Tarbawi: Jurnal Keilmuan Manajemen Pendidikan
Tarbawi: Jurnal Keilmuan Manajemen Pendidikan contains publications on reviews, thought results, and research on education management that includes curriculum management, graduate management, learning process management, facility and infrastructure management, education management, financing management, assessment management, and management of educators and educational personnel. Scope of Tarbawi: Jurnal Keilmuan Manajemen Pendidikan as follows: 1. Curriculum Management includes Curriculum Management in Elementary School, Curriculum Management in Junior High School, Curriculum Management in High School, Content Standard Study, and Curriculum Study. 2. Graduate Management includes Management of Graduates in Elementary School, Graduate Studies in Elementary School, Management of Graduates in Junior High School, Graduate Studies in Junior High School, Management of Graduates in High School, and Graduate Studies in High School. 3. Learning Process Management includes Learning Process Management in elementary school, Learning Process Management in junior high school, Learning Process Management in high school, Classroom Management in elementary school, Classroom Management in junior high school, Classroom Management in high school, Learning Process Study in elementary school, Learning Process Study in junior high school, and Learning Process Study in high school. 4. Management of Facilities and Infrastructure include Management of Facilities and Infrastructure in Elementary School, Management of Facilities and Infrastructure in junior high school, Management of Facilities and Infrastructure in high school, Management of Science Laboratory, Management of Language Laboratory, Management of Computer Laboratory, Management of Teaching Resources, and Library Management. 5. Education Management includes Education Management in Elementary School, Education Management in Junior High School, Education Management in High School, Education Studies in Elementary School, Education Studies in Junior High School, and Education Studies in High School. 6. Financing Management includes Financing Management in Elementary School, Financing Management in Junior High School, Financing Management in High School, Management of Madrasah/School Operational Costs, Assessment of Madrasah/School Operational Costs. 7. Assessment Management includes Assessment Management in Elementary School, Assessment Management in Junior High School, Assessment Management in High School, Learning Assessment, Learning Evaluation Review, and Education Evaluation Review. 8. Management of Educators and Education staff include Management of Educators and Educational Personnel in Elementary School, Management of Educators and Educational Personnel in junior high school, Management of Educators and Educational Personnel in high school, Management of Teacher Resources, Management of Education Personnel, and Study of Educators and Education staff.
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<![CDATA[Development of Education Management Competency Measurement Instruments with an Outcome-Based Education (OBE) ]]>
<![CDATA[Fitri Nurmahmudah]]>;
<![CDATA[Eka Cahya Sari Putra]]>;
<![CDATA[Noorhapizah Noorhapizah]]>;
<![CDATA[Fathul Jannah]]>;
<![CDATA[Akhmad Riandy Agusta]]>;
<![CDATA[Aliyah Rasyid Baswedan]]>
<![CDATA[ Tarbawi: Jurnal Keilmuan Manajemen Pendidikan Vol 12 No 02 (2026) ]]>
Publisher : <![CDATA[Program Studi Manajemen Pendidikan Islam Fakultas Tarbiyah dan Keguruan UIN Sultan Maulana Hasanuddin Banten ]]>
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DOI: 10.32678/tarbawi.v12i02.11552
<![CDATA[This research aims to develop instruments used in measuring educational management competencies based on lecture outcomes. The method used is R&D with a quantitative approach. This research was conducted in Yogyakarta, Indonesia. The sample used was 715 students. Content validity was tested using the Aiken V index formula. Construct validity was tested using Confirmatory Factor Analysis (CFA). The results of this study indicate that the content validity coefficient is > 0.8, indicating that the statement items are valid. The KMO value (0.982) is > 0.05, indicating an adequate model fit. Scree Plot meets the unidimensional criterion, that is, it can be used to measure 1 dominant factor. Statistics X2 467, RMSEA 0.042, SRMR 0.030, CFI 0.990, NFI 0.989, meaning goodness of fit. The recommendation of this research is to use it to measure educational management competencies among educators worldwide, with diverse regional characteristics. So, in the long term, learning quality improves because it has a quality measurement tool. In practice, this instrument enables educators and institutions to evaluate and strengthen management skills, thereby improving the quality of learning and institutional performance. Academically, it advances research in educational measurement by providing a psychometrically sound instrument that supports broader implementation of OBE.]]>
