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[Supervisory-Driven Madrasah Development: Strengthening the Implementation of the Merdeka Curriculum in Indonesian Madrasah Aliyah ]]>
<![CDATA[Evy Ramadina]]>;
<![CDATA[Agus Zaenul Fitri]]>;
<![CDATA[Sulistiyorini Sulistiyorini]]>
<![CDATA[ Tarbawi: Jurnal Keilmuan Manajemen Pendidikan Vol 12 No 02 (2026) ]]>
Publisher : <![CDATA[Program Studi Manajemen Pendidikan Islam Fakultas Tarbiyah dan Keguruan UIN Sultan Maulana Hasanuddin Banten ]]>
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DOI: 10.32678/tarbawi.v12i02.12503
<![CDATA[Educational supervision is commonly regarded as a major source of instructional improvement and institutional performance. However, it is largely administrative in many educational institutions and restricts its contribution to sustainable school development. The challenge is particularly acute in implementing Indonesia’s Merdeka Curriculum, which demands adaptable leadership, collaborative professional learning, and continual organizational improvement. The purpose of this research is to examine the role of educational supervision as a strategic tool for sustainable madrasa development in the context of curriculum reform. We used a qualitative phenomenological approach to understand the lived experiences of educational stakeholders at MA Al Fattahiyyah. Data collection was conducted through in-depth interviews, participant observation, and document analysis with madrasa principals, vice principals, teachers, and educational professionals. The data were analyzed using an interactive model by Miles et al. The findings show that educational supervision occurs through three interconnected dimensions: collaborative professional supervision, reflective conversation, and internal quality assurance. All these elements contribute to enhancing teachers' professional competence, organizational learning, curricula implementation, and institutional quality. Based on these findings, this study proposes the Strategic Collaborative Educational Supervision (SCES) framework, which conceptualizes educational supervision as an integrated governance system that connects instructional leadership, collaborative professional learning, organizational learning, and adaptive curriculum governance. The study contributes to the literature of educational leadership and Islamic educational management by extending the traditional supervision from administrative evaluation to a strategic competence for sustainable institutional development. The proposed framework provides practical guidance for madrasa leaders, educational supervisors, and policymakers to improve the quality of education and facilitate the effective implementation of the Merdeka Curriculum.]]>
<![CDATA[Women's Spiritual Leadership as a Driver of Visionary Leadership for Sustaining Educational Quality: A Case Study of a Salafi Islamic Boarding School ]]>
<![CDATA[HM Adibussholeh]]>;
<![CDATA[Ahmad Khoirul Mustamir]]>;
<![CDATA[Muslimin Muslimin]]>
<![CDATA[ Tarbawi: Jurnal Keilmuan Manajemen Pendidikan Vol 12 No 02 (2026) ]]>
Publisher : <![CDATA[Program Studi Manajemen Pendidikan Islam Fakultas Tarbiyah dan Keguruan UIN Sultan Maulana Hasanuddin Banten ]]>
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DOI: 10.32678/tarbawi.v12i02.12632
<![CDATA[This study examines how women's spiritual leadership functions as the driving force of visionary leadership in sustaining the quality of Islamic educational institutions within the context of a Salafi Islamic boarding school. While previous studies have separately explored spiritual leadership, visionary leadership, women's leadership, and educational quality, limited attention has been given to the interrelationship among these constructs, particularly in faith-based educational settings. This study employed a qualitative single-case study with an abductive research approach at Pondok Pesantren Al Baqoroh Lirboyo, Kediri, Indonesia. Data were collected through in-depth interviews with Bu Nyai Noer Channah Zamzami Mahrus, family members, teachers, administrators, alumni, and students, complemented by participant observation and document analysis. Data were analyzed iteratively through thematic analysis, integrating empirical findings with relevant theoretical perspectives to enhance analytical rigor and credibility. The findings reveal that women's spiritual leadership serves as the foundation of visionary leadership through four interconnected roles: setting institutional direction, acting as an agent of change, serving as an organizational spokesperson, and developing future leaders through continuous mentoring. These leadership roles collectively strengthen organizational culture, reinforce the institutional identity of Qur'an memorization, and sustain educational quality by internalizing shared spiritual values. The study further demonstrates that women's leadership legitimacy within a patriarchal Salafi environment is primarily derived from spiritual authority, moral integrity, and religious competence rather than formal organizational power. This study extends the literature by integrating Spiritual Leadership Theory and Visionary Leadership Theory into a unified conceptual framework, proposing that spiritual leadership serves as the ethical and motivational foundation of visionary leadership, thereby sustaining educational quality in Islamic educational institutions. The findings also offer a contextual contribution to women's leadership scholarship by demonstrating how spiritual authority enables women to exercise strategic leadership within faith-based organizations.]]>
