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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 609 Documents
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Educational Management Operations Research in Broadcasting: A SITOREM-Based Strategy for Training Optimization Sifak Sifak; Soewarto Hardhienata; Dian Wulandari
JURNAL AL-TANZIM Vol 10, No 3 (2026)
Publisher : Nurul Jadid University, Probolinggo, East Java, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/al-tanzim.v10i3.14642

Abstract

This study aims to formulate priority strategies to improve the effectiveness of education and training in the production and broadcasting sector at a television station using the Scientific Identification Theory to Conduct Operation Research in Education Management (SITOREM) approach. The study used a quantitative descriptive method involving 164 employees selected through quota sampling from a population of 278 employees at 30 TVRI stations in Indonesia. Data were collected using a questionnaire measuring the effectiveness of education and training, competency development, transformational leadership, and communication and information technology literacy. Data analysis was conducted using path analysis and SITOREM analysis. The results showed that communication technology literacy had the strongest direct influence on the effectiveness of education and training (β = 0.472), followed by transformational leadership (β = 0.182), information technology literacy (β = 0.150), and competency development (β = 0.137). The SITOREM analysis identified 14 priority improvement indicators across communication, data management, evaluation, leadership, integration of learning technology, competency development, and optimisation of training results. Research findings show that strengthening technological literacy, transformational leadership, and competency development are key strategies in increasing the effectiveness of education and training and supporting digital transformation.
Islamic Psychological Employability: The Role of Self-Confidence in Pesantren-Based Vocational Schools M. Syukron Maksum; Martinis Yamin; Kasful Anwar Us; Sodiah Sodiah
JURNAL AL-TANZIM Vol 10, No 3 (2026)
Publisher : Nurul Jadid University, Probolinggo, East Java, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/al-tanzim.v10i3.14558

Abstract

Employability has become an essential outcome of vocational education, requiring not only technical competence but also strong psychological readiness among students. This study aimed to examine the direct and indirect effects of self-esteem, self-efficacy, and self-confidence on employability among students in pesantren-based vocational schools. Using a quantitative survey design, data were collected from 80 students enrolled in three pesantren-based vocational schools through a Likert-scale questionnaire and analyzed using path analysis. The findings revealed that self-confidence had the strongest direct effect on employability (R² = 81.8%), while self-esteem and self-efficacy demonstrated relatively weak direct effects. However, both variables showed stronger indirect effects through self-confidence, with mediation effects of 33.5% and 17.3%, respectively. The study contributes to employability research by highlighting self-confidence as a central psychological mechanism linking psychological resources to work readiness and proposes the Islamic Psychological Employability (ISPE) Model. The findings recommend integrating confidence-building programs into vocational education to strengthen graduates' employability.
Nurturing Student Leadership from Within: An Integrative Framework of School Culture Management and 'The Leader in Me' Renisa Septia; Lina Novita; Elly Sukmanasa
JURNAL AL-TANZIM Vol 10, No 4 (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.v10i4.14683

Abstract

This study aims to analyze how school culture management strengthens student leadership by integrating The Leader in Me approach and student voice from an educational management perspective. This research uses a qualitative approach with a case study design conducted in a school. Data were collected through in-depth interviews, passive participant observation, and document analysis. Data analysis was conducted using the Miles and Huberman interactive model, while data validity was tested through source and technique triangulation. The results show that student leadership develops through an integrated school culture management system, rather than through a stand-alone leadership program. The core values of ICARE (Integrity, Collaboration, Active, Respect, and Excellence) serve as the foundation of school culture in building and strengthening student leadership. These values are internalized through a continuous process of learning, role modeling, and habituation within the framework of The Leader in Me approach. Furthermore, the internalization of these values is achieved through the Kreativa Voice of Leaders program, which provides a space for student participation to convey ideas, develop self-leadership, and strengthen social leadership. Based on these findings, this study proposes an integrative framework to strengthen student leadership through school culture management. This framework provides practical implications for educational management in developing sustainable student leadership through strengthening values, culture, and active student participation.
From Mandate to Acceptance: The Role of Principals and Policy Communication in Islamic School Digitalization Andik Riyanto; Saputranur Saputranur; Miftahul Huda
JURNAL AL-TANZIM Vol 10, No 3 (2026)
Publisher : Nurul Jadid University, Probolinggo, East Java, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/al-tanzim.v10i3.14786