<![CDATA[Strategi Komunikasi Word-of-Mouth Religius dalam Ekosistem Pesantren: Telaah Model Pemasaran dari Perspektif Kepercayaan dan Solidaritas Jemaah ]]>
<![CDATA[Siti Aimah]]>;
<![CDATA[Mamlukhah Mamlukhah]]>;
<![CDATA[Hasan Baharun]]>;
<![CDATA[Fathiyah Mohd Fakhruddin]]>
<![CDATA[ Tarbawi: Jurnal Keilmuan Manajemen Pendidikan Vol 12 No 02 (2026) ]]>
Publisher : <![CDATA[Program Studi Manajemen Pendidikan Islam Fakultas Tarbiyah dan Keguruan UIN Sultan Maulana Hasanuddin Banten ]]>
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DOI: 10.32678/tarbawi.v12i02.12254
<![CDATA[This study identifies a research gap in the consumer behavior literature regarding how spiritual dimensions function to mitigate perceived risk in the decision-making process of selecting Islamic boarding schools, despite the well-established dominance of rational-based models in educational choice. Employing a qualitative case study approach, this research investigates the phenomenon through in-depth interviews, participant observation, and document analysis. The findings reveal that parental decision-making is not purely transactional, but rather shaped by a socio-spiritual trust ecosystem that integrates the charismatic authority of the Kiai with religious word-of-mouth communication. Within this ecosystem, institutional legitimacy is reinforced through culturally embedded practices such as the Haul ritual, a form of collective meaning-making and narrative reinforcement; Sowan, a relational trust-building mechanism; and alumni networks, which function as continuous channels of information diffusion within community-based communication structures. Theoretically, this study contributes to the service marketing and consumer behavior literature by extending the concept of trust formation by introducing spiritually mediated loyalty into educational decision-making contexts, thereby broadening the explanatory capacity of existing rational-choice frameworks. On a broader level, the study contributes to global discourse on community-based education marketing in developing and collectivist societies. In practice, the findings suggest that Islamic boarding school management should strengthen institutional trust by reinforcing leadership credibility, spiritual authenticity, and community-based relational networks, rather than relying primarily on physical infrastructure.]]>
<![CDATA[P5 Activity Management Based on the Local Wisdom of the Banyumasan Community in Kindergarten ]]>
<![CDATA[Mukti Amini]]>;
<![CDATA[Novan Ardy Wiyani]]>;
<![CDATA[Ernayanti Nur Widhi]]>;
<![CDATA[Murni Murni]]>
<![CDATA[ Tarbawi: Jurnal Keilmuan Manajemen Pendidikan Vol 12 No 02 (2026) ]]>
Publisher : <![CDATA[Program Studi Manajemen Pendidikan Islam Fakultas Tarbiyah dan Keguruan UIN Sultan Maulana Hasanuddin Banten ]]>
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DOI: 10.32678/tarbawi.v12i02.12282
<![CDATA[Despite the increasing implementation of the Projek Penguatan Profil Pelajar Pancasila (P5) in Indonesian early childhood education, many teachers continue to struggle to design culturally meaningful project-based learning activities that effectively integrate local wisdom into the curriculum. This study addresses this gap by developing and validating a management model for P5 activities grounded in the local wisdom of the Banyumasan community. Employing a collaborative action research design with an applied research approach, the study was conducted at Tunas Bangsa Adireja Kulon Kindergarten in Central Java, Indonesia, involving one principal, three teachers, and 39 children. Data were collected through semi-structured interviews, participant observations, and document analysis, and analyzed using an interactive model of data reduction, data display, and conclusion verification. The findings reveal a three-stage management framework for implementing P5 activities grounded in local wisdom. The first stage, local wisdom planning, involves designing project modules that integrate Banyumasan