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Benchmarking: Jurnal Manajemen Pendidikan Islam
Published by Universitas Islam Negeri Sumatera Utara
ISSN : 26151499     EISSN : 27163776     DOI : 10.30829
Core Subject : Humanities, Education, Social,
Humanities Education Social Sciences
Benchmarking journals places that can receive article writers from various universities and professions around the world to share concepts, theories and innovations in the management of Islamic education, education management, supervision, managerial, resource management in the field of education and multidisciplinary use by management.
Arjuna Subject : Ilmu Sosial - Ilmu Sosial (Lain-Lain)
Articles 240 Documents
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SCHOOL PRINCIPAL LEADERSHIP BASED ON PROPHETIC LEADERSHIP VALUES IN IMPROVING EDUCATOR PROFESSIONALISM Auliyah, Ayu; Fadillah, M. Kharis; Ilhami, Ilhami; Tuala, Riyuzen Praja
Benchmarking: Jurnal Manajemen Pendidikan Islam Vol 10, No 1 (2026): BENCHMARKING (Author Geographical Coverage: Negeria, South African and Indonesi
Publisher : Universitas Islam Negeri (UIN) Sumatera Utara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30821/benchmarking.v10i1.27750

Abstract

The purpose of this study is to describe the application of prophetic values in school principal leadership and examine its implications for organizational culture at SMA Negeri 2 Bandar Lampung. This study uses a qualitative approach with descriptive methods through in-depth interviews, participatory observation, and documentation studies of the principal, vice principal, administrative head, and several teachers. The results of the study show that the principal applies the value of Shiddiq through honesty and transparency, Amanah through responsibility and accountability, Fathanah through wisdom in decision making, and Tabligh through participatory communication and moral exemplary behavior. The application of these four values contributes to improving teacher professionalism, a collaborative work climate, and effective school management.
ENTREPRENEURIAL MANAGEMENT OF SCHOOL PRINCIPALS IN IMPROVING EDUCATIONAL QUALITY AT JUNIOR HIGH SCHOOLS IN NORTH ACEH REGENCY Hasmiwati, Antin; Bahri, Saiful; Najmuddin, Najmuddin
Benchmarking: Jurnal Manajemen Pendidikan Islam Vol 9, No 2 (2025): BENCHMARKING (Author Geographical Coverage: Pakistan, Timor Leste and Indonesia)
Publisher : Universitas Islam Negeri (UIN) Sumatera Utara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30821/benchmarking.v9i2.28145

Abstract

This study aims to analyze the principal's application of entrepreneurial management in improving educational quality, particularly in terms of graduate standards, at SMP Negeri 1 Lapang, North Aceh Regency. Using a qualitative case study approach, this study examines entrepreneurial leadership practices that integrate educational management functions with a spirit of innovation and entrepreneurship. Data collection was conducted through interviews, observations, and documentation with the principal, teachers, school committee members, and business partners as the primary research subjects. Data analysis followed the Miles and Huberman model in an interactive and continuous manner. The results indicate that the principal applies entrepreneurial management in a visionary, adaptive, and collaborative manner through strategic planning, efficient organization, implementation of innovative project-based programs, and ongoing supervision involving various stakeholders. The impact is seen in improving student academic and non-academic learning outcomes, strengthening graduate competencies to be independent, creative, and innovative, and enhancing the school's reputation. Supporting factors for success include internal support from teachers and committee members, as well as external support from parents and business partners. While the main obstacles are limited facilities, budget, and bureaucratic regulations. Overall, consistent and participatory entrepreneurial management has proven effective in producing graduates who excel, possess character, and are highly competitive at both the local and regional levels.
OPTIMIZING DIGITAL TEACHING RESOURCES TO IMPROVE THE QUALITY OF ISLAMIC RELIGIOUS EDUCATION IN HIGH SCHOOL Perdana, Fauzan Huda; Supriadi, Udin; Hyangsewu, Pandu
Benchmarking: Jurnal Manajemen Pendidikan Islam Vol 9, No 2 (2025): BENCHMARKING (Author Geographical Coverage: Pakistan, Timor Leste and Indonesia)
Publisher : Universitas Islam Negeri (UIN) Sumatera Utara

