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
274 Documents
<![CDATA[Curriculum Integration Management in Islamic Education: A Case Study of Kerinci Modern Boarding School ]]>
<![CDATA[Indah Herningrum]]>;
<![CDATA[Anggi Desviana Siregar]]>
<![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.v11i01.11333
<![CDATA[This study aims to explore the integration of religious and general education in the curriculum development of modern Islamic boarding schools in Kerinci, Indonesia. Interviews, observations, and document analysis were used to gather information from curriculum managers, staff, and teachers using a descriptive qualitative approach and a thorough case study method. The findings reveal that both Arafah and Nurul Haq Islamic boarding schools implement integrated curricula to balance Islamic and secular education. Arafah applies an interdisciplinary approach that connects religious and general subjects, while Nurul Haq uses a multidisciplinary model that embeds Islamic values across subjects. Government policies support these integration efforts and aim to equip students with strong religious foundations and practical life skills. In conclusion, the integration of curricula in these institutions reflects efforts to maintain the relevance of Islamic education in modern contexts. This suggests that such models can be replicated in similar educational settings seeking to harmonize faith and modernity.]]>
<![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[Program Studi 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[Optimizing Digital Branding to Strengthen Brand Identity in Islamic Schools: A Study of MAN 2 Tulungagung ]]>
<![CDATA[Sukarji Sukarji]]>;
<![CDATA[Zuhri Zuhri]]>
<![CDATA[ Tarbawi: Jurnal Keilmuan Manajemen Pendidikan Vol 10 No 02 (2024): November 2024 ]]>
Publisher : <![CDATA[Program Studi Manajemen Pendidikan Islam Fakultas Tarbiyah dan Keguruan UIN Sultan Maulana Hasanuddin Banten ]]>
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DOI: 10.32678/tarbawi.v10i02.11336
<![CDATA[This study examines optimizing digital branding to enhance brand identity at Islamic educational institutions, specifically at MAN 2 Tulungagung. This research employs a qualitative approach. Data collection techniques include participant observation, in-depth interviews, and documentation. The data analysis process involves data condensation, data display, and concluding. The findings indicate that digital branding is optimized through various digital platforms such as Instagram, TikTok, the official website, and WhatsApp Groups to reach a broader audience. Social media builds public awareness and interest in the school's strengths by presenting engaging and informative visual content. Moreover, the official website is a transparent and publicly accessible formal communication channel. This digital branding strategy has successfully increased the number of new applicants, especially in the school's flagship programs in arts and sports, which serve as the unique identity of MAN 2 Tulungagung. The school's brand identity is closely tied to its strong commitment to Islamic values, reflected in the curriculum and other flagship programs. However, digital branding optimization faces several challenges, including limited human resources—relying on only one staff member to manage multiple digital platforms—and internal coordination issues caused by sudden schedule changes. MAN 2 Tulungagung has planned training programs to address these challenges to improve staff competence in information technology management and strengthen their ability to operate various digital platforms effectively. This study has implications that optimizing branding digitalization can increase public awareness and interest in the excellence of madrasahs, thereby increasing the number of new registrants. However, there are challenges in its implementation, such as limited human resources and internal coordination.]]>
<![CDATA[The Influence of Transformational Leadership and OCB on Teachers' Professional Commitment in Early Childhood Education Institutions in Serpong, Indonesia ]]>
<![CDATA[Yulita Pujilestari]]>;
<![CDATA[Abd. Chaidir Marasabessy]]>;
<![CDATA[Ichwani Siti Utami]]>
<![CDATA[ Tarbawi: Jurnal Keilmuan Manajemen Pendidikan Vol 11 No 02 (2025): August 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.v11i02.11338
<![CDATA[This study aims to analyze the influence of transformational leadership and organizational citizenship behavior on teachers' professional commitment. The research method uses quantitative research with survey techniques. A total of 75 teachers spread across 23 active Early Childhood Education institutions in Serpong District, South Tangerang City. Sampling using total sampling technique and data collection using closed questionnaires that have been tested for validity and reliability, covering three main variables, namely transformational leadership, organizational citizenship behavior, and teachers' professional commitment. Data analysis using multiple linear regression. The research findings show that transformational leadership and organizational citizenship behavior simultaneously have a significant and positive effect on teachers' professional commitment. The analysis model shows very high explanatory power, with an R² value of 0.996, indicating that the two independent variables can explain 99.6% of the variation in the professional commitment variable. No multicollinearity problems were found, so the regression model is declared valid. These findings underline the important role of transformational leadership and organizational citizenship behavior in increasing teachers' commitment to early childhood education, providing strategic implications for the development of leadership and organizational culture in educational environments.]]>
