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AL-TANZIM : JURNAL MANAJEMEN PENDIDIKAN ISLAM
Published by Universitas Nurul Jadid
ISSN : 25493663     EISSN : 25495720     DOI : -
Core Subject : Education,
Education
Al-Tanzim : Jurnal Manajemen Pendidikan Islam is published by Islamic Faculty of Nurul Jadid University. The journal publishes articles of interest to education practitioners, teachers, education policy makers, and researchers. This journal encompasses research articles, original research report, reviews in Islamic education in any fields including: 1) Leadership, 2) Public Relation Management, 3) Organizational Behavior, 4) Organizational Culture, 5) Human Resource Management, 6) Financial Management, 7) Decision Making, etc.
Arjuna Subject : -
Articles 9 Documents
 1 
Search results for , issue "Vol 10, No 3 (2026)" : 9 Documents clear
From Manual to Modern: Integrating e-Budgeting and e-Reporting for Efficient School Fund Management Reknaningsih, Endah; Nurkolis, Nurkolis; Prayito, Muhammad
JURNAL AL-TANZIM Vol 10, No 3 (2026): IN PRESS
Publisher : Nurul Jadid University, Probolinggo, East Java, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/al-tanzim.v10i3.13521

Abstract

This research aims to develop an integrated e-Budgeting and e-Reporting system for managing BOS funds at schools. The study's background highlights the persistent challenges in manual management of BOS funds, including reporting delays, data inconsistencies, and administrative errors. These inefficiencies emphasize the need for a digital solution that integrates budgeting, reporting, and monitoring functions. The research method employed a Research and Development (R&D) approach, using needs analysis, system design, prototype development, expert validation, and limited field testing. The results indicate that the system achieved a feasibility score of 3.52/4 (88.8%), categorized as highly feasible with minor revisions. Limited field testing yielded an average score of 3.68/4, with reporting time efficiency improving by approximately 40% and administrative errors reduced through automated validation features. The developed system effectively integrates budgeting and reporting processes into a single platform, enhancing data accuracy, transparency, and efficiency. This study contributes to the field of digital financial governance in education and provides practical insights for implementing integrated digital systems in resource-constrained schools. Future research could explore the system’s long-term impacts and scalability across diverse educational settings.
The Green and Inclusive School: Bridging Environmental Education and Social Justice through Strategic Principal Leadership Ekawati, Mamik; Abdullah, Gufron; Ariyanto, Lilik
JURNAL AL-TANZIM Vol 10, No 3 (2026): IN PRESS
Publisher : Nurul Jadid University, Probolinggo, East Java, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/al-tanzim.v10i3.13580

Abstract

This study aims to analyse the strategic role of school principals in planning, implementing, and evaluating inclusive education within the Adiwiyata schools framework (environmentally conscious schools). To achieve this, a qualitative case study approach was used, employing data collection techniques such as in-depth interviews, direct observation, and documentation, followed by data analysis using the Miles, Huberman, and Saldana model. The results revealed that the principals act as transformative leaders who integrate inclusive values into the school's vision, motivate teaching staff to implement adaptive curriculum practices, and ensure the availability of disability-friendly facilities. Furthermore, the evaluation process involves continuous monitoring to synchronise environmental programs with inclusive policies, thereby creating a synergistic educational ecosystem. The primary objective and contribution of this study are to provide a comprehensive management model that bridges the gap between environmental education and inclusivity. By offering practical insights on how leadership can foster an environment that is "Rahmatan lil 'alamin" (blessing for the universe), this study contributes to the development of educational management literature, particularly in optimising human resources to build schools that are both ecologically conscious and socially just for all students.
Beyond Teacher Burnout: Implementing Circle Time as an Adaptive Strategy for Social-Emotional Growth and Collaborative School Culture Rochman, Catur; Murniati, Ngurah Ayu Nyoman; Prayito, Muhammad
JURNAL AL-TANZIM Vol 10, No 3 (2026): IN PRESS
Publisher : Nurul Jadid University, Probolinggo, East Java, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/al-tanzim.v10i3.13638

