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.
Articles
270 Documents
<![CDATA[Strengthening Learning Priorities in the 21st Century: Review of Islamic Education Policy in Indonesia ]]>
<![CDATA[Bima Fandi Asy'arie]]>;
<![CDATA[Agung Heru Setiadi]]>;
<![CDATA[Mochammad Firdaus]]>;
<![CDATA[Rijal Mahdi]]>;
<![CDATA[Moh. Aly Mustofa]]>
<![CDATA[ Tarbawi: Jurnal Keilmuan Manajemen Pendidikan Vol 10 No 02 (2024): November 2024 ]]>
Publisher : <![CDATA[Jurusan Manajemen Pendidikan Islam Fakultas Tarbiyah dan Keguruan UIN Sultan Maulana Hasanuddin Banten ]]>
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DOI: 10.32678/tarbawi.v10i02.10615
<![CDATA[This research aims to identify and describe how Islamic education policies in Indonesia can be improved to suit the learning needs of the 21st century. This research is a type of library research with a qualitative approach. Data was obtained from three sources “Google Scholar” “ScienceDirect” and “RISE.” The discussion in this research highlights and contributes to the formulation of Islamic education policy to prioritize 21st-century learning, which includes building a commitment to mastering basic literacy and numeracy skills, measuring learning periodically, accurately, and relevantly, aligning the system with learning commitments, supporting teachers in the teaching and learning process, and adapting approaches in taking education policies. Apart from that, the agenda for formulating Islamic education policies must focus on these five priorities while maintaining Islamic religious values as the primary foundation. This study shows the importance of reform policies that focus on the use of technology in Islamic education, improving teacher quality, and digital-based innovative learning. Therefore, Islamic education policies in Indonesia must be designed objectively to create a generation that produces graduates with cognitive intelligence, strong character and morals, spiritual strength, and intellectual qualities that can compete on the global stage.]]>
<![CDATA[Implementation of the Merdeka Curriculum at Madrasah Tsanawiyah in Aceh Tamiang, Indonesia ]]>
<![CDATA[Zikriati Zikriati]]>;
<![CDATA[Aini Safitri]]>;
<![CDATA[Danil Zulhendra]]>;
<![CDATA[Rouyan Nurazan Mohmad]]>;
<![CDATA[M. Riski Fadillah]]>
<![CDATA[ Tarbawi: Jurnal Keilmuan Manajemen Pendidikan Vol 10 No 02 (2024): November 2024 ]]>
Publisher : <![CDATA[Jurusan Manajemen Pendidikan Islam Fakultas Tarbiyah dan Keguruan UIN Sultan Maulana Hasanuddin Banten ]]>
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DOI: 10.32678/tarbawi.v10i02.10690
<![CDATA[This study examines the planning, implementation, and evaluation processes of the Merdeka curriculum, with a particular focus on the integration of Arabic language teaching at Madrasah Tsanawiyah in Aceh Tamiang, Indonesia. This study utilized a qualitative multi-case approach, focusing on three public madrasah's and one private madrasah. Data were collected through observations, interviews, and document analysis, with respondents comprising 20 seventh-grade Arabic and general subject teachers, four madrasah principals, four curriculum deputies, and four madrasah operators. Findings reveal that the Merdeka curriculum planning, implementation, and evaluation at Madrasah Tsanawiyah in Aceh Tamiang varied across institutions. While some schools demonstrated systematic approaches, disparities emerged in teacher training patterns, readiness for 21st-century skills, and the availability of digital education facilities. These challenges hindered the effective implementation of the curriculum and resulted in the absence of a clear evaluation framework. This study recommends that the government and education policymakers enhance teacher training distribution, improve digital education infrastructure, increase teacher welfare, and establish structured evaluation frameworks to optimize curriculum implementation in addressing global challenges.]]>
<![CDATA[Digital Literacy and Teaching Experience as Predictors of Pedagogical Competence in the Digital Era ]]>
<![CDATA[Theresia Anggraini]]>;
<![CDATA[Masduki Ahmad]]>;
<![CDATA[Ivan Hanafi]]>
<![CDATA[ Tarbawi: Jurnal Keilmuan Manajemen Pendidikan Vol 10 No 02 (2024): November 2024 ]]>
Publisher : <![CDATA[Jurusan Manajemen Pendidikan Islam Fakultas Tarbiyah dan Keguruan UIN Sultan Maulana Hasanuddin Banten ]]>
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DOI: 10.32678/tarbawi.v10i02.10795