Abstract

This study aims to analyze policy communication and acceptance in the implementation of school digitalization in Islamic educational institutions (madrasas). This study used a qualitative case study design. Data collection was conducted through in-depth interviews, participant observation, and documentation studies. The results indicate that the acceptance of digitalization policies is significantly influenced by how policy messages are communicated, understood, and interpreted by implementers at the school level. Policy communication is more effective when principals provide clear directions, practical explanations, and ongoing support throughout the implementation process. However, policy acceptance still faces several obstacles, such as limited training, unstable digital infrastructure, and disparities in digital competency among policy implementers. Furthermore, this study found that educational actors in madrasas assess digitalization not only from a technical and efficiency perspective, but also from the perspective of its alignment with Islamic values and school culture. These considerations influence policy acceptance and implementation in the field. The implementation of digitalization in madrasas requires dialogic policy communication, institutional readiness, and leadership capable of bridging policy with contextual educational practices. These findings contribute to the development of digitalization policies in Islamic educational units that are more adaptive and sensitive to local values.
Managing Local Wisdom-Based Curriculum: An Integrative Framework for Madrasah Education Cut Irhamna Heriyanti; Amiruddin Siahaan; Siti Halimah
JURNAL AL-TANZIM Vol 10, No 3 (2026)
Publisher : Nurul Jadid University, Probolinggo, East Java, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/al-tanzim.v10i3.14342

Abstract

This study aims to analyze and develop a curriculum model grounded in local wisdom for madrasas. The study focuses on curriculum planning, implementation, and evaluation, as well as a comparison of implementation across two madrasas. A qualitative case study approach was used, and data were collected through in-depth interviews, observation, and documentation with informants, including madrasah principals, teachers, and madrasah committees. The results indicate that curriculum planning was carried out in a participatory manner, integrating local cultural and Islamic values into objectives, materials, methods, and evaluation. Curriculum implementation included religious habituation, experiential learning, arts and culture, memorization of the Qur'an and Hadith, and social activities based on local culture. Evaluation was conducted authentically by assessing cognitive, affective, and psychomotor aspects through observations of student behavior, cultural practices, religious habituation, and learning outcomes. One madrasah emphasized a contextual approach grounded in school culture, while the other emphasized a structured, measurable religious program. This research produces an integrative curriculum model that combines local culture, religious learning, contextual experiences, authentic evaluation, and community participation as a framework for educational development.
From Classroom to Catwalk: How Teaching Factory Management Cultivates Student Entrepreneurship and Career Readiness Rukmosari Handayani; Widya Kusumaningsih; Ngurah Ayu Nyoman M
JURNAL AL-TANZIM Vol 10, No 4 (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.v10i4.14737

Abstract

This study aims to describe the implementation of Teaching Factory (TEFA) in increasing entrepreneurial interest and work readiness of students in the fashion design expertise program. This research is motivated by the gap between the competencies of Vocational High School graduates and the needs of the Business World and Industry, especially in the creative fashion industry sector. The novelty of this research lies in the study of TEFA implementation through a qualitative case study approach that integrates the theories of Experiential Learning, Constructivism, and Work-Based Learning in the simultaneous development of entrepreneurial competencies and student work readiness. This study uses a qualitative method with a case study design. The research subjects consisted of school principals, vocational teachers, students, and industry partners. Data were collected through in-depth interviews, participant observation, and documentation, then analyzed using the Miles and Huberman interactive model with data validation through triangulation. The results of the study indicate that TEFA implementation is carried out through an industry-standard production process, from planning and product manufacturing to marketing. This program contributes to improving students' technical skills, work ethic, self-confidence, work readiness, and entrepreneurial interest. Supporting factors include school support, teacher competence, industry partnerships, and learning facilities, while the main barriers are limited learning time and differences in industry work standards.
Towards an Adaptive Student Management Model: Insights from Residential Islamic Education Ibnu Hajar; Abdurrahman Abdurrahman; Amiruddin Siahaan; Emelia Lubis
JURNAL AL-TANZIM Vol 10, No 4 (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.v10i3.14666