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study explores how optimizing digital teaching resources can improve the quality of Islamic Religious Education (IRE) in high schools. Using a descriptive qualitative method, including interviews, observations, and document analysis, the research examines teachers' strategies in planning, integrating, and evaluating digital tools, as well as their role in boosting students' interest, motivation, creativity, and understanding. Findings indicate that digital resources such as e-books, instructional videos, Learning Management Systems (ELMU), school websites, interactive quizzes (Quizizz, Kahoot), and online communication forums positively influence IRE learning effectiveness. These resources support more interactive, contextual, and collaborative learning experiences, which enhance student engagement and Islamic character development. Nonetheless, challenges such as limited infrastructure, teachers' digital literacy, and uneven internet access persist. To address these issues, ongoing training, institutional support, and improved internet facilities are essential so all students can access learning equally. The study's outcomes aim to guide the development of a relevant, innovative, and sustainable digital-based IRE learning model amid the ongoing digital education transformation.
LITERATURE REVIEW ON ISLAMIC EDUCATION LEARNING DESIGN STRATEGIES TO COUNTER RADICALIZATION AMONG TEENAGERS Hilda, Neneng
Benchmarking: Jurnal Manajemen Pendidikan Islam Vol 10, No 1 (2026): BENCHMARKING (Author Geographical Coverage: Negeria, South African and Indonesi
Publisher : Universitas Islam Negeri (UIN) Sumatera Utara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30821/benchmarking.v10i1.27769

Abstract

AbstractThis article explores Islamic education learning design strategies aimed at countering radicalization among teenagers, with a particular focus on the role of Islamic education in promoting tolerance, moderation, and critical thinking. The literature review examines key educational theories and frameworks, including student-centered learning (SCL), the integration of wasathiyyah (moderation), and the importance of interreligious literacy. The article discusses the challenges faced by Islamic education, such as technological barriers, curriculum integration, and resource limitations, alongside the opportunities presented by modern educational practices and technology, including mobile learning (m-learning) and digital innovations. Additionally, case studies from various countries highlight the effectiveness of Islamic education strategies in countering radicalization, particularly through promoting moderate Islamic values and community engagement. The review also emphasizes the need for teacher training and the integration of social justice themes in Islamic education curricula. The findings suggest that Islamic education, when adapted to modern challenges and integrated with innovative technologies, can play a pivotal role in preventing radicalization and fostering a more tolerant, inclusive society. The article concludes with recommendations for educators, policymakers, and stakeholders to adopt inclusive pedagogies, promote citizenship education, and leverage digital tools to enhance engagement and prevent extremist ideologies.
POLICY IMPLEMENTATION OF THE RUMAH PENDIDIKAN PLATFORM IN THE GTK PORTAL BASED ON E-PERFORMANCE FOR PRIMARY SCHOOL PRINCIPALS IN CLUSTER II, NORTH ACEH DISTRICT Yunitawati, Yunitawati; Marsithah, Iis; Syahrin, Alfi
Benchmarking: Jurnal Manajemen Pendidikan Islam Vol 9, No 2 (2025): BENCHMARKING (Author Geographical Coverage: Pakistan, Timor Leste and Indonesia)
Publisher : Universitas Islam Negeri (UIN) Sumatera Utara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30821/benchmarking.v9i2.25693

Abstract

Digital transformation in the performance management of school principals has become part of the strategic policy of the Ministry of Education through the 331 Educational House Platform with the e-Performance-based GTK Room. This research aims to analyze the implementation of this policy, identify the operational steps applied in primary education units, and explore the supporting and inhibiting factors. This research applies a qualitative approach and uses a case study method in two public elementary schools located in North Aceh Regency. Data was collected through observations, in-depth interviews, and data collection. The results of the study show that the implementation of e-Performance is carried out through seven strategic stages: socialization, integration of GTK accounts, school program planning, platform-based implementation, utilization of the GTK Room, monitoring-evaluation, and follow-up and best practices. Main supporting factors include the visionary leadership of the school principal, human resource competencies, a collaborative organizational culture, adequate ICT infrastructure, technical training, and government regulations. On the other hand, implementation faces various obstacles such as low digital literacy, limited teacher competencies, technical system constraints, minimal direct technical support, and heavy workloads. This study concludes that the success of digital transformation based on e-Performance is greatly influenced by the synergy between the school's internal readiness and sustained external support. These findings provide empirical contributions to the development of digital policies in the basic education sector.
EXISTENTIALISM IN ELEMENTARY EDUCATION: EFFORTS TO FOSTER SELF-AWARENESS AND RESPONSIBILITY AMONG STUDENTS AT SD MUHAMMADIYAH 36 MEDAN Sari, Ambar Wulan; Mahriyuni, Mahriyuni; Niswa, Khairun
Benchmarking: Jurnal Manajemen Pendidikan Islam Vol 10, No 1 (2026): BENCHMARKING (Author Geographical Coverage: Negeria, South African and Indonesi
Publisher : Universitas Islam Negeri (UIN) Sumatera Utara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30821/benchmarking.v10i1.27420

