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[School Culture Management in Addressing Microaggressions: A Case Study from Indonesian Inclusive Education ]]>
<![CDATA[Ade Putra]]>;
<![CDATA[Achadi Budi Santosa]]>;
<![CDATA[Enung Hasanah]]>
<![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.v11i03.11916
<![CDATA[This study analyzes school culture management strategies in tackling microaggressions to create a safe and inclusive learning environment. The study used a qualitative approach with a case study design at SD Muhammadiyah Danunegaran, Yogyakarta. Data were obtained through in-depth interviews, observations, and document analysis with informants of the principal, three classroom teachers, and one special assistant teacher. Then, the data were analyzed using thematic analysis techniques assisted by ATLAS.ti software. The results show that the strategies implemented include instilling and habituating values, strengthening school community involvement, strengthening and controlling social norms, providing personal approaches and support, and utilizing visual media. The main obstacles were teachers' limited competence in maintaining consistent role modeling and the negative influence of families that did not support inclusive values. Supporting factors included a strong religious culture and a homogeneous school social environment. Evaluations are conducted regularly and collaboratively to ensure program sustainability. This strategy has fostered empathy, cultivated positive habits, and created an inclusive learning climate. The sustainability of school culture management responsive to diversity requires improving teacher competence and strengthening synergy with families. Theoretically, this research contributes to the literature on school culture management in the context of inclusive education. These findings can be used as a reference for developing teacher competencies and school policies that support a diversity-friendly learning environment.]]>
<![CDATA[Implementation of Qur'an Reading and Writing Policy in Bekasi Schools: Supporting Factors, Challenges, and Strategies for Improvement ]]>
<![CDATA[Amet Amet]]>;
<![CDATA[Bambang Qamaruzzaman]]>;
<![CDATA[Bambang Samsul Arifin]]>;
<![CDATA[Qiqi Yuliati Zaqiah]]>
<![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.v11i03.11935
<![CDATA[This study aims to analyze the implementation of policies to improve Quranic literacy (Baca Tulis Qur'an, BTQ) in schools/madrasahs, identify supporting and inhibiting factors, and provide strategic recommendations to improve the effectiveness of implementation. The study uses a descriptive qualitative approach with data collection techniques through in-depth interviews, observation, and policy document analysis. The research subjects included school/madrasah principals, BTQ teachers, and representatives of elementary and junior high school parents in Bekasi Regency. The results showed that the successful implementation of the BTQ policy was influenced by teacher competence, regional policy support, the availability of learning media, and parental participation. However, the main challenges included limited teacher training, a lack of innovation in learning methods, and infrastructure constraints. The conclusion of this study emphasizes the need for policy integration with adaptive learning strategies, teacher capacity building, and optimization of collaboration among stakeholders. These findings imply the need for local governments and educational units to develop sustainable BTQ teacher competency development programs and provide adequate resource support to strengthen the quality of BTQ learning.]]>
<![CDATA[Modelling Inclusive Knowledge Systems and Leadership Effects on Teacher Outcomes in Bogor’s Inclusive Primary Schools: A SEM-PLS and IPMA Study ]]>
<![CDATA[Gugun Nugraha]]>;
<![CDATA[Furqon Syarief Hidayatulloh]]>;
<![CDATA[Elisa Anggraeni]]>
<![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.v11i03.11990
<![CDATA[This study investigates the moderating roles of both managerial and community-based inclusive leadership in how an inclusive knowledge system—covering acquisition, dissemination, and utilisation—influences teacher satisfaction and motivation in inclusive primary schools. Conducted in Bogor City, one of West Java's cities with the highest number of students with special needs, the research was carried out from August 2024 to July 2025. Data were collected through a validated questionnaire from participants selected via purposive sampling, including 100 inclusive educators, 10 inclusive school principals, and an expert from the Education Office of Bogor City, to develop strategic recommendations. Quantitative data were analysed using SEM-PLS