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Tadbir : Jurnal Studi Manajemen Pendidikan
Published by Institut Agama Islam Negeri Curup
ISSN : 25803581     EISSN : 25805037     DOI : http://doi.org/10.29240/jsmp
Core Subject : Religion, Education, Social,
Religion Education Social Sciences
Tadbir : Jurnal Studi Manajemen Pendidikan is a scientific periodical published by the Institut Agama Islam Negeri (IAIN) Curup, specializing in the study of the science of management education. Articles published in this journal are conceptual ideas, study and application of theory, practical writing and research results.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 238 Documents
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Exploring the Professional Development of Generation Z Teachers: A Qualitative Case Study on Enhancing Digital-Based Learning in Elementary Schools Pradana, Arga; Santosa, Achadi Budi; Hidayati, Dian
Tadbir : Jurnal Studi Manajemen Pendidikan Vol. 9 No. 2 (2025)
Publisher : Institut Agama Islam Negeri (IAIN) Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/jsmp.v9i2.14492

Abstract

This study explores the development of professionalism among Generation Z (Gen Z) teachers in enhancing the quality of digital-based learning in elementary schools. The research focuses on their adaptability, digital competence, and innovative teaching strategies in the context of rapidly evolving educational practices. Using a qualitative case study design, data were collected through in-depth interviews with Gen Z teachers at SD Muhammadiyah and analyzed to reveal patterns of digital pedagogy. The findings indicate that Gen Z teachers demonstrate strong digital literacy, actively employing interactive presentation applications, online learning platforms, and educational social media to enrich the learning process. Their professionalism is reflected in their commitment to self-directed learning, collaboration with colleagues, and reflective teaching practices. Supporting factors for professional development include institutional support, participation in teacher learning communities, and continuous training opportunities. However, challenges remain, particularly limited school facilities and students’ diverse adaptability to digital environments. This study contributes to the discourse on teacher professionalism by emphasizing the pivotal role of Gen Z teachers in advancing digital pedagogy. It concludes that Gen Z teachers possess considerable potential to improve learning quality through digital innovation, yet sustained institutional support is crucial to maximize their impact.
Students' Learning Engagement In Contextual Teaching And Learning Strategies Management: The Voices From English Education Classroom Sabudu, Delli
Tadbir : Jurnal Studi Manajemen Pendidikan Vol. 9 No. 2 (2025)
Publisher : Institut Agama Islam Negeri (IAIN) Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/jsmp.v9i2.14070

Abstract

This study investigates how Contextual Teaching and Learning (CTL) strategies influence student engagement in higher education, particularly in a Drama Analysis classroom. Employing a qualitative design, data were collected through classroom observations, semi-structured interviews, and reflective writings. Thematic analysis identified three interrelated dimensions of engagement: behavioral, cognitive, and emotional. Findings show that CTL enhances participation, critical reflection, and empathy, yet challenges remain in managing open-ended tasks. The study underscores the pedagogical value of CTL in fostering meaningful and engaging learning experiences in higher education. The findings revealed that CTL strategies enhanced student engagement, encompassing behavioural, cognitive, and emotional aspects. Students showed increased behavioral engagement through better attendance and enthusiastic participation, while cognitive engagement was evidenced by active involvement in assignments and peer learning.  Emotional engagement also rose, leading to improved communication skills, personal growth, and empathy. However, some challenges, such as navigating open tasks, were also identified. In conclusion, the findings of this study illustrate the significant influence of CTL strategies on student engagement and learning outcomes in drama classes. Consequently, the study provides educators with practical implications for the creation of engaging and meaningful learning experiences through the utilisation of CTL strategies. In conclusion, the application of engaging and contemporary pedagogical strategies that are aligned with the specific context is essential for meaningful learning.
Assessing the Effect of Budget Efficiency on Educational Staff Performance in Public Universities of West Aceh Regency Zarita, Santi Septiana; Agustian, Kusmira; Muhammad; Novriza, Ferdiansyah; Saputra, Herdian
Tadbir : Jurnal Studi Manajemen Pendidikan Vol. 9 No. 2 (2025)
Publisher : Institut Agama Islam Negeri (IAIN) Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/jsmp.v9i2.14864