<![CDATA[Adversity Quotient as a Predictor of Early Childhood Education Teachers’ Performance amid the Challenges of Educational Digitalization ]]>
<![CDATA[Sri Utaminingsih]]>;
<![CDATA[Saiful Anwar]]>;
<![CDATA[Shella Rachmawaty]]>;
<![CDATA[Rolando P. Quinones Jr.]]>
<![CDATA[ Tarbawi: Jurnal Keilmuan Manajemen Pendidikan Vol 11 No 02 (2025): August 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.v11i02.11339
<![CDATA[This study investigates the relationship between Adversity Quotient (AQ) and teacher performance among Early Childhood Education (ECE) teachers in the context of educational digitalization. Using a quantitative correlational approach, data were collected from a sample of 150 ECE teachers selected through stratified random sampling, representing formal and non-formal institutions from a population of 115 ECE schools in Serpong District, South Tangerang City, Banten. The results of the Pearson product-moment correlation test showed a very strong and significant positive correlation between AQ and teacher performance (r = 0.982, p < 0.01). These findings indicate that teachers with higher levels of psychological resilience demonstrated through persistence, control, and adaptability tend to perform better professionally. The study emphasizes the importance of integrating AQ development into teacher training programs, especially in response to the dynamic demands of digital transformation in education. Fostering AQ can enhance the sustainability and quality of teacher performance in early childhood education settings. The implications of these results highlight the strategic role of psychological preparedness in shaping effective, adaptive, and future-ready educators.]]>
<![CDATA[Bridging the Gap: A Systematic Review of Deep Learning Pedagogy for Indonesia’s Curriculum Reform ]]>
<![CDATA[Siti Nurhasanah]]>;
<![CDATA[Dina Sutiana]]>;
<![CDATA[Fitrian Nabil]]>;
<![CDATA[Ikang Fauji]]>;
<![CDATA[Sopyan Hendriyan]]>;
<![CDATA[Dian Dian]]>
<![CDATA[ Tarbawi: Jurnal Keilmuan Manajemen Pendidikan Vol 11 No 02 (2025): August 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.v11i02.11368
<![CDATA[This study aims to systematically analyse the implementation of deep learning pedagogies across international educational contexts and assess their relevance to Indonesia's curriculum reform. Deep learning is defined as student-centred instruction that enhances critical thinking, knowledge transfer, and reflective understanding. A systematic literature review (SLR) was conducted following the PRISMA 2020 guidelines, synthesising 31 peer-reviewed articles published between 2015 and early 2024. The findings indicate that project-based, inquiry-based, and reflective learning strategies are most commonly employed to foster deep cognitive engagement. However, successful adoption requires comprehensive policy support, continuous teacher professional development, and adaptation to local cultural and infrastructural contexts. In Indonesia, although the Kurikulum Merdeka reflects the principles of deep learning, its implementation remains fragmented and uneven. The study concludes that embedding deep learning in the Indonesian curriculum necessitates systemic reforms in curriculum design, assessment practices, teacher preparation, and digital infrastructure. These insights offer practical implications for policymakers and educators aiming to align global pedagogical innovations with national educational goals.]]>
<![CDATA[The Influence of Self-Efficacy and Quality of Work Life on the Professional Commitment of Lecturers in Pamulang University, Indonesia ]]>
<![CDATA[Saiful Anwar]]>;
<![CDATA[Sri Utaminingsih]]>;
<![CDATA[Shella Rachmawaty]]>;
<![CDATA[Lili Nurlaili]]>;
<![CDATA[Charlon T. Agos]]>
<![CDATA[ Tarbawi: Jurnal Keilmuan Manajemen Pendidikan Vol 11 No 02 (2025): August 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.v11i02.11369
<![CDATA[This study aims to analyze the influence of self-efficacy and quality of work life on the professional commitment of permanent lecturers at Pamulang University. This study uses a quantitative approach with data analysis techniques using Partial Least Squares-Structural Equation Modeling (PLS-SEM) and SITOREM analysis. The study population includes 1,557 permanent lecturers with the academic position of Assistant Expert, and the sample used is 320 people. The research instruments include questionnaires and expert assessment sheets for SITOREM analysis. The results show that self-efficacy has a significant effect on the professional commitment of lecturers with a coefficient value of 0.650. In addition, the quality of work life also affects the professional commitment of lecturers with a coefficient value of 0.344. The conclusion of this study shows that increasing self-efficacy and quality of work life together can strengthen the professional commitment of lecturers. The implication is that human resource management in higher education needs to be focused on strengthening the psychological factors and work environment of lecturers to improve the performance of the tridharma of higher education optimally.]]>
<![CDATA[Reconceptualizing Educational Information Management for Strategic Reform in Primary Education ]]>
<![CDATA[Endi Rochaendi]]>;
<![CDATA[Ahmad Salim]]>;
<![CDATA[Nur Kholik]]>;
