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MANAGERIA: Jurnal Manajemen Pendidikan Islam
Published by Universitas Islam Negeri Sunan Kalijaga Yogyakarta
ISSN : 25029223     EISSN : 25034383     DOI : -
Core Subject : Education,
Education
MANAGERIA: Jurnal manajemen Pendidikan Islam is a peer-reviewed scientific periodical journal published by the Department of Islamic Education Management the Faculty of Tarbiyah and Teaching Sciences, UIN Sunan Kalijaga Yogyakarta. This journal is dedicated to publish scientific articles in the study of Islamic Education management from different aspects and perspectives. This journal is available in print with ISSN: 2502-9223, and online with ISSN: 2503-4383. It publishes its articles twice a year, in May and November.
Arjuna Subject : -
Articles 233 Documents
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Integrating Ibn Khaldun and Ki Hajar Dewantara for Teacher Professional Development and Student-Centered Learning Management in Islamic Education Sa'adah, Miftahus; Sulistiyo, Rozib
MANAGERIA: Jurnal Manajemen Pendidikan Islam Vol. 11 No. 1 (2026)
Publisher : Prodi Manajemen Pendidikan Islam FITK UIN Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/manageria.2026.111-05

Abstract

This study examines the integration of Ibn Khaldun’s and Ki Hajar Dewantara’s educational concepts for teacher professional development and student-centered learning management in Islamic education. It used a qualitative comparative literature review by analyzing scholarly books, journal articles, and curriculum-related studies. Data were processed through open coding, axial coding, thematic comparison, and integrative synthesis. The findings show that Ibn Khaldun emphasizes the integration of religious and rational knowledge, moral habituation, staged learning, teacher exemplarity, and social responsibility. Ki Hajar Dewantara emphasizes learner autonomy, cultural relevance, educational collaboration, and holistic learning through Among, Tri Sentra Pendidikan, Tri Nga, and Pancadarma. Their integration produces a framework that positions teachers as moral exemplars, facilitators, mentors, and learning managers. It also supports value-based curriculum management, reflective and experiential learning, school-family-community collaboration, and institutional quality culture. The study concludes that combining Khaldun’s ethical-intellectual orientation with Dewantara’s humanistic and culturally grounded pedagogy provides a relevant foundation for Islamic education management that balances academic competence, character formation, student autonomy, and social responsibility.
CIPP Evaluation of the Child-Friendly Madrasah Program at MAN 2 Kulonprogo, Yogyakarta Irwanto; Purwanto; Khuriyah; Aulia, Nurul
MANAGERIA: Jurnal Manajemen Pendidikan Islam Vol. 11 No. 1 (2026)
Publisher : Prodi Manajemen Pendidikan Islam FITK UIN Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/manageria.2026.111-06

Abstract

The Child-Friendly Madrasah (MRA) Program is a government policy designed to create a safe, comfortable, inclusive, and violence-free educational environment. MAN 2 Kulonprogo, which received a provincial award for child-friendly education in the Special Region of Yogyakarta, was evaluated to determine the program’s implementation comprehensively. This study used the CIPP (Context, Input, Process, Product) evaluation model with a mixed-methods approach. The quantitative sample consisted of 233 students selected through simple random sampling from a population of 688 students, while qualitative informants were selected purposively and included the madrasah principal, vice principal, teachers, students, and committee members. Quantitative data were collected using a Likert-scale questionnaire and analyzed descriptively and comparatively. Qualitative data were obtained through observation, in-depth interviews, and documentation and analyzed using the Miles and Huberman interactive model. Data validity was strengthened through source and technique triangulation. The results showed that: (1) the program context met the MRA indicators through the establishment of an MRA Team, spaces for student participation, and a strong humanistic culture; (2) the initial input condition was in the high category, with a mean score of 138.21, and was supported by adequate institutional readiness; (3) implementation proceeded systematically through holistic and participatory preparation, planning, and execution; and (4) the product evaluation showed an increase in mutual respect from a mean of 138.21 to 140.28, with both scores remaining in the high category. The MRA program at MAN 2 Kulonprogo was implemented effectively and has the potential to be developed as a character-education model in Islamic educational institutions.
School Digital Reputation Management Through Social Media: an Integrative Review and Conceptual Framework Muhammad Syaikhul Basyir; Nur Saidah; Syaiful Kiram; Hanif Firdaus; Erik Junaedi
MANAGERIA: Jurnal Manajemen Pendidikan Islam Vol. 11 No. 1 (2026)
Publisher : Prodi Manajemen Pendidikan Islam FITK UIN Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/manageria.2026.111-07

Abstract

Digital platforms have expanded the arenas in which schools are evaluated, yet the literature often treats social media, branding, trust, and reputation as separate issues. This study synthesizes recent evidence and develops a school-focused conceptual framework for digital reputation management. A structured integrative literature review was conducted using Google Scholar, ScienceDirect, Taylor & Francis Online, SpringerLink, Emerald Insight, Garuda/Sinta, and official journal portals. Searches undertaken on 20–25 July 2026 and updated on 1 August 2026 identified 42 records. After four duplicates were removed, 38 records were screened, 28 full texts were assessed, and 20 publications from 2022–2026 met the eligibility and quality threshold. The corpus was appraised for topical relevance, methodological transparency, source credibility, and transferability to school settings, then analyzed through content coding and thematic synthesis. Six themes were identified: social media governance; digital branding and content credibility; stakeholder engagement; public trust; digital reputation risk; and educational competitiveness as a potential outcome. The synthesis distinguishes organizational branding efforts from reputation as an external, cumulative stakeholder evaluation. It proposes that governance enables credible content, engagement supports trust formation, and trust contributes to reputation, while risk management operates across the process. Any competitiveness benefit remains contingent on congruence between digital claims and actual educational service quality. The framework offers testable propositions and measurable managerial indicators for future school-based research.

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