Abstract

This study aims to analyze the application of existentialist philosophical values in elementary education, particularly in efforts to foster self-awareness and responsibility among students at SD Muhammadiyah 36 Medan. Existentialist philosophy emphasizes individual freedom, self-awareness, and moral responsibility as the foundation for forming an authentic human existence. In the context of elementary education, these values are relevant for shaping students' character so they become aware of their existence and capable of taking responsibility for their actions. This research employs a descriptive qualitative approach, with data collected through observation, interviews, and documentation. The research subjects include the principal, classroom teachers, and students of SD Muhammadiyah 36 Medan. The data were analyzed thematically through the processes of reduction, presentation, and conclusion drawing. The findings indicate that the application of existentialist values at SD Muhammadiyah 36 Medan is reflected in learning practices that provide freedom of thought, opportunities for expression, and self-reflection on learning experiences. Teachers act as facilitators who guide students to understand the meaning of freedom and responsibility in each learning activity. In addition, routine activities such as cleanliness duty, congregational prayer, and the Anak Mandiri (Independent Child) program strengthen the development of students' moral and social responsibility. The existentialist values in this school are also integrated with Islamic teachings, ensuring that individual freedom remains aligned with spiritual responsibility toward God. This study shows that education grounded in existentialist values can shape students to become authentic, reflective, faithful, and responsible individuals. The integration of existentialism and Islamic values in the Muhammadiyah educational context creates a humanistic and spiritual educational model, in line with the goal of forming holistic human beings.
POLICY ANALYSIS AND IMPLEMENTATION OF THE SCHOOL LITERACY MOVEMENT IN PUBLIC ELEMENTARY SCHOOLS NORTH LOMBOK REGENCY Lailaturrahmah, Etika; Saputra, Heri Hadi; Mustari, Mohamad; Makki, Muhammad; Fahruddin, Fahruddin
Benchmarking: Jurnal Manajemen Pendidikan Islam Vol 10, No 1 (2026): BENCHMARKING (Author Geographical Coverage: Negeria, South African and Indonesi
Publisher : Universitas Islam Negeri (UIN) Sumatera Utara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30821/benchmarking.v10i1.27743

Abstract

The School Literacy Movement (GLS) is a program implemented by the Indonesian government to foster literacy culture in elementary schools. The purpose of this study is to analyze the policy, implementation, and governance of GLS in Public Elementary Schools (SDN) in North Lombok Regency. The research approach used is qualitative research with a case study method. Data collection techniques used were interviews, observations, and documentation studies.The research data sources were the Department of Education, Culture, Youth, and Sports (Dikbudpora), school principals, teachers, and students. Data were analyzed thematically through the stages of data reduction, data presentation, and conclusion drawing. The study's results reveal the views of policymakers and implementers regarding GLS. Policies related to GLS have not been implemented optimally because policymakers do not yet have derivative regulations, technical guidelines, or formal policies that serve as the basis for literacy implementation in schools. As a result, the implementation of GLS in schools is very diverse, generally only at the habituation stage, but its implementation is not yet evenly distributed, comprehensive, and consistent. This is also influenced by GLS governance, which has not been running optimally because planning, organising, implementing, coordinating, and controlling the program have not been carried out systematically.
THE INFLUENCE OF TRANSFORMATIONAL LEADERSHIP, ORGANIZATIONAL CULTURE, AND JOB SATISFACTION ON THE ORGANIZATIONAL COMMITMENT OF VOCATIONAL HIGH SCHOOL TEACHERS IN PALANGKA RAYA CITY Yulie, Valery; Aslamiah, Aslamiah; Suriansyah, Ahmad
Benchmarking: Jurnal Manajemen Pendidikan Islam Vol 9, No 2 (2025): BENCHMARKING (Author Geographical Coverage: Pakistan, Timor Leste and Indonesia)
Publisher : Universitas Islam Negeri (UIN) Sumatera Utara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30821/benchmarking.v9i2.26845