<![CDATA[This study investigates the influence of digital literacy and teaching experience on teachers' pedagogical competencies and essential skills, which are crucial for ensuring effective and high-quality learning processes. In the digital era, digital literacy empowers teachers to integrate technology into teaching, while teaching experience shapes their ability to manage classrooms and deliver effective instruction. Despite the increasing importance of these factors, there still needs to be a gap in understanding how they interact to enhance pedagogical competence. Data was gathered by administering questionnaires to 136 private senior high school teachers in the Cengkareng sub-district, who were chosen proportionately at random using a quantitative technique and multiple linear regression analysis. The findings indicate that digital literacy and teaching experience significantly influence teachers' pedagogical competence. These results underscore the importance of promoting digital literacy and fostering teaching experience as strategic measures to improve pedagogical competence. The study suggests that targeted professional development initiatives should enhance these factors to improve teaching effectiveness and ultimately elevate school learning outcomes.]]>
<![CDATA[Challenges and Opportunities of Inclusive Education in Islamic Higher Education Institutions: A Case Study in Indonesia ]]>
<![CDATA[Khaeroni Khaeroni]]>;
<![CDATA[Fithri Meiliawati]]>;
<![CDATA[Roudhotul Jannah]]>
<![CDATA[ Tarbawi: Jurnal Keilmuan Manajemen Pendidikan Vol 9 No 02 (2023): November 2023 ]]>
Publisher : <![CDATA[Jurusan Manajemen Pendidikan Islam Fakultas Tarbiyah dan Keguruan UIN Sultan Maulana Hasanuddin Banten ]]>
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DOI: 10.32678/tarbawi.v9i02.11335
<![CDATA[This study explores the challenges and opportunities in implementing inclusive education in Indonesia’s Islamic Religious Higher Education Institutions (Perguruan Tinggi Keagamaan Islam/PTKI). Inclusive education, which seeks to ensure access and equity for students with disabilities or special needs, has become increasingly relevant within Islamic higher education as part of the broader agenda for educational equity and human rights. The study employs a qualitative approach with a case study design involving interviews, observations, and documentation at several PTKIs that have initiated inclusive education programs. Findings reveal that PTKIs face several challenges, including a lack of institutional policy, inadequate infrastructure, limited teaching competencies in inclusive pedagogy, and socio-cultural barriers stemming from stigmatisation. However, the study also identifies key opportunities, such as aligning inclusive values with Islamic teachings, institutional commitment to equity, and the role of government policies in supporting inclusivity. Though facing substantial barriers, the study concludes that inclusive education in PTKIs can be significantly enhanced through policy reforms, capacity building, and collaboration across institutional and governmental levels. These findings contribute to the growing discourse on inclusive education in Islamic contexts and provide practical implications for educational leaders and policymakers]]>
<![CDATA[Improving Teacher Performance in Implementing Pancasila Student Profile Project through Coaching-Based Academic Supervision ]]>
<![CDATA[Matinul Haq, Ahmad]]>;
<![CDATA[Hariyati, Nunuk]]>
<![CDATA[ Tarbawi: Jurnal Keilmuan Manajemen Pendidikan Vol 11 No 01 (2025): April 2025 ]]>
Publisher : <![CDATA[Program Studi Manajemen Pendidikan Islam Fakultas Tarbiyah dan Keguruan UIN Sultan Maulana Hasanuddin Banten ]]>
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DOI: 10.32678/tarbawi.v11i01.9555
<![CDATA[This scientific article aims to analyze and clarify the role of Coaching-Based Academic Supervision Management in improving teacher Performance, particularly in implementing the Pancasila Student Profile Strengthening Project. The research method used in this article is a systematic literature review following the PRISMA (Preferred Reporting Items for Systematic Review and Meta-Analysis) model, applying a comprehensive and detailed process in reviewing journal articles. A literature search was conducted using databases such as Scopus, Emerald, and Google Scholar, as well as national and international literature. The first stage of the search identified 150 articles, which were then screened to result in 65 articles. A feasibility analysis followed, which narrowed the selection down to 35 articles. The final stage resulted in 25 articles. The findings of the study show that coaching-based academic supervision effectively improves teacher Performance through four main stages: planning (Plan), implementation (Do), evaluation (Study), and follow-up (Action). In conclusion, applying coaching in academic supervision provides constructive feedback, enhances teachers' pedagogical competencies, and supports the implementation of the Pancasila Student Profile Strengthening Project. The study's recommendations include training school principals in supervision skills, providing adequate resources, and increasing teacher motivation to participate actively in supervision.]]>
<![CDATA[Enhancing Learning Quality through Effective Classroom Management: A Qualitative Study in Indonesian Elementary Schools ]]>
