/armada.v6i2.6014

Abstract

The era of digital disruption has introduced a new paradigm in the governance of educational institutions. Challenges are no longer focused solely on administrative efficiency but also on the institution's ability to maintain the humanistic essence within the learning process. This article aims to deeply examine the synergy between effective educational institution governance and the implementation of an Educational Management Information System (EMIS) grounded in a humanistic approach. Through a systematic literature review and conceptual analysis, the article identifies the principles of good governance that must serve as the foundation for educational institutions, including transparency, accountability, responsiveness, fairness, and effectiveness. Furthermore, this article explores the evolution of EMIS from merely an administrative tool to a strategic information ecosystem capable of supporting learning personalization, teacher empowerment, and increased engagement from parents and the community. The main focus of this article is on how EMIS can be designed and implemented not as an instrument of control, but as a means of empowerment for all educational stakeholders students, teachers, staff, and leadership. The analysis also examines implementation challenges, such as the digital divide, human resource readiness, and data security ethics, which are crucial considerations in maintaining the balance between technological innovation and humanistic values. The article concludes that the governance of future educational institutions requires an integrated humanistic technological vision, where technology serves to expand human capacity, not to replace it. Practical recommendations and directions for future research are also presented to provide guidance for education stakeholders in navigating this complex and dynamic landscape.
The Synergy of the Tri-Center Education in Shaping Social Responsibility Theoretical and Practical Review Esha, Zuhdi; Mulyana, Asep; Hasanah, Uswatun; Aiman, Ummu
Jurnal Ar Ro'is Mandalika (Armada) Vol. 6 No. 2 (2026): JURNAL AR RO'IS MANDALIKA (ARMADA)
Publisher : Institut Penelitian dan Pengembangan Mandalika Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59613/armada.v6i2.5972

Abstract

Education is not solely the responsibility of formal institutions, but rather a multidimensional process involving family, school, and community the three centers of education as proposed by Ki Hajar Dewantara. In this article, we develop a three-center educational framework as a basis for fostering students' social responsibility. Using a qualitative approach in the form of a literature review, this article examines the roles and responsibilities of each pillar (family, school, and community) and formulates collaborative mechanisms that enable the holistic internalization of prosocial values. Based on an analysis of recent studies, we found that the three-center educational framework is relevant and effective in strengthening character education and social responsibility, especially in the context of modern challenges such as individualism and digital disruption. Therefore, systematic synergy between these three pillars is necessary as a character education strategy in the 21st century.
Educational Financial Management Practices in Supporting Resource Optimization at SMK Islamic Center Cirebon Esha, Zuhdi; Muhammad Irfan Rosviana
Sunan Kalijaga International Journal on Islamic Educational Research Vol. 10 No. 2 (2026): On Progress
Publisher : Pascasarjana Fakultas Ilmu Tarbiyah dan Keguruan UIN Sunan Kalijaga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/skijier.2026.102.01

Abstract

This study examines financial management practices at SMK (Sekolah Menengah Kejuruaan) Islamic Center Cirebon and explains how these practices support educational resource optimization. The study addresses a gap in previous literature, which has generally examined accountability, internal control, stakeholder participation, and resource allocation as relatively separate dimensions. It argues that resource optimization in a private Islamic vocational school is shaped by interconnected financial governance mechanisms rather than by a single financial management practice. This study employed a qualitative single-case study design. Data were collected through in-depth interviews with three purposively selected informants consisting of the school principal, treasurer, and a school committee representative, supported by document analysis of ARKAS, Standard Input Costs, cash receipt and expenditure records, and financial accountability reports. The data were analyzed thematically through data organization, coding, categorization, theme development, and interpretation. The study strengthened data credibility by triangulating sources and methods. The findings identify five interconnected financial management practices: participatory financial planning and budget priority setting; financial reporting and accountability; program adjustment in response to funding constraints; mobilization of alternative funding sources; and routine control of financial receipts and expenditures. These mechanisms are interconnected in supporting financial governance and resource use: participatory planning establishes budget priorities, accountability mechanisms ensure traceability, funding constraints stimulate program adaptation, unmet needs encourage alternative resource mobilization, and financial control supports subsequent decision-making. Thus, resource optimization is best understood as an institutional process of aligning educational needs, financing capacity, accountability mechanisms, and stakeholder support. As a single-case study involving three key institutional actors, the findings are context-specific and are not intended for statistical generalization. Further studies should compare financial governance practices across different private Islamic vocational schools and institutional settings.
Co-Authors Abrori, Zumrotul Amalia Aiman, Ummu Asep Mulyana Muhammad Irfan Rosviana Sopiulloh, Wafa Tamsik Udin Uswatun Hasanah