Abstract

Teachers' social and emotional competence (SEC) is a crucial factor in improving the quality of education. However, it still faces challenges such as stress, limited collaboration, and a lack of reflective practice. This study aims to analyse the implementation of Circle Time as a managerial strategy to strengthen teachers' SEC and its implications for organisational culture in madrasas. This study used a qualitative case study design. Data were collected through in-depth interviews, participant observation, and document analysis. Data analysis was conducted using an interactive model, which included collection, reduction, presentation, and conclusion drawing. The results showed that Circle Time was implemented through planning, implementation, and evaluation stages. Needs-based participatory planning increased the program's relevance, while reflective practice during the implementation stage enhanced teachers' self-awareness, emotional regulation, empathy, and professional interaction. Evaluation through observation and self- and peer assessments supported continuous improvement. This study contributes by offering Circle Time as an adaptive strategy to strengthen teachers' SEC and build a collaborative school culture. This study implies that Circle Time can be widely applied to develop teachers' social and emotional competence, encourage reflective practice, and build a collaborative school culture. 
Human Resource Management and Lecturer Performance in Islamic Higher Education: The Limited Role of Patience in Organizational Effectiveness Muqdamien, Birru; Wasehudin, Wasehudin; Juhji, Juhji
JURNAL AL-TANZIM Vol 10, No 3 (2026): IN PRESS
Publisher : Nurul Jadid University, Probolinggo, East Java, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/al-tanzim.v10i3.14432

Abstract

This study examines the influence of human resource management (HRM) practices and patience on lecturer performance in Islamic higher education institutions. Using a quantitative correlational approach, data were collected from 737 lecturers via a structured questionnaire and analysed in SPSS using descriptive statistics, Spearman's correlation, multiple regression, and the Mann–Whitney U test. The results showed that HRM practices significantly predicted lecturer performance (β = 0.61, p < 0.001), explaining 48% of the variance, while patience did not show a significant direct effect on lecturer performance (p = 0.287). A significant difference was also found between lecturers who only teach and those with additional structural responsibilities. These findings emphasise the importance of HRM systems in enhancing academic effectiveness, suggesting that institutional management has a greater influence on lecturer performance than individual psychological attributes. This study implies that Islamic higher education institutions should prioritise strengthening HRM practices, such as recruitment, training, and performance evaluation, to enhance academic effectiveness. Focusing on a strong HR system has greater potential to improve lecturer performance than relying on individual traits such as patience, making institutional HR development strategies the key to academic success.
Faith and Flux: Visionary Leadership, Tech Integration, and the Transformation of Character-Based School Culture Hambali, Muh; Muttaqin, M. Imamul; Efridita, Qisthi
JURNAL AL-TANZIM Vol 10, No 3 (2026): IN PRESS
Publisher : Nurul Jadid University, Probolinggo, East Java, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/al-tanzim.v10i3.12407

Abstract

This study aims to analyze how leadership grounded in religious values, along with the use of technology, contributes to creating a productive, innovative, and character-based school culture. The method used is a qualitative case study design, with in-depth interviews with the principal, vice principal, and teachers as the primary data source. Data analysis was conducted thematically using an inductive coding approach to identify emerging patterns. The results show that applying religious values in visionary leadership not only strengthens integrity, discipline, and empathy among students and teachers but also fosters a school culture grounded in moral values. Furthermore, integrating technology into learning supports innovation and improves the quality of education. However, challenges related to the digital divide and the need for teacher training must be addressed to maximize technology's potential. This study confirms that leadership grounded in religious values and the use of technology can create a more inclusive, adaptive, and sustainable education system. These findings indicate the need for an integrative strategy that digitally strengthens faith-based character education, enhances teachers' capacity as ethical digital role models, and encourages ongoing collaboration between schools and families to support student character development.
The Impact of School Culture, Work Attitude, Stress Management, and Job Satisfaction on Organizational Commitment among Secondary School Teachers Ali, M; Wijaya, Candra; Dalimunthe, Muhammad; Majid, Ikhwanuddin Abdul
JURNAL AL-TANZIM Vol 10, No 3 (2026): IN PRESS
Publisher : Nurul Jadid University, Probolinggo, East Java, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/al-tanzim.v10i3.13576

Abstract

This study aims to analyze the influence of school culture, work attitudes, stress management, and job satisfaction on teachers' organizational commitment in schools. The study used a quantitative, survey-based approach. Data were collected through questionnaires distributed to teachers and analyzed using path analysis to examine relationships among variables and to measure direct and indirect effects. The results indicate that school culture and work attitudes have a direct, positive, and significant effect on teachers' stress management. Furthermore, school culture, work attitudes, and stress management have a direct, positive, and significant effect on teachers' job satisfaction. The coefficient of determination indicates that these four variables together explain 74.8% of the variation in teachers' organizational commitment, while factors outside the research model influence the remaining 25.2%. These findings confirm that teachers' organizational commitment is shaped by the interaction of organizational, work behavior, psychological, and affective factors. The implications of this study suggest that strengthening teachers' organizational commitment can be achieved through developing a supportive school culture, fostering professional work attitudes, and enhancing job satisfaction in an integrated manner, thereby improving teacher performance and the effectiveness of educational organizations.
From Reflection to Action: Empowering Islamic Religious Education Teachers Through Structured Clinical Supervision Habibullah, Nur; Setiawan, Heru; Luthfi, Muchtar; Kirin, Arwansyah bin
JURNAL AL-TANZIM Vol 10, No 3 (2026): IN PRESS
Publisher : Nurul Jadid University, Probolinggo, East Java, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/al-tanzim.v10i3.13577