Abstract

Budget efficiency represents a critical determinant of organizational performance in resource-constrained higher education environments, yet empirical evidence examining its specific impact on non-academic support staff remains limited, particularly in regional Indonesian universities. This study investigates the relationship between budget efficiency and educational support staff performance in public universities of West Aceh Regency, guided by Performance-Based Budgeting theory and Goal-Setting Theory. Employing a sequential explanatory mixed-methods design, the study collected quantitative data from 80 educational support staff through validated questionnaires (Cronbach's α = 0.89-0.91) and qualitative insights from 10 key informants via semi-structured interviews. Pearson correlation and hierarchical multiple regression analyses examined relationships between budget efficiency dimensions (allocation accuracy, utilization effectiveness, transparency) and performance outcomes (task efficiency, service quality, professional development). Budget efficiency demonstrated strong positive correlation with staff performance (r = 0.674, p < 0.001) and accounted for 45.4% of performance variance (R² = 0.454, F (1,78) = 64.73, p < 0.001). Allocation accuracy emerged as the dominant influence factor (score: 88/100), followed by transparency/accountability (85/100) and staff participation (82/100). Qualitative findings revealed dual pathways: material mechanisms (resource adequacy enabling task execution) and psychological mechanisms (perceived organizational support enhancing motivation). Budget efficiency influences educational support staff performance through interconnected material and motivational pathways rather than resource availability alone. Universities should prioritize participatory budgeting, transparent financial reporting, and allocation-need alignment. Policymakers must recognize that performance-based funding requires parallel institutional capacity development to ensure equitable efficiency gains across administrative units.
Enhancing Teacher Pedagogical Competence through the Sister School Program: An Implementation Study Baya’gub, Rusydi; Zaini Al –Haj, Zainuddin
Tadbir : Jurnal Studi Manajemen Pendidikan Vol. 9 No. 2 (2025)
Publisher : Institut Agama Islam Negeri (IAIN) Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/jsmp.v9i2.15060

Abstract

Teacher pedagogical competence is paramount for elevating educational standards. Despite its importance, many educators still require significant development in this area. The Sister School Program, involving inter-school collaboration, offers an innovative and potentially effective strategy to address this gap. This study investigates the implementation of the Sister School program at SMA Muhammadiyah 3 Jember with the primary goal of examining its effectiveness in enhancing the pedagogical competencies of the participating teachers. Employing a qualitative, phenomenological approach, data were collected through in-depth interviews with teachers who participated in the program. The collected data were analyzed using thematic analysis to uncover the core experiences of the instructors. The findings indicate that the Sister School program significantly enhanced the teachers' pedagogical competencies, particularly fostering the adoption of more creative and engaging teaching techniques. Furthermore, participation resulted in increased teacher motivation and professional confidence in instructional delivery. Beyond individual development, the program also notably improved inter-school collaboration and knowledge sharing. In conclusion, the Sister School program at SMA Muhammadiyah 3 Jember has proven to be an effective model for enhancing teacher pedagogical proficiency. This successful implementation provides a valuable blueprint for other educational institutions seeking to improve teacher competence in similar developing contexts.
Digital Academic Supervision Model for Enhancing Instructional Leadership of Madrasah Principals: Development and Effectiveness of the ABDUL Application Abdullah; Satori, Djam’an; Sururi; Suryadi; Ulfa, Maria
Tadbir : Jurnal Studi Manajemen Pendidikan Vol. 9 No. 2 (2025)
Publisher : Institut Agama Islam Negeri (IAIN) Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/jsmp.v9i2.15073

Abstract

Ineffective academic supervision management in madrasahs creates significant gaps between learning standards and practices, hindering instructional leadership of madrasah principals. This study developed a digital academic supervision model based on ABDUL—Digital Guidance Application for Outstanding Academic Supervision—integrating instructional leadership theory, transformative supervision theory, and management information systems theory to enhance the effectiveness of madrasah principals' instructional leadership. The research employed a Research and Development (R&D) approach over 12 months in three State Madrasah Aliyah in Bireuen Regency, Indonesia, involving 20 participants. Development followed six systematic stages: preliminary study, model design, expert validation, limited trial, revision, and effectiveness evaluation. Data were collected through multiple triangulation methods: semi-structured interviews, participatory observation, comprehensive documentation, expert validation instruments, and user response questionnaires. Expert validation confirmed 92.5% model feasibility (highly feasible) with 87% positive user responses (86.5% average satisfaction). Implementation demonstrated significant effectiveness, with a 27.7% increase in madrasah principals' managerial competence, a 24.6% improvement in teachers' professional competence, and a 36.5–45.8% enhancement in learning quality across five dimensions. The model transformed supervision culture from evaluative-punitive to empowering-collaborative approaches, with 85% of teachers experiencing perception change. This research presents a new conceptual framework that integrates three theoretical corpora within Islamic educational management contexts, offering both theoretical advancements and practically implementable blueprints for the digital transformation of academic supervision management in Indonesian Islamic schools.
The Influence of Transformational Leadership and Managerial Competence of Madrasah Principle on the Quality of Madrasah Education at Purwakarta Sayuti, Ahmad; Qomaruzzaman, Bambang; Surya Siregar, Hariman; Imanuddin Effendi, Dudy
Tadbir : Jurnal Studi Manajemen Pendidikan Vol. 9 No. 2 (2025)
Publisher : Institut Agama Islam Negeri (IAIN) Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/jsmp.v9i2.15150