cultural values, traditions, and local products into learning objectives and classroom activities. The second stage, local wisdom action, engages children in experiential learning through the exploration, production, and practice of culturally authentic local wisdom artifacts under teacher facilitation. The third stage, reflective local wisdom assessment, employs structured reflection and recall activities to evaluate children's learning experiences while reinforcing cultural identity and value internalization. The study contributes a transferable framework for managing culturally responsive project-based learning in early childhood education that may be adapted to diverse cultural contexts. By demonstrating how indigenous knowledge can be systematically integrated into project management, this research provides practical guidance for teachers and policymakers seeking to strengthen culturally sustainable education, foster children's character development, and preserve local cultural heritage.]]>
<![CDATA[Manajemen Pengembangan Desain Berbasis Pendidikan Transformatif dalam Meningkatkan Kompetensi Akademik Mahasiswa PAI ]]>
<![CDATA[Nurlaila Ana]]>;
<![CDATA[Ahmad Ta’rifin]]>;
<![CDATA[Ulul Albab]]>
<![CDATA[ Tarbawi: Jurnal Keilmuan Manajemen Pendidikan Vol 12 No 02 (2026) ]]>
Publisher : <![CDATA[Program Studi Manajemen Pendidikan Islam Fakultas Tarbiyah dan Keguruan UIN Sultan Maulana Hasanuddin Banten ]]>
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DOI: 10.32678/tarbawi.v12i02.12302
<![CDATA[Despite growing attention to transformative education in higher education, there is limited empirical evidence on how to systematically integrate it into program design to strengthen students’ academic competence in Islamic higher education institutions. This study develops and validates a transformative education-based program design for the Islamic Religious Education Study Program at Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan. Employing a Research and Development approach based on the ADDIE model, the study collected data through interviews, questionnaires, observations, document analysis, and focus group discussions, and conducted expert validation with lecturers, students, curriculum specialists, and institutional stakeholders. The findings demonstrate that a systematic and transformative program design significantly enhances students’ academic competence by improving curriculum coherence, learning quality, student engagement, and attainment of competencies. Among the examined components, integrative program design emerged as the most influential factor in fostering cognitive, affective, and psychomotor learning outcomes. The development process produced validated program design documents, learning modules, lesson plans, and evaluation guidelines that achieved high feasibility and usability ratings from experts and practitioners. Pilot implementation across selected courses further confirmed the effectiveness of the developed model in promoting meaningful learning experiences and strengthening academic competencies. This study contributes a validated transformative education framework that integrates Islamic values with outcome-based learning principles, extending the discourse on curriculum innovation and offering a scalable model for curriculum reform and sustainable academic development in Islamic higher education.]]>
<![CDATA[Beyond Policy Rhetoric: Principal’s Concerns in Implementing Emancipated Curriculum in a Private Madrasah in South Sumatra ]]>
<![CDATA[Amalia Hasanah]]>;
<![CDATA[Tri Hermawan Aini]]>;
<![CDATA[Ridho Saparudin]]>
<![CDATA[ Tarbawi: Jurnal Keilmuan Manajemen Pendidikan Vol 12 No 02 (2026) ]]>
Publisher : <![CDATA[Program Studi Manajemen Pendidikan Islam Fakultas Tarbiyah dan Keguruan UIN Sultan Maulana Hasanuddin Banten ]]>
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DOI: 10.32678/tarbawi.v12i02.12350