Abstract

This study aims to develop and validate a needs-based clinical academic supervision model for Islamic Religious Education teachers at the secondary school level. The research approach used was qualitative, with data collected through interviews, focus group discussions, and document analysis. The results indicate that teachers' primary needs include active learning, classroom management, authentic assessment, and dialogic feedback. The developed model consists of three main components: needs analysis, collaborative supervision, and structured reflection. Expert validation scores indicated high feasibility of this model, with relevance (4.55), consistency (4.45), practicality (4.35), and potential effectiveness (4.45) all rated high. This study presents a framework for differentiated and dialogic supervision that integrates teacher needs analysis into clinical supervision and recommends its implementation to strengthen teachers' ongoing professional development and improve teaching quality. Implementation of this model is expected to increase supervision effectiveness, strengthen teachers' professional competencies, encourage innovative learning practices, and provide a policy basis for developing teacher training programs. Furthermore, this model can serve as a reference for further research evaluating the impact of needs-based supervision in various educational contexts.
Analyzing the Impact of Leadership, School Culture, Organizational Communication, and Academic Supervision on Teacher Performance Amin, M.; Rafida, Tien; Rifai, Muhammad; Nisoh, Anan
JURNAL AL-TANZIM Vol 10, No 3 (2026): IN PRESS
Publisher : Nurul Jadid University, Probolinggo, East Java, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/al-tanzim.v10i3.13566

Abstract

This study aims to analyze the influence of leadership, school culture, organizational communication, and academic supervision on improving teacher performance in schools, with academic supervision as an intervening variable. This study uses a quantitative approach through survey methods and path analysis techniques. The results of the study indicate that leadership has a direct effect on academic supervision (6.1%), school culture (9.7%), and organizational communication (3.0%). Furthermore, leadership has a direct effect on teacher performance (16.8%), school culture (6.2%), organizational communication (9.0%), and academic supervision (8.1%). The indirect effect through academic supervision is relatively small, namely leadership by 2.1%, school culture by 2.2%, and organizational communication by 1.5%. This indicates that the role of academic supervision as a mediating variable is still weak. Simultaneously, leadership, school culture, organizational communication, and academic supervision account for 56.5% of improvements in teacher performance, while other factors outside the research model account for 43.5%. Based on these findings, this study develops a new conceptual model, namely the Direct Influence Dominance-Based Teacher Performance Model (MKG-DPL), which confirms that improvements in teacher performance are more strongly influenced by direct strengthening of organizational variables than by mediation mechanisms.
Nurturing the Fitrah: Managing the Integration of Montessori Pedagogy and Islamic Character Education Ningsih, Ningsih; Malik, Amit Saepul; Supriyatna, Dede; Fundi, Venant
JURNAL AL-TANZIM Vol 10, No 3 (2026): IN PRESS
Publisher : Nurul Jadid University, Probolinggo, East Java, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/al-tanzim.v10i3.13498

Abstract

This study aims to examine the integration of Montessori teaching methods with Islamic character development from an educational management perspective. The study emphasizes how the planning, organization, implementation, and supervision processes support the integration of Montessori pedagogy with Islamic values in early childhood education. Using a qualitative descriptive approach, data were collected through observations, interviews, and documentation involving teachers, students, parents, and school leaders. The research findings indicate that the Montessori approach aligns with children's developmental stages by promoting experiential learning, independence, and self-discipline, which align with the Islamic concept of fitrah (natural nature). Islamic values such as amanah (responsibility), istiqlal (independence), istiqamah (consistency), and ta'awun (cooperation) are systematically integrated through structured school management, classroom routines, teacher supervision, and collaborative partnerships with parents. Supporting factors include competent educators, a well-managed learning environment, and institutional commitment to values-based education. Challenges include the limited number of Montessori-trained teachers and diverse family backgrounds. This research suggests that integrating Montessori pedagogy and Islamic values enhances the quality of early childhood education by fostering student character and independence, strengthening collaboration between teachers and parents, and providing a foundation for policy development and teacher training in values-based education at the kindergarten level.

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