Abstract

This study aims to analyze the influence of transformational leadership and the managerial competence of head of madrasah on the quality of madrasah education in Purwakarta Regency. The research is grounded in the understanding that the quality of madrasah education largely depends on the effectiveness of leadership and the capacity of madrasah heads to manage institutional resources professionally. An explanatory quantitative approach was employed, using the Structural Equation Modeling (SEM) method based on Partial Least Squares (SmartPLS). The study involved madrasah heads, teachers, and education personnel as the research population, with a sample of 80 respondents. Data were collected using a five-point Likert scale questionnaire that had undergone validity and reliability testing. The findings show that managerial competence significantly and dominantly affects the quality of madrasahs (β = 0.489) and positively influences transformational leadership (β = 0.236). Conversely, transformational leadership demonstrates a weak direct effect on madrasah quality (β = 0.066) and does not function as a significant mediating variable. Theoretically, these results indicate that improving the quality of madrasah is more effective when emphasizing the strengthening of managerial competencies, which should be integrated with the values of Islamic transformational leadership. Overall, this study contributes to the development of leadership theories and practices in Islamic education by highlighting the importance of strategic management capabilities supported by spiritual and value-based leadership.
Optimizing Base Salary, Performance Incentives, and Welfare Benefits to Improve Lecturer Well-being and Educational Quality in Private Islamic Religious Higher Education Institutions Juhainah, Juhainah; Pahrudin, Agus; Fakhri, Jamal; Yuberti, Yuberti
Tadbir : Jurnal Studi Manajemen Pendidikan Vol. 9 No. 2 (2025)
Publisher : Institut Agama Islam Negeri (IAIN) Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/jsmp.v9i2.12841

Abstract

Private Islamic Religious Higher Education Institutions in Indonesia, particularly in Lampung Province, continue to face significant challenges in enhancing lecturer welfare due to suboptimal compensation policies. Disparities between workload and financial incentives often diminish lecturers’ motivation and negatively impact the quality of education. This study aims to examine the implementation of compensation policies in Private Islamic Religious Higher Education Institutions, evaluate their effects on lecturer welfare and academic performance, and propose realistic optimization strategies. Framed by Herzberg’s Two-Factor Theory, this qualitative study used a case study approach involving in-depth interviews, observations, and document analysis across three Private Islamic Religious Higher Education Institutions  with varying institutional characteristics. The findings show that compensation components—including base salary, performance bonuses, welfare benefits, and professional development support are inconsistently implemented and often constrained by limited budgets, lack of transparency, and institutional policy gaps. These deficiencies contribute to low job satisfaction and hinder efforts to improve teaching and research. The study recommends the adoption of a transparent, performance-based compensation framework supported by improved financial governance and alternative funding strategies such as corporate social responsibility (CSR) partnerships, waqf-based endowments, and performance-based grants. Strengthened collaboration between institutions, government, and external stakeholders is also essential to ensure sustainable improvement in lecturer welfare and education quality in Private Islamic Religious Higher Education Institutions.
The Effect of Transformational Leadership and Passion on Teacher Performance in Public Elementary Schools in Mataram City Saputra, Heri Hadi; Jaelani, Abdul Kadir; Makki, Muhammad; Note, Hafsiahnor Pua
Tadbir : Jurnal Studi Manajemen Pendidikan Vol. 9 No. 2 (2025)
Publisher : Institut Agama Islam Negeri (IAIN) Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/jsmp.v9i2.15158

Abstract

Teacher performance is a critical determinant of educational quality, yet empirical studies integrating transformational leadership and teacher passion particularly in basic education settings remain limited. Existing research primarily emphasizes leadership effects, while the psychological mechanisms associated with passion, especially harmonious passion grounded in autonomous motivation, have received insufficient attention. This study examines the effect of transformational leadership and harmonious professional passion on teacher performance in public elementary schools in Mataram City. Using a quantitative survey design, data were collected from 321 teachers selected through simple random sampling. Multiple linear regression analysis shows that both predictors significantly influence teacher performance, with passion demonstrating the stronger effect, indicating that intrinsic motivation and internalized meaning play a more substantial role than external leadership stimuli. These findings extend educational leadership theory by highlighting passion as a central motivational pathway through which performance is sustained, particularly in resource-constrained school environments. While transformational leadership contributes by strengthening collective efficacy and shared purpose, passion functions as an internal driver of persistence and professional commitment. Methodological limitations include the cross-sectional design, reliance on self-reported measures, and lack of moderator analysis for employment status differences (PPPK vs. PNS). The study contributes to the literature by integrating leadership and motivational psychology to explain performance variations, offering implications for leadership development and teacher professionalization policies.

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