<![CDATA[The Emancipated Curriculum in Indonesia promotes flexibility and student-centered learning, yet its implementation in private madrasahs remains underexplored, particularly from the principal’s perspective. While existing studies focus on teacher readiness or public madrasahs, little is known about how private madrasah principals navigate structural and pedagogical constraints after multiple years of implementation. This qualitative single-case study addresses that gap by examining the implementation of the Emancipated Curriculum and the principal’s concerns at one private madrasah in South Sumatra. Data were collected through semi-structured interviews with the principal, who has led the madrasah for six years, and analyzed using reflexive thematic analysis. The findings reveal three key patterns: (1) despite proactive teacher training, formative initial assessments, and differentiated instruction remaining inconsistently applied; (2) the development of the Madrasah Operational Curriculum excludes parents and community representatives, reflecting governance isolation; and (3) project-based learning under P5 PPRA is limited to three recurring themes due to resource constraints, and textbooks are unavailable for some subjects. These patterns indicate that structural support, rather than training alone, determines curriculum fidelity. The study contributes a principal-centered, private-madrasah perspective to the curriculum reform literature and highlights the need for systemic alignment of resources and inclusive governance in Islamic educational contexts.]]>
<![CDATA[Evaluating Student Competency Outcomes under the ALMAUN Active Learning Curriculum: An Empirical Study in Non-Formal Qur’anic Education ]]>
<![CDATA[Bambang Wahrudin]]>;
<![CDATA[Dian Kristina]]>;
<![CDATA[Desriyanti Desriyanti]]>;
<![CDATA[Amelia Puspita]]>
<![CDATA[ Tarbawi: Jurnal Keilmuan Manajemen Pendidikan Vol 12 No 02 (2026) ]]>
Publisher : <![CDATA[Program Studi Manajemen Pendidikan Islam Fakultas Tarbiyah dan Keguruan UIN Sultan Maulana Hasanuddin Banten ]]>
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DOI: 10.32678/tarbawi.v12i02.12496
<![CDATA[The global transition toward competency-based and outcome-oriented education has highlighted the importance of curriculum models that integrate clearly defined learning outcomes, systematic learning progression, and authentic assessment. However, empirical evidence regarding the evaluation of competency-based curricula within non-formal Qur’anic educational settings remains limited. This study aimed to evaluate the effectiveness of the ALMAUN curriculum in developing multidimensional Islamic competencies among students across different educational levels. A quantitative evaluative study employing a cross-sectional ex post facto design was conducted with 105 students from four levels of Qur’anic education, namely PAUDQu (n = 20), TKA (n = 44), TPA (n = 25), and TQA (n = 16) at Muhammadiyah Ponorogo Al-Qur’an Education Park, Indonesia. Data were collected through the Islamic Competency Assessment Sheet, which assessed Qur’anic reading, short surah memorization, Hadith memorization, daily prayers, practical worship, Arabic literacy (khat and imla’), and mahfudzat, and were analyzed using descriptive statistics, One-Way ANOVA, and Tukey’s HSD post hoc test. The findings revealed that the ALMAUN curriculum effectively facilitated the progressive development of students’ Islamic competencies, with TQA students demonstrating significantly higher overall achievement than students at lower educational levels, and all TQA students attaining the highest competency category (Mumtaz). The results further indicate that a structured, sequential, competency-based curriculum supported by authentic performance assessment contributes to the development of holistic religious competencies, although Arabic literacy competencies remain an area requiring pedagogical improvement. This study contributes to the international discourse on competency-based Islamic education by providing empirical evidence that integrating constructive alignment and authentic assessment can enhance curriculum effectiveness in non-formal Qur’anic education. The findings offer practical implications for designing competency-oriented Islamic curricula that promote comprehensive religious competency development and sustainable quality improvement.]]>
<![CDATA[Supervisory-Driven Madrasah Development: Strengthening the Implementation of the Merdeka Curriculum in Indonesian Madrasah Aliyah ]]>
<![CDATA[Evy Ramadina]]>;
<![CDATA[Agus Zaenul Fitri]]>;
<![CDATA[Sulistiyorini Sulistiyorini]]>
<![CDATA[ Tarbawi: Jurnal Keilmuan Manajemen Pendidikan Vol 12 No 02 (2026) ]]>
Publisher : <![CDATA[Program Studi Manajemen Pendidikan Islam Fakultas Tarbiyah dan Keguruan UIN Sultan Maulana Hasanuddin Banten ]]>
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DOI: 10.32678/tarbawi.v12i02.12503