<![CDATA[Khaeroni, Khaeroni]]>;
<![CDATA[Rachmiati, Wida]]>;
<![CDATA[Mutiara, Anggita]]>
<![CDATA[ Tarbawi: Jurnal Keilmuan Manajemen Pendidikan Vol 11 No 01 (2025): April 2025 ]]>
Publisher : <![CDATA[Program Studi Manajemen Pendidikan Islam Fakultas Tarbiyah dan Keguruan UIN Sultan Maulana Hasanuddin Banten ]]>
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DOI: 10.32678/tarbawi.v11i01.9860
<![CDATA[The objective of this research is to examine the implementation of classroom management, identify supporting and inhibiting factors in classroom management, and understand the efforts to improve the quality of learning through classroom management. This qualitative study, conducted at SD Negeri Cigelam 2 in Serang, Banten, involves 5th-grade students and a teacher. Data collection techniques include interviews, observations, and documentation. The study employs the Strauss and Corbin Model for data analysis. The findings indicate that classroom management has been effectively implemented, employing principles and approaches in the learning process. Supporting factors include conducive facilities, adequate learning resources, student preparedness, and school-community collaboration. Inhibiting factors encompass the transformative impact of the pandemic, limited resources, human resource constraints, lack of result analysis, varying student qualities, and disruptions. Strategies for improving learning quality through classroom management involve adapting learning materials, creating a comfortable classroom environment, implementing meaningful disciplinary actions, and maximizing teaching effectiveness. The study contributes to the literature by providing insights into the practical application of classroom management principles in an Indonesian elementary school setting.]]>
<![CDATA[Principal Leadership Strategies to Improve Teacher Performance: A Case Study in Islamic Elementary ]]>
<![CDATA[Wulandari, Desi]]>;
<![CDATA[Wiyono, Bambang Budi]]>;
<![CDATA[Sunarni, Sunarni]]>;
<![CDATA[Imron, Ali]]>
<![CDATA[ Tarbawi: Jurnal Keilmuan Manajemen Pendidikan Vol 11 No 01 (2025): April 2025 ]]>
Publisher : <![CDATA[Program Studi Manajemen Pendidikan Islam Fakultas Tarbiyah dan Keguruan UIN Sultan Maulana Hasanuddin Banten ]]>
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DOI: 10.32678/tarbawi.v11i01.10002
<![CDATA[This study investigates the strategies employed by the principal of Islamic Elementary School Anak Saleh Malang, to improve teacher competence and their subsequent impact on educational outcomes. A case study design and a descriptive qualitative methodology were used, and semi-structured interviews, document analysis, and non-participant observations were used to gather data. The findings indicate that the principal employs a humanistic and familial leadership model, emphasizes individual motivation, mandates regular professional development, conducts systematic performance reviews, and encourages deliberate teaching strategies. These strategies have had a direct influence on improved student achievement as well as greater teacher professionalism. The study emphasizes how crucial leadership techniques based on organized development, motivation, and a reflective culture are to improving academic achievement. It suggests that to achieve long-term educational achievement, principals must foster professional development through efforts in strategic, consistent, and compassionate leadership.]]>
<![CDATA[Strategies for Enhancing Pakistan's Higher Education: Challenges, Opportunities, and Global Perspectives ]]>
<![CDATA[Sain, Zohaib Hassan]]>;
<![CDATA[Ashfan, Mahadharu Ashifaati]]>;
<![CDATA[Abbasov, Ramil]]>;
<![CDATA[Abdullah, Nurulannisa Binti]]>;
<![CDATA[Lawal, Uthman Shehu]]>
<![CDATA[ Tarbawi: Jurnal Keilmuan Manajemen Pendidikan Vol 11 No 01 (2025): April 2025 ]]>
Publisher : <![CDATA[Program Studi Manajemen Pendidikan Islam Fakultas Tarbiyah dan Keguruan UIN Sultan Maulana Hasanuddin Banten ]]>
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DOI: 10.32678/tarbawi.v11i01.10271
<![CDATA[This study uniquely examines Pakistan's higher education by integrating structural, institutional, and policy perspectives, emphasising global improvement strategies. Unlike prior studies focusing predominantly on barriers, this research innovatively identifies actionable opportunities for enhancing international competitiveness. A mixed methods approach was used to collect qualitative data through structured interviews and case studies from eight universities, including four public and four private. Quantitative data comprised surveys of 420 students, 20 faculty members, and four administrators, analysed using descriptive statistics and thematic content analysis. The three main challenges identified are inadequate funding and infrastructure, ineffective governance, and weak research culture. Conversely, the study highlights distinctive opportunities, including