and IPMA (with SmartPLS 4 Software). Findings reveal that Teacher Satisfaction was significantly affected by all knowledge systems and managerial inclusive leadership, while Teaching Motivation was influenced only by Knowledge Acquisition and managerial inclusive leadership (p<0.05). Managerial Inclusive Leadership significantly moderated Knowledge Dissemination but did not moderate Knowledge Acquisition and Utilisation at all. Community Inclusive Leadership significantly moderated the effects of Knowledge Dissemination on Teaching Motivation and of Knowledge Acquisition on Teacher Satisfaction. Another important finding is that Teacher Satisfaction does not have a significant effect on Teaching Motivation (p-value = 0.228 > 0.05). IPMA results emphasise that Knowledge Dissemination, Acquisition, and Managerial Inclusive Leadership are essential but require support due to their weak performance. The study recommends practical steps for the education office and inclusive schools to implement policies and provide facilities that promote knowledge sharing and improve the competence of inclusive educators.]]>
<![CDATA[Integrating Patriotic Spiritualism in Pesantren Education to Cultivate Nationalism ]]>
<![CDATA[Aip Syarifudin]]>;
<![CDATA[Ade Aspandi]]>;
<![CDATA[Nurul Chamidah]]>;
<![CDATA[Lanlan Muhria]]>;
<![CDATA[Hagi Al Imam]]>
<![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.v11i03.11995
<![CDATA[This study examines the integration of patriotic spiritualism into Islamic boarding school education as a model for fostering grassroots nationalism in Indonesia, with a case study at Sabilunnajat Islamic Boarding School in Ciamis. The research aims to understand how spiritual values are reformulated into educational practices that strengthen students’ national identity. Using a qualitative case study approach, data were collected through participatory observation, in-depth interviews with kyais, teachers, students, and community leaders (N = 25), and document analysis of curriculum and activity archives. The data were analyzed through coding, categorization, and thematic interpretation using a phenomenological lens. The findings reveal that Sabilunnajat cultivates patriotism through spiritual habituation, disciplined learning, and the internalization of historical narratives of ulama and santri in Indonesia’s independence struggle. The novelty of this study lies in the concept of patriotic spiritualism as an alternative model of civic education that develops nationalism without military indoctrination. The research concludes that Islamic boarding schools function as grassroots agents of national identity formation by integrating faith-based education with civic values. The study implies that this model can inspire policymakers and educators to strengthen national character through spiritually grounded education.]]>
<![CDATA[Contextual Mapping of Students’ Leadership Traits for School Character Development Programs in Indonesia ]]>
<![CDATA[Nurjaya Nurjaya]]>;
<![CDATA[Abdul Mu'ti]]>;
<![CDATA[Sapiudin Sapiudin]]>;
<![CDATA[Yanti Herlanti]]>;
<![CDATA[Suwendi Suwendi]]>;
<![CDATA[Septian Arief Budiman]]>
<![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.v11i03.12002
<![CDATA[This study aims to map students’ leadership traits within the context of school character development programs in Indonesia, addressing the absence of a systematic framework for identifying and integrating leadership characteristics into character education practices. Conducted as a qualitative case study, the research involved three secondary schools: SMP Islam Al-Ikhlas Cipete (South Jakarta), SMPIT Darojatul Uluum (Depok), and SMPIT Al-Husain (Tangerang), all selected for their active, character-based educational environments. Data were collected through in-depth interviews, participant observations, and document analysis involving school principals, teachers, student organization advisors, and selected student leaders. Thematic analysis was used to identify patterns of leadership traits across the three school contexts. The findings indicate that students demonstrate a range of core leadership traits, including responsibility, communication skills, initiative, empathy, and collaborative orientation, which emerge differently depending on school culture, mentorship practices, and program structure. The study also reveals contextual variations, including the influence of Islamic values, peer-led activities, and teacher modeling on leadership expression. The conclusion highlights that contextual mapping enables a more targeted, responsive approach to character development by aligning program components with students’ existing leadership potential. The implications suggest that schools should adopt a structured leadership-trait identification model to inform program design, strengthen teacher mentoring strategies, and enhance student agency in character-building activities. The study further contributes to theoretical discussions on contextualized student leadership frameworks within character-based education in Indonesian secondary schools.]]>