<![CDATA[Educational supervision is commonly regarded as a major source of instructional improvement and institutional performance. However, it is largely administrative in many educational institutions and restricts its contribution to sustainable school development. The challenge is particularly acute in implementing Indonesia’s Merdeka Curriculum, which demands adaptable leadership, collaborative professional learning, and continual organizational improvement. The purpose of this research is to examine the role of educational supervision as a strategic tool for sustainable madrasa development in the context of curriculum reform. We used a qualitative phenomenological approach to understand the lived experiences of educational stakeholders at MA Al Fattahiyyah. Data collection was conducted through in-depth interviews, participant observation, and document analysis with madrasa principals, vice principals, teachers, and educational professionals. The data were analyzed using an interactive model by Miles et al. The findings show that educational supervision occurs through three interconnected dimensions: collaborative professional supervision, reflective conversation, and internal quality assurance. All these elements contribute to enhancing teachers' professional competence, organizational learning, curricula implementation, and institutional quality. Based on these findings, this study proposes the Strategic Collaborative Educational Supervision (SCES) framework, which conceptualizes educational supervision as an integrated governance system that connects instructional leadership, collaborative professional learning, organizational learning, and adaptive curriculum governance. The study contributes to the literature of educational leadership and Islamic educational management by extending the traditional supervision from administrative evaluation to a strategic competence for sustainable institutional development. The proposed framework provides practical guidance for madrasa leaders, educational supervisors, and policymakers to improve the quality of education and facilitate the effective implementation of the Merdeka Curriculum.]]>
<![CDATA[Women's Spiritual Leadership as a Driver of Visionary Leadership for Sustaining Educational Quality: A Case Study of a Salafi Islamic Boarding School ]]>
<![CDATA[HM Adibussholeh]]>;
<![CDATA[Ahmad Khoirul Mustamir]]>;
<![CDATA[Muslimin Muslimin]]>
<![CDATA[ Tarbawi: Jurnal Keilmuan Manajemen Pendidikan Vol 12 No 02 (2026) ]]>
Publisher : <![CDATA[Program Studi Manajemen Pendidikan Islam Fakultas Tarbiyah dan Keguruan UIN Sultan Maulana Hasanuddin Banten ]]>
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DOI: 10.32678/tarbawi.v12i02.12632
<![CDATA[This study examines how women's spiritual leadership functions as the driving force of visionary leadership in sustaining the quality of Islamic educational institutions within the context of a Salafi Islamic boarding school. While previous studies have separately explored spiritual leadership, visionary leadership, women's leadership, and educational quality, limited attention has been given to the interrelationship among these constructs, particularly in faith-based educational settings. This study employed a qualitative single-case study with an abductive research approach at Pondok Pesantren Al Baqoroh Lirboyo, Kediri, Indonesia. Data were collected through in-depth interviews with Bu Nyai Noer Channah Zamzami Mahrus, family members, teachers, administrators, alumni, and students, complemented by participant observation and document analysis. Data were analyzed iteratively through thematic analysis, integrating empirical findings with relevant theoretical perspectives to enhance analytical rigor and credibility. The findings reveal that women's spiritual leadership serves as the foundation of visionary leadership through four interconnected roles: setting institutional direction, acting as an agent of change, serving as an organizational spokesperson, and developing future leaders through continuous mentoring. These leadership roles collectively strengthen organizational culture, reinforce the institutional identity of Qur'an memorization, and sustain educational quality by internalizing shared spiritual values. The study further demonstrates that women's leadership legitimacy within a patriarchal Salafi environment is primarily derived from spiritual authority, moral integrity, and religious competence rather than formal organizational power. This study extends the literature by integrating Spiritual Leadership Theory and Visionary Leadership Theory into a unified conceptual framework, proposing that spiritual leadership serves as the ethical and motivational foundation of visionary leadership, thereby sustaining educational quality in Islamic educational institutions. The findings also offer a contextual contribution to women's leadership scholarship by demonstrating how spiritual authority enables women to exercise strategic leadership within faith-based organizations.]]>