<![CDATA[Hidden Curriculum as Normative Organizational Control: A Qualitative Exploratory Study of Character Formation in an Indonesian Islamic Boarding School ]]>
<![CDATA[Lola Malihah]]>;
<![CDATA[Rini Rahmawati]]>;
<![CDATA[Ahmad Rifani]]>
<![CDATA[ Tarbawi: Jurnal Keilmuan Manajemen Pendidikan Vol 12 No 02 (2026) ]]>
Publisher : <![CDATA[Program Studi Manajemen Pendidikan Islam Fakultas Tarbiyah dan Keguruan UIN Sultan Maulana Hasanuddin Banten ]]>
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DOI: 10.32678/tarbawi.v12i02.12645
<![CDATA[Research on character education in Islamic boarding schools (pesantren) has largely focused on formal curricula, while the interaction between hidden curriculum processes and organizational culture remains insufficiently examined. Addressing this gap, this study investigates how organizational culture and the hidden curriculum jointly shape students’ character at Darussalam Islamic Boarding School, Martapura, South Kalimantan, Indonesia. A qualitative case-study design was employed, using participatory observation, in-depth interviews with the kyai, teachers, and students, and document analysis. Data were analyzed through interactive thematic procedures involving data condensation, display, and verification. The findings indicate that two interconnected mechanisms primarily drive character formation. First, the hidden curriculum operates through normative control systems embedded in daily routines, disciplinary practices, and pesantren traditions, which continuously regulate and internalize expected behaviors. Second, the charismatic leadership of the kyai serves as a cultural mediator, reinforcing moral values through exemplary conduct, symbolic authority, and relational influence. These mechanisms foster the organic development of akhlakul karimah, including discipline, responsibility, obedience, and respect for teachers. This study contributes to theory by proposing an integrated perspective that links the hidden curriculum and organizational culture as mutually reinforcing dimensions of character education in Islamic educational institutions. In practice, the findings offer implications for the design of culturally grounded, value-oriented character education models that can inform educational policy and leadership practices in pesantren and other faith-based educational settings.]]>
<![CDATA[Bibliometric Analysis of the New Paradigm of Human Resource Management in Indonesian State Islamic Universities (2000-2025) ]]>
<![CDATA[Susilo Surahman]]>;
<![CDATA[Burhanuddin]]>;
<![CDATA[Rudi Hartono]]>;
<![CDATA[Barkatillah]]>;
<![CDATA[Chusna Maulida]]>;
<![CDATA[Purniadi Putra]]>
<![CDATA[ Tarbawi: Jurnal Keilmuan Manajemen Pendidikan Vol 12 No 02 (2026) ]]>
Publisher : <![CDATA[Program Studi Manajemen Pendidikan Islam Fakultas Tarbiyah dan Keguruan UIN Sultan Maulana Hasanuddin Banten ]]>
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DOI: 10.32678/tarbawi.v12i02.12669
<![CDATA[The paradigm of human resource management (HRM) is rapidly evolving in the digital era, requiring adaptive frameworks, particularly within higher education institutions. This study aims to analyze the emerging HRM paradigm in State Islamic Universities and identify key research trends and thematic structures. Using a quantitative bibliometric approach, 746 articles indexed in Scopus and Web of Science were collected through Publish or Perish and analyzed using VOSviewer. The results reveal five major clusters, with Economics and HRM as the most dominant themes, indicated by high keyword co-occurrence and link strength. Recent trends show a shift from purely theoretical discussions to more practice-oriented, technology-driven topics, particularly the integration of artificial intelligence into HRM. Despite this development, research specifically addressing the contextual implementation of HRM systems in Islamic higher education remains limited. This study contributes by mapping the intellectual structure, highlighting the emerging role of AI as a key element in shaping a new HRM paradigm within Islamic State Universities, and identifying future research directions that bridge theory and practice.]]>