<![CDATA[Mindfulness-Integrated Management to Elevate Student Resilience in Modern Islamic Boarding Schools ]]>
<![CDATA[Harun Lubis]]>;
<![CDATA[Agus Salim Salabi]]>
<![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.v11i03.12007
<![CDATA[This study aims to analyze the integration of mindfulness into the management of Islamic education in modern Islamic boarding schools, identify key factors affecting students' resilience, and evaluate the effectiveness of mindfulness practices in enhancing students' mental and emotional resilience in facing challenges. Method: This research employs a qualitative library research method with a descriptive-analytical approach. Data were systematically collected from reputable journal articles, research reports, books, and relevant documents indexed in databases such as Google Scholar, JSTOR, and ScienceDirect. Content analysis was applied to identify themes, patterns, and conceptual relationships related to mindfulness integration, Islamic educational management, and student resilience. Data validity was ensured through triangulation and cross-referencing with established theories. The findings indicate that mindfulness integration in modern Islamic boarding schools focuses on holistic development through practices such as meditation, self-reflection, and breathing exercises. Key challenges undermining student resilience include academic pressure, difficulties with socio-cultural adaptation, and identity conflicts. Mindfulness practices have been shown to enhance resilience by improving stress management, self-awareness, emotional regulation, and adaptive coping strategies. The integration of mindfulness into Islamic education management significantly contributes to the development of student resilience. This approach not only aligns with Islamic spiritual values but also fosters a supportive educational environment that promotes mental and emotional well-being. The study recommends implementing structured mindfulness training for educators and students, integrating mindfulness practices into the curriculum, and developing institutional support systems. These steps are essential for creating resilient educational communities capable of navigating modern challenges while preserving Islamic educational values. Further cross-institutional collaboration and empirical research are encouraged to broaden the applicability of the findings.]]>
<![CDATA[Leadership and Teacher Engagement in Collaborative Curriculum Implementation: Evidence from Indonesia ]]>
<![CDATA[Yoyon Indra Joni]]>;
<![CDATA[Asti Putri Kartiwi]]>;
<![CDATA[Manap Somantri]]>
<![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.v11i03.12043
<![CDATA[Implementing the Merdeka Curriculum in Indonesia requires a strong collaborative culture among educational stakeholders to ensure effective learning outcomes. This study aims to analyse how leadership and teacher engagement shape collaborative curriculum implementation in senior high schools. Using a qualitative design with an interpretive approach, data were obtained from interviews with principals, vice-principals, teachers, and students, supported by observation and document analysis. Thematic analysis was applied to interpret the data. The findings indicate that collaborative leadership fosters curriculum effectiveness through open communication, shared responsibility, participatory decision-making, and collective problem-solving. Teacher engagement plays a pivotal role in strengthening collaboration and maintaining consistency in curriculum execution. Nonetheless, challenges such as differing perceptions, workload imbalance, and limited time allocation hinder optimal collaboration. The study concludes that leadership collaboration and teacher engagement are critical drivers of successful curriculum implementation. Theoretically, this research contributes to the understanding of collaborative leadership in educational reform, while practically, it provides insights for school leaders to develop sustainable professional collaboration frameworks within the Merdeka Curriculum.]]>
<![CDATA[Transformasi Digital Pedagogi Pascasarjana: Mengembangkan Sistem Pembelajaran yang Dipersonalisasi Berdasarkan Preferensi Pembelajaran Individu ]]>
<![CDATA[Azizatul Khairi]]>;
<![CDATA[Rambat Nur Sasongko]]>;
<![CDATA[Ijayani Ijayani]]>;
<![CDATA[Nur Fathanah]]>;
