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
286 Documents
<![CDATA[When Artificial Intelligence Meets Blended Learning: A Quasi-Experimental Study of Physics Achievement at the University of Khartoum, Sudan ]]>
<![CDATA[Hessen, Bannaga Taha Elzubair]]>;
<![CDATA[Hewary, Olash Abdalrheem]]>;
<![CDATA[Fileen, Nedal Guma]]>
<![CDATA[ Tarbawi: Jurnal Keilmuan Manajemen Pendidikan Vol 12 No 01 (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.v12i01.11360
<![CDATA[Artificial intelligence (AI) has increasingly been integrated into blended learning environments to enhance instructional effectiveness in higher education. However, empirical evidence regarding its impact on student learning outcomes in science education remains limited in developing contexts. This study examines the effect of AI-based blended learning on the academic achievement of second-year physics students at the College of Education, University of Khartoum, Sudan. A quasi-experimental design was employed with 40 students assigned to an experimental group (n = 20) and a control group (n = 20). Data were collected via an achievement test and analyzed using SPSS. The findings reveal a statistically significant improvement in physics achievement for students exposed to the AI-based blended learning approach compared with those receiving conventional instruction (p < 0.05). These results indicate that integrating AI with blended learning can enhance learning effectiveness in science education. The study highlights the importance of strengthening institutional infrastructure and professional development to support the implementation of AI-supported blended learning in higher education.]]>
<![CDATA[Enhancing School Management Efficiency through Digital Classroom Management: A Comparative Study of Kenya and Indonesia ]]>
<![CDATA[Mohamed, Alwy Ahmed]]>;
<![CDATA[Anggraini, Fadhilla Nangroe]]>;
<![CDATA[Shohib, Muhammad Wildan]]>;
<![CDATA[Harun, Hannan Zakirah]]>;
<![CDATA[Alaa Alkhateeb, Alaa Alkhateeb]]>
<![CDATA[ Tarbawi: Jurnal Keilmuan Manajemen Pendidikan Vol 12 No 01 (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.v12i01.12035
<![CDATA[This study investigates and compares digital classroom management practices in Kenya and Indonesia, with particular attention to the extent to which digital tools contribute to the efficiency of school management and instructional processes. Using a cross-national comparative design, a systematic survey was administered to 200 participants, comprising teachers and students from elementary, junior high, and senior high schools, in both countries. The data were analysed using descriptive statistics, independent-samples t-tests, and regression analyses to examine differences between contexts and to assess the relationship between digital classroom management practices and learning-related outcomes. The findings indicate that digital classroom management has been adopted in both Kenya and Indonesia; however, significant disparities persist in terms of technological infrastructure, teacher digital competence, and access to learning resources. Indonesian schools demonstrate a higher level of integration with digital platforms, whereas Kenyan schools exhibit greater adaptability and innovative use of limited resources. Regression results further reveal that infrastructural readiness, teacher competency, and student engagement are significant predictors of effective digital classroom management. These comparative insights contribute to the literature on digital school management by highlighting contextual factors shaping digital implementation in developing countries. The study offers evidence-based policy and practice recommendations to support more equitable and effective digital classroom management across diverse educational settings.]]>
<![CDATA[How Marketing Mix Strategy Influences Prospective Student Admission Decisions: A Case Study of Madrasah Ibtidaiyah Teacher Education Program in Indonesia ]]>
<![CDATA[Khaeroni, Khaeroni]]>;
<![CDATA[Meiliawati, Fithri]]>;
<![CDATA[Ramadhani, Nadira Novia]]>
<![CDATA[ Tarbawi: Jurnal Keilmuan Manajemen Pendidikan Vol 12 No 01 (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.v12i01.11270
<![CDATA[Student program selection has become a strategic concern for higher education institutions, yet empirical evidence on how marketing mix factors influence enrolment decisions in Islamic teacher education remains limited. This study investigates the determinants of prospective students’ admission decisions in Madrasah Ibtidaiyah Teacher Education programs at State Islamic Religious Higher Education Institutions (PTKIN) in Indonesia. Using a quantitative survey of 547 students from three PTKINs, data were collected through a structured Likert-scale questionnaire and analysed using Confirmatory Factor Analysis and regression techniques. The findings identify five key determinants of admission decisions: Influence of Surroundings, Consideration of University, Perceived Usefulness, Social Consideration, and Vocational Aspects. Among these, the Influence of Surroundings emerged as the most dominant factor, indicating the central role of family, peers, and community networks in shaping students’ program choices. Institutional reputation and perceived career prospects also significantly influenced decision-making. This study extends the higher education marketing literature by providing an empirically grounded model of student choice within the marketing mix framework in the context of Islamic higher education.]]>
<![CDATA[Path Analysis of Organizational Climate, Servant Leadership, and Personality on Teachers’ OCB: The Mediating Role of Trust ]]>
<![CDATA[Nurjanah, Nurjanah]]>;
<![CDATA[Dasmo, Dasmo]]>;
<![CDATA[Mailizar, Mailizar]]>;
<![CDATA[Wati, Septa]]>
<![CDATA[ Tarbawi: Jurnal Keilmuan Manajemen Pendidikan Vol 12 No 01 (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.v12i01.12138
<![CDATA[This study examines the direct and indirect effects of organizational climate, servant leadership, and personality on teachers’ Organizational Citizenship Behavior (OCB), with trust as a mediating variable. Using a quantitative approach, data were collected from 110 private junior high school teachers in Tangerang Regency, Indonesia, and analyzed using regression-based path analysis. The results indicate that organizational climate, servant leadership, personality, and trust each have significant positive direct effects on teachers’ OCB, with trust emerging as the strongest predictor. Further analysis reveals that trust selectively mediates the relationships between servant leadership and OCB, as well as between personality and OCB, while it does not mediate the effect of organizational climate on OCB. These findings suggest that relational and dispositional factors influence teachers’ discretionary behavior primarily through trust-based mechanisms, whereas organizational climate operates through normative or structural pathways. The study contributes to the OCB literature by demonstrating trust as a selective, rather than universal, mediator within an integrated organizational–individual model. Practically, the findings underscore the importance of servant leadership practices and trust-building processes in fostering voluntary and extra-role behavior among teachers.]]>
<![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.]]>