<![CDATA[Hidden Curriculum as Normative Organizational Control: A Qualitative Exploratory Study of Character Formation in an Indonesian Islamic Boarding School ]]>
<![CDATA[Lola Malihah]]>;
<![CDATA[Rini Rahmawati]]>;
<![CDATA[Ahmad Rifani]]>
<![CDATA[ Tarbawi: Jurnal Keilmuan Manajemen Pendidikan Vol 12 No 02 (2026) ]]>
Publisher : <![CDATA[Program Studi Manajemen Pendidikan Islam Fakultas Tarbiyah dan Keguruan UIN Sultan Maulana Hasanuddin Banten ]]>
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DOI: 10.32678/tarbawi.v12i02.12645
<![CDATA[Research on character education in Islamic boarding schools (pesantren) has largely focused on formal curricula, while the interaction between hidden curriculum processes and organizational culture remains insufficiently examined. Addressing this gap, this study investigates how organizational culture and the hidden curriculum jointly shape students’ character at Darussalam Islamic Boarding School, Martapura, South Kalimantan, Indonesia. A qualitative case-study design was employed, using participatory observation, in-depth interviews with the kyai, teachers, and students, and document analysis. Data were analyzed through interactive thematic procedures involving data condensation, display, and verification. The findings indicate that two interconnected mechanisms primarily drive character formation. First, the hidden curriculum operates through normative control systems embedded in daily routines, disciplinary practices, and pesantren traditions, which continuously regulate and internalize expected behaviors. Second, the charismatic leadership of the kyai serves as a cultural mediator, reinforcing moral values through exemplary conduct, symbolic authority, and relational influence. These mechanisms foster the organic development of akhlakul karimah, including discipline, responsibility, obedience, and respect for teachers. This study contributes to theory by proposing an integrated perspective that links the hidden curriculum and organizational culture as mutually reinforcing dimensions of character education in Islamic educational institutions. In practice, the findings offer implications for the design of culturally grounded, value-oriented character education models that can inform educational policy and leadership practices in pesantren and other faith-based educational settings.]]>
<![CDATA[Bibliometric Analysis of the New Paradigm of Human Resource Management in Indonesian State Islamic Universities (2000-2025) ]]>
<![CDATA[Susilo Surahman]]>;
<![CDATA[Burhanuddin]]>;
<![CDATA[Rudi Hartono]]>;
<![CDATA[Barkatillah]]>;
<![CDATA[Chusna Maulida]]>;
<![CDATA[Purniadi Putra]]>
<![CDATA[ Tarbawi: Jurnal Keilmuan Manajemen Pendidikan Vol 12 No 02 (2026) ]]>
Publisher : <![CDATA[Program Studi Manajemen Pendidikan Islam Fakultas Tarbiyah dan Keguruan UIN Sultan Maulana Hasanuddin Banten ]]>
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DOI: 10.32678/tarbawi.v12i02.12669
<![CDATA[The paradigm of human resource management (HRM) is rapidly evolving in the digital era, requiring adaptive frameworks, particularly within higher education institutions. This study aims to analyze the emerging HRM paradigm in State Islamic Universities and identify key research trends and thematic structures. Using a quantitative bibliometric approach, 746 articles indexed in Scopus and Web of Science were collected through Publish or Perish and analyzed using VOSviewer. The results reveal five major clusters, with Economics and HRM as the most dominant themes, indicated by high keyword co-occurrence and link strength. Recent trends show a shift from purely theoretical discussions to more practice-oriented, technology-driven topics, particularly the integration of artificial intelligence into HRM. Despite this development, research specifically addressing the contextual implementation of HRM systems in Islamic higher education remains limited. This study contributes by mapping the intellectual structure, highlighting the emerging role of AI as a key element in shaping a new HRM paradigm within Islamic State Universities, and identifying future research directions that bridge theory and practice.]]>