Abstract

The advancement of education in the Industrial Revolution 4.0 era requires strengthening human resource quality, particularly teachers as central actors in the learning process. The relatively low job satisfaction among state vocational high school teachers in Palangka Raya City has implications for their motivation and organizational commitment. This study examines the effects of transformational leadership, organizational culture, and job satisfaction on teachers' organizational commitment, including the indirect effects mediated by job satisfaction. A quantitative survey design was employed involving 157 teachers selected through proportional random sampling from public vocational high schools in Palangka Raya. Data were collected using a validated and reliable Likert-scale questionnaire. Path analysis was applied to assess causal relationships and to estimate both direct and indirect effects among the studied variables. The results indicate that all variables were categorized as high. Transformational leadership (0.382), organizational culture (0.289), and job satisfaction (0.227) exhibited significant direct effects on organizational commitment. In addition, transformational leadership (0.544) and organizational culture (0.215) demonstrated direct effects on job satisfaction. Indirect effects were also observed, with transformational leadership (0.186) and organizational culture (0.082) influencing organizational commitment through job satisfaction.These findings confirm that transformational leadership, organizational culture, and job satisfaction are key determinants of teachers' organizational commitment. Strengthening transformational leadership practices, fostering a supportive organizational culture, and enhancing job satisfaction are recommended to optimize teachers' organizational commitment.
CONFLICT AND INTEGRATION IN THE 2024 MAKASSAR CITY REGIONAL HEAD GENERAL ELECTION Hakim, Arief Rahman; Tahir, Heri; Mustari, Mustari; Nur, Hasruddin; Najamuddin, Najamuddin; Sahabuddin, Romansyah
Benchmarking: Jurnal Manajemen Pendidikan Islam Vol 10, No 1 (2026): BENCHMARKING (Author Geographical Coverage: Negeria, South African and Indonesi
Publisher : Universitas Islam Negeri (UIN) Sumatera Utara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30821/benchmarking.v10i1.28095

Abstract

This study examines conflict and social integration in the 2024 Regional Head Election (Pilkada) of Makassar City. Elections in democratic societies function not only as mechanisms for leadership recruitment but also as arenas that potentially generate social conflict while simultaneously opening opportunities for social integration. This research aims to identify empirical factors that trigger conflict, analyze factors that encourage integration, and describe the role of conflict resolution institutions particularly the Election Organizers Honorary Council (DKPP) in managing post-election disputes. The study employs a qualitative descriptive approach with data collected through in-depth interviews, observation, and documentation. Informants consisted of election organizers (KPU and Bawaslu), law enforcement officers within Gakkumdu, academics, and political observers. Data were analyzed through data condensation, data display, and conclusion drawing, while data validity was ensured through source triangulation. The findings reveal that conflict during the Makassar Pilkada was driven by sociological factors such as emotional attachment to candidates, dissatisfaction with vote-counting results, and social segregation among supporters, as well as institutional factors including perceptions of organizer neutrality, electoral violations, and internal party disputes. Conversely, social integration emerged through acceptance of election results, effective voter participation, security stability, post-election collaboration, and public trust in electoral institutions. The study concludes that the effective functioning of social and electoral institutions plays a crucial role in transforming electoral conflict into social integration, thereby maintaining democratic stability at the local level.
QUALITY EDUCATION IN UNDERSERVED AREAS: IMPLEMENTING DEEP LEARNING FOR MADRASAH TEACHERS IN SEMANU DISTRICT Taylor, Stephen; Mahbubi, M.; Raudlatun, Raudlatun; Huda, Ali Anhar Syi'bul
Benchmarking: Jurnal Manajemen Pendidikan Islam Vol 10, No 1 (2026): BENCHMARKING (Author Geographical Coverage: Negeria, South African and Indonesi
Publisher : Universitas Islam Negeri (UIN) Sumatera Utara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30821/benchmarking.v10i1.25874

Abstract

This study explores the implementation of deep learning in madrasah classrooms in Semanu, Gunung Kidul, Yogyakarta, focusing on the villages of Nglegi and Pacarejo. The research aims to assess how deep learning principles can be integrated into the teaching practices of teachers in these rural areas, examining the challenges and opportunities for its application. Using a qualitative case study approach, data were collected through semi-structured interviews with 15-20 madrasah teachers, classroom observations, and document analysis. The findings reveal that while many teachers show a willingness to adopt deep learning, their understanding of the concept remains limited. Teachers predominantly rely on traditional, teacher-centered methods, with insufficient knowledge of how to integrate deep learning effectively. Key challenges include the lack of access to technology, limited professional development opportunities, and a rigid national curriculum that prioritizes content delivery over critical thinking and problem-solving. Despite these challenges, teachers expressed interest in enhancing their teaching practices and identified technology and training as essential for adopting deep learning. The study concludes that to effectively implement deep learning in rural areas, there is a need for increased access to technology, context-specific professional development, and curriculum reforms that allow for more flexible and reflective learning. By addressing these challenges, the quality of education in Semanu could significantly improve, preparing students for future challenges

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