<![CDATA[Aldian Mapsur Putra]]>
<![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.v11i03.12054
<![CDATA[This study aims to analyse postgraduate students' learning style preferences based on the VARK model. The study used a quantitative, descriptive survey design. The population in this study comprised all 95 active students in the Postgraduate Program in Educational Administration, and a sample of 72 respondents was selected using purposive random sampling, with a 5% margin of error. Data were collected through a 16-item questionnaire. The data were then analyzed using descriptive statistics, such as percentages and category distributions, to describe the tendencies of students' learning styles, whether unimodal (V, A, R, or K), bimodal (VA, VR, VK, AR, AK, and RK), trimodal (VAR, VAK, VRK, and ARK), or quadmodal (VARK). The results of the study indicate that graduate students predominantly prefer multimodal learning styles, particularly quadmodal (VARK), with 47.22% selecting this style. Multimodal, flexible postgraduate learning strategies accommodate the diversity of student learning preferences and enhance the quality and effectiveness of the learning process. An inclusive, multimodal postgraduate learning approach is conceptually important for accommodating the diversity of student learning preferences.]]>
<![CDATA[Pesantren as a Pillar of Social Resilience: Islamic Education and Disaster Mitigation in East Java ]]>
<![CDATA[Akhmad Sirojuddin]]>;
<![CDATA[Devi Pramitha]]>
<![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.v11i03.12098
<![CDATA[This study aims to explore the role of Islamic education in pesantren in building social resilience in disaster-prone areas in East Java, Indonesia. Using a qualitative approach through case studies at three pesantren (Pesantren Ar-Rosyid, Pesantren Tangguh Bencana, and Pesantren Tebuireng), the research identifies how pesantren integrate Islamic values such as tawakkal (trust in God), sabar (patience), ukhuwah (brotherhood), and ta'awun (cooperation) into disaster mitigation and post-disaster social recovery activities. The empirical findings show that pesantren not only teach students mental and social resilience but also actively collaborate with the community and government in disaster recovery efforts. The findings highlight that pesantren play a central role in building strong social networks, which are crucial for accelerating post-disaster recovery. Pesantrens are also involved in disaster education, teaching practical skills and profound social values. These findings have practical implications for the development of faith-based disaster mitigation policies and the use of pesantren as strategic partners in disaster mitigation and recovery programs at both the local and national levels. This research also contributes to social resilience theory by adding a spiritual dimension and integrating religious values into community-based social resilience strategies.]]>
<![CDATA[Unlocking Teacher Creativity: How Organizational Support Sparks Innovative Work Behavior ]]>
<![CDATA[Abdul Rahman]]>;
<![CDATA[Sriwiyani Sriwiyani]]>
<![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.v11i03.12140
<![CDATA[This study aims to examine and analyze the influence of organizational support on teacher creativity and innovative work behavior, with organizational support as a mediating variable, at MAN 2 Nganjuk. This research employs a quantitative approach. Considering the research problems and objectives, an explanatory research design with a survey approach was used. The questionnaire was developed based on the study variables: organizational support, teacher creativity, and innovative work behavior. Data were collected from 100 teachers who served as the study sample, selected through random sampling at MAN 2 Nganjuk. Data analysis was conducted using the Partial Least Squares (PLS) method in SmartPLS. The study's results indicate that organizational support significantly influences teacher creativity and innovative work behavior. Good organizational support, such as facilities, leadership attention, and recognition, can increase teacher motivation to innovate and develop creativity in learning. Innovative work behavior significantly influences teacher creativity. Organizational support also significantly influences teacher creativity through innovative work behavior. The implications of this research confirm that organizational support plays a crucial role in enhancing teacher creativity when managed through targeted, innovative work behavior. Educational institutions need to provide facilities, policies, and a collaborative work environment that values teachers' ideas and innovation while maintaining a balanced workload.]]>