technology-enhanced learning platforms, international academic partnerships, and stronger industry-academia collaborations. Recommendations prioritise investing significantly in educational infrastructure, establishing robust quality assurance mechanisms, introducing affordable tuition policies, enhancing faculty professional development, improving governance transparency, expanding online learning initiatives, and actively pursuing global academic alliances. By explicitly linking specific challenges with strategic opportunities, this study provides novel, evidence-based directions for policymakers, administrators, and educators to improve Pakistan's higher education sustainably, strengthening its global competitiveness and overall academic excellence.]]>
<![CDATA[Navigating Challenges and Opportunities in the Renewal of Muhammadiyah’s Educational Philosophy in the Digital Era ]]>
<![CDATA[Anwar, Aep Saepul]]>;
<![CDATA[Sofi`i, Imam]]>
<![CDATA[ Tarbawi: Jurnal Keilmuan Manajemen Pendidikan Vol 11 No 01 (2025): April 2025 ]]>
Publisher : <![CDATA[Program Studi Manajemen Pendidikan Islam Fakultas Tarbiyah dan Keguruan UIN Sultan Maulana Hasanuddin Banten ]]>
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DOI: 10.32678/tarbawi.v11i01.10732
<![CDATA[This study explores the transformation of Muhammadiyah education in response to modernization and technological advancements, emphasizing the integration of Islamic values within contemporary educational frameworks. This study uses a literature review methodology to investigate theoretical and practical viewpoints on Islamic education and how they affect the academic environment in Muhammadiyah. The findings indicate that Muhammadiyah education has evolved through integrating religious and secular sciences alongside the adoption of digital technology in the learning process. This transformation presents opportunities to enhance educational accessibility and quality through digital platforms while simultaneously encountering challenges such as resistance to technological adoption, limited digital literacy among educators, and concerns over preserving Islamic values amid modernization. The study concludes that while Muhammadiyah education demonstrates adaptability to contemporary demands, maintaining equilibrium between innovation and foundational Islamic principles remains imperative. The report suggests addressing these issues by implementing ongoing technology training for teachers, reinforcing curricula based on Islamic principles, and conducting regular assessments to ensure educational reforms align with Muhammadiyah's goals. This research contributes to contextual and adaptive Islamic education discourse, offering insights for academics, practitioners, and policymakers. It empowers policymakers to play a crucial role in strengthening Muhammadiyah's educational role in the digital era.]]>
<![CDATA[The Effectiveness of Independent Curriculum Implementation in SMA Negeri 5 Rejang Lebong: A CIPP-Based Evaluation ]]>
<![CDATA[Aris Dianto]]>;
<![CDATA[Hamengkubuwono Hamengkubuwono]]>;
<![CDATA[Irwan Fathurrochman]]>
<![CDATA[ Tarbawi: Jurnal Keilmuan Manajemen Pendidikan Vol 10 No 02 (2024): November 2024 ]]>
Publisher : <![CDATA[Jurusan Manajemen Pendidikan Islam Fakultas Tarbiyah dan Keguruan UIN Sultan Maulana Hasanuddin Banten ]]>
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DOI: 10.32678/tarbawi.v10i02.10850
<![CDATA[This study evaluates the implementation of the Independent Curriculum at SMA Negeri 5 Rejang Lebong using the CIPP (Context, Input, Process, and Product) evaluation model. A qualitative evaluative research approach was employed, with data collected through direct observation, in-depth interviews, and document analysis. The findings reveal that: (1) The context evaluation indicates that the school's Operational Curriculum (KOSP) aligns with established standards. (2) The input evaluation highlights that infrastructure does not fully meet standards, teachers demonstrate strong academic, personal, and social competencies but lack professional competence, students exhibit readiness for learning but limited engagement, and the availability of teaching modules remains insufficient. (3) The process evaluation shows that interactive and engaging learning environments meet expectations, yet inspirational and student-motivating aspects, as well as teachers’ roles in guidance and facilitation, are not fully realized. Assessment and reflection processes comply with the standards, and the implementation of the P5 (Strengthening Pancasila Student Profile) project meets the required criteria. (4) The product evaluation reveals that students' academic reports do not meet the expected standards, whereas P5 reports comply. These findings underscore the need for enhanced infrastructure, teacher professional development, and comprehensive curriculum evaluation to ensure the Independent Curriculum’s effectiveness..]]>