<![CDATA[Desain Pengembangan Laboratorium Terintegrasi dan Berkelanjutan Perguruan Tinggi Keagamaan Islam Negeri ]]>
<![CDATA[Aprizal Ahmad]]>;
<![CDATA[Zulpadrianto Zulpadrianto]]>;
<![CDATA[Nini Nini]]>;
<![CDATA[Yeni Etma Nazar]]>
<![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.v12i02.12692
<![CDATA[Laboratories play a pivotal role in supporting teaching, research, and community engagement in higher education. However, laboratory governance in Indonesian State Islamic Higher Education Institutions remains fragmented due to inconsistent quality assurance practices, limited integration of laboratory functions with research, and shortages of qualified technical personnel. Existing laboratory management frameworks, including the Laboratory Quality Management System (LQMS), ISO 9001, and ISO/IEC 17025, primarily emphasize technical compliance while offering limited guidance on integrating institutional quality assurance with the distinctive values of Islamic higher education. This study develops an integrated and sustainable laboratory governance model by synthesizing the Internal Quality Assurance System (IQAS), international quality standards, and Islamic ethical principles. Employing a qualitative research and development design with a multiple-case study approach, the study collected data from 110 participants across three Indonesian State Islamic Higher Education Institutions through semi-structured interviews, observations, document analysis, and user satisfaction assessments. Data were analyzed using inductive thematic analysis, cross-case synthesis, and methodological triangulation. The findings reveal two dominant governance configurations—integrated laboratories and study program-based laboratories—each with complementary strengths but facing common challenges in technical staffing, research utilization, and continuous quality improvement. Based on these findings, the study proposes the Integrated Sustainable Laboratory Governance Model (ISLGM), integrating the 12 Quality System Essentials, IQAS, ISO 9001, ISO/IEC 17025, and Islamic values into a unified governance framework. The model advances laboratory governance theory by contextualizing quality management within Islamic higher education and provides an evidence-based framework for strengthening laboratory quality, research productivity, institutional resilience, and sustainable governance.]]>
<![CDATA[Strategic Leadership for Industry 4.0 Adaptation in Vocational Education: A Qualitative Case Study of Sensemaking and Resource Orchestration in Indonesia ]]>
<![CDATA[Tentri Septiyani]]>;
<![CDATA[Mukhsin Mukhsin]]>;
<![CDATA[Nurainiyah Nurainiyah]]>
<![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.v12i02.12732
<![CDATA[Strategic leadership has become central to preparing vocational education for the Fourth Industrial Revolution (Industry 4.0). However, existing strategic leadership scholarship is predominantly grounded in resource-rich, Western educational systems, offering limited explanations of how vocational school leaders sustain organizational adaptation amid institutional and material constraints in the Global South. This study addresses this gap by examining how strategic leadership is enacted in a public vocational school in Bandung, Indonesia. Employing an instrumental qualitative case study, data were generated through semi-structured interviews, non-participant observations, and document analysis, and analyzed using thematic analysis. The findings demonstrate that strategic adaptation is fundamentally a relational and context-sensitive leadership capability characterized by three interconnected practices: contextual sensemaking, negotiated organizational alignment, and entrepreneurial resource orchestration. Rather than relying on hierarchical decision-making, school leaders translated Industry 4.0 demands into locally meaningful actions through continuous dialogue with teachers and industry partners, transforming external pressures into collaborative organizational learning. A key contribution of the study is the identification of capital alchemy, a strategic mechanism that deliberately converts intangible assets—including institutional reputation, teacher expertise, student achievements, and social legitimacy—into tangible resources such as Corporate Social Responsibility (CSR) funding, industry partnerships, and infrastructure development. This concept extends strategic leadership theory by demonstrating how symbolic, social, and human capital can compensate for material resource scarcity and function as strategic assets for organizational transformation. The study proposes a contextually grounded model of relationship-based strategic leadership that broadens prevailing resource-centered perspectives and offers practical implications for leadership development, educational governance, and vocational education policy in resource-constrained settings across the Global South.]]>