<![CDATA[Ahmad Syamsul Arifin]]>;
<![CDATA[Dyahsih Alin Sholihah]]>
<![CDATA[ Tarbawi: Jurnal Keilmuan Manajemen Pendidikan Vol 11 No 02 (2025): August 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.v11i02.11371
<![CDATA[This study critically examines the strategic function of Educational Information Management (EIM) in transforming elementary education, situating it within the evolving paradigm of digital governance and equity-oriented educational reform. Employing a rigorous, systematic qualitative literature review methodology—reviewing peer-reviewed studies from 2015 to 2024 and relevant policy documents—the research synthesizes contemporary scholarly discourse, empirical evidence, and policy frameworks to elucidate how EIM catalyzes adaptive instructional design, inclusive decision-making processes, and data-informed leadership. The analysis reveals key findings: EIM has undergone a substantial conceptual shift from a static administrative system to a dynamic, integrative infrastructure that facilitates real-time data acquisition, personalized learning pathways, and participatory school governance. In particular, EIM demonstrably enhances institutional responsiveness, democratizes school–home communication, and strengthens collaborative engagement among educational stakeholders at the elementary school level. However, the findings also foreground persistent structural barriers, including disparities in digital infrastructure and insufficient educator digital competence, which continue to hinder the equitable implementation of EIM. The study concludes that realizing EIM’s transformative potential requires a holistic policy orientation integrating systemic digital capacity-building, ethically grounded design principles, and sustained public investment. Accordingly, EIM is rearticulated not merely as a technological apparatus but as a strategic and epistemological architecture that can directly inform policy and practice for building more inclusive, innovative, and coherent 21st-century elementary education systems.]]>
<![CDATA[Exploring Self-Leadership as a Predictor of Student Engagement in Religious Internship Programs ]]>
<![CDATA[Moh. Muslim]]>;
<![CDATA[Shofiatul Jannah]]>;
<![CDATA[Imroatun Imroatun]]>
<![CDATA[ Tarbawi: Jurnal Keilmuan Manajemen Pendidikan Vol 11 No 03 (2025): December 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.v11i03.11375
<![CDATA[This study investigates the influence of self-leadership on student engagement among students at Madrasah Aliyah Ma’arif NU in Kota Blitar, a context where fostering independent learning is crucial for academic and personal development. Employing a quantitative approach with Spearman's Rank Correlation, the research involved 126 students selected through proportional random sampling. Data were collected using a validated questionnaire and analyzed with IBM SPSS 24.0. Prerequisite tests indicated that the data, while not normally distributed, met the linearity assumption. The results demonstrated a moderate positive correlation between self-leadership and student engagement (R = 0.436), with self-leadership accounting for 19% of the variance in engagement (R² = 0.190). The regression model was significant (p < 0.05), with the equation Y = 28.652 + 0.262X indicating a positive relationship between self-leadership and engagement. These findings underscore the significant role of self-leadership in promoting active participation, motivation, and commitment among students. While self-leadership is a key contributor, other factors also substantially influence engagement. The practical implications suggest that educators and policymakers at Islamic schools should prioritize developing students' self-leadership through strategies like reflective practices, granting autonomy, and providing targeted training. Future research should examine additional influencing variables and employ longitudinal designs to achieve a more comprehensive understanding.]]>
<![CDATA[Strategic Management of School Facilities and Infrastructure: A Case Study of State Elementary School 11 Sesetan Denpasar ]]>
<![CDATA[I Dewa Putu Juwana]]>;
<![CDATA[I Putu Eka Indrawan]]>;
<![CDATA[Ni Luh Putu Yesy Anggreni]]>
<![CDATA[ Tarbawi: Jurnal Keilmuan Manajemen Pendidikan Vol 11 No 02 (2025): August 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.v11i02.11405
<![CDATA[This study aims to analyse the planning, implementation, and evaluation processes of facilities and infrastructure management at State Elementary School 11 Sesetan Denpasar to support the creation of an effective, comfortable, and efficient learning environment. Employing a qualitative approach with a case study design, data were collected through direct observation, in-depth interviews with school stakeholders, and document analysis. The findings show that facilities planning is carried out systematically and collaboratively, involving teachers, school leaders, and committees. The school adopts a digital inventory system to optimise asset management, while regular evaluations are conducted monthly, semiannually, and annually to ensure continuous improvement. The study concludes that structured and participatory facility management contributes significantly to improving the quality of educational services and fostering a conducive learning atmosphere. These results offer practical implications for educational policymakers and school administrators in developing adaptive and innovative school facility management strategies in response to the evolving demands of basic education.]]>