Abstract

This study aims to analyze student management in Islamic boarding schools through a multisite study to obtain a comprehensive understanding of student management practices. A qualitative approach with a multisite study design was employed. Data were collected through in-depth interviews, participant observation, and document analysis, and were analyzed using cross-site analysis techniques. The findings reveal that student management is implemented through an integrated twenty-four-hour residential guidance system that emphasizes character development, discipline, strengthening religious practices, and a balanced integration of religious and formal education. Student management encompasses planning, orientation and adaptation, guidance, supervision, student services, administrative management, and continuous evaluation of student development, thereby supporting a holistic educational process. These findings demonstrate that student management extends beyond dormitory administration and functions as a comprehensive educational system that promotes students' academic, spiritual, and personal development. The study underscores the need to develop an adaptive, measurable, and value-based student management model to serve as a reference for strengthening student development systems in Islamic boarding schools across diverse educational contexts.
Digitalizing Quality Management in Islamic Boarding Schools: An Application of the Deming Framework Mohammad Mas'ud; Moh Khusnuridlo; Moh Anwar
JURNAL AL-TANZIM Vol 10, No 3 (2026)
Publisher : Nurul Jadid University, Probolinggo, East Java, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/al-tanzim.v10i3.13859

Abstract

This study aims to examine the educational quality management cycle in the digital transformation of Islamic boarding schools based on the Deming framework. This research used a qualitative approach with a multiple-case study design. Data were collected through in-depth interviews, observation, and documentation, then analyzed using an interactive data analysis model. The results indicate that the digital quality planning stage begins with the development of an institutional information platform and communication system to increase transparency and administrative efficiency. During the implementation phase, Islamic boarding schools deploy various digital services, including online student registration, an alum tracking system, a financial services platform, and an institutional data management system that supports educational operations. Quality evaluation is conducted through a data-driven monitoring system that allows administrators to assess program effectiveness and alumni development more measurably. Furthermore, continuous improvement is realized through the integration of digital platforms and curriculum innovations that combine traditional Islamic boarding school values with modern educational management practices. This research contributes to the development of digital education management literature in faith-based institutions and recommends strengthening digital governance and sustainable technological innovation within Islamic boarding schools.
Beyond the Classroom: Strategic Principal Leadership in Planning Character-Based Co-Curricular Programs Ananda Vian Saleh Presiden; Senowarsito Senowarsito; Ngurah Ayu Nyoman Murniati
JURNAL AL-TANZIM Vol 10, No 4 (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.v10i4.14740

Abstract

This study aims to analyze principal leadership in planning co-curricular programs to strengthen character education. This research used a qualitative approach with a case study design. Data were collected through semi-structured interviews, participant observation, and document analysis involving principals, vice principals, teachers, program coordinators, and relevant stakeholders. Data analysis was conducted using the interactive model of Miles, Huberman, and Saldaña, with data validity strengthened through triangulation and member checking. The results revealed five key practices of principal leadership in co-curricular program planning: comprehensive needs analysis, alignment of character education goals with the school's vision and mission, stakeholder engagement through collaborative planning, integration of academic learning with character development, and strategies for overcoming challenges through resource optimization and coordination. This study concluded that effective principal leadership in the planning stage is a strategic factor in the sustainability of character education through co-curricular programs. The research findings provide practical implications for strengthening the role of principals in designing contextual, collaborative, and sustainable co-curricular programs.
Institutional Quality Assurance: Reforming the Learning Management Framework in a Secular Academic Environment Muhammad Haidlor; Moch Imam Machfudi; Najiburrohman Najiburrohman
JURNAL AL-TANZIM Vol 10, No 3 (2026)
Publisher : Nurul Jadid University, Probolinggo, East Java, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/al-tanzim.v10i3.14489

Abstract

Higher education increasingly requires effective quality assurance systems to sustain learning governance and institutional performance amid evolving educational demands. This study aims to examine how institutional quality assurance reforms the learning management framework within a secular academic environment through integrated governance practices. A qualitative case study employing a descriptive-interpretive approach involved 35 purposively selected informants, with data collected through semi-structured interviews, non-participant observations, and document analysis, followed by interactive thematic analysis. The findings reveal that integrated management strengthened cross-unit collaboration, continuous evaluation fostered an organizational learning culture, and institutional quality assurance enhanced evidence-based learning governance through systematic planning, monitoring, and continuous improvement. The study proposes an integrated institutional governance framework that extends quality assurance beyond accreditation compliance. These findings provide practical guidance for university leaders to strengthen sustainable academic quality through collaborative governance, continuous evaluation, and evidence-based institutional decision-making.

Page 59 of 61 | Total Record : 609

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