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Jurnal Isema : Islamic Educational Management
Published by Universitas Islam Negeri Sunan Gunung Djati Bandung
ISSN : 2541383X     EISSN : 225417088     DOI : -
Core Subject : Education, Social,
Education Social Sciences Other
JURNAL IsEMa (Islamic Educational Management) ialah jurnal berkala ilmiah yang diterbitkan oleh Laboratorium Jurusan/Prodi S1 Manajemen Pendidikan Islam Fakultas Tarbiyah dan Keguruan UIN Sunan Gunung Djati Bandung. Jurnal ini memfokuskan diri pada kajian ilmu manajemen pendidikan Islam.
Arjuna Subject : -
Articles 177 Documents
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Change Management and Student Admission Management in State Islamic Senior High Schools in Garut Regency Moh Akmal Annas
Jurnal Isema : Islamic Educational Management Vol. 11 No. 1 (2026): Jurnal Islamic Educational Management
Publisher : Laboratorium Jurusan S1 Manajemen Pendidikan Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/isema.v11i1.54384

Abstract

Organizational change has become an essential requirement for educational institutions seeking to maintain service quality amid technological advancement and growing public expectations. This study examined the relationship between change management and student admission management in State Islamic Senior High Schools with Skills Programs (Madrasah Aliyah Negeri Plus Keterampilan) in Garut Regency, Indonesia. A quantitative approach employing a descriptive correlational design was adopted. The sample consisted of 116 teachers and administrative personnel selected using the Slovin sampling formula. Data were collected through a validated and reliable five-point Likert questionnaire and analyzed using descriptive statistics, assumption testing, Pearson product–moment correlation, and the coefficient of determination. The findings revealed a positive and statistically significant relationship between change management and student admission management (p < .05), with a correlation coefficient of r = .647, indicating a strong association. The coefficient of determination (R² = .419) showed that change management explained 41.9% of the variance in student admission management, while the remaining 58.1% was influenced by other factors beyond this study. These findings demonstrate that effective change management strengthens the effectiveness of student admission management and supports organizational adaptability in Islamic secondary education.
Evaluation of Adiwiyata Program Management Based on Khalifah Fil Ardh Using The CSE-UCLA Model Zulfida Aulia Fatimah; Aprilia Nurulita; Annisa Nur Asyiah
Jurnal Isema : Islamic Educational Management Vol. 11 No. 1 (2026): Jurnal Islamic Educational Management
Publisher : Laboratorium Jurusan S1 Manajemen Pendidikan Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/isema.v11i1.54751

Abstract

MAN 2 Sleman has revived the Adiwiyata Program following a significant decline in both physical and managerial aspects. The researcher used the CSE-UCLA model to evaluate the implementation of the Adiwiyata Program in stages. Data were obtained through observations, interviews, and documentation. Data analysis utilized the model developed Miles, Huberman, and Saldana, which involves data condensation, data presentation, and conclusions. This study concluded that the management of the Adiwiyata Program at MAN 2 Sleman has been implemented, although it has not yet fully aligned with the plan. The researchers concluded  the madrasah has implemented the Adiwiyata Program and applied the concept of khalifah fil ardhl. Furthermore, the summative evaluation phase, it was found the main obstacle was the suboptimal mapping of tasks. This is due to the accreditation tasks which have prevented the Adiwiyata Program from running optimally. These findings have implications for madrasah policies, which are deemed in need improvement regarding the division of responsibilities so that the Adiwiyata Program can run effectively. So, concept of khalifah fil ardh is not only reflected in students’ behavior specifically, their sense of responsibility toward the environment but is also embodied in institutional governance that is oriented toward environmental conservation and sustainability.
Autonomy, Participation, and Transparency in SBM Significantly Enhance Teacher Performance: A Multiple Linear Regression Analysis Dian Andrayani; Sedarmayanti; Dety Mulyanti; Kosasih
Jurnal Isema : Islamic Educational Management Vol. 11 No. 1 (2026): Jurnal Islamic Educational Management
Publisher : Laboratorium Jurusan S1 Manajemen Pendidikan Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/isema.v11i1.54863

Abstract

This study aims to analyze and measure the partial and simultaneous effects of autonomy (X1), participation (X2), and transparency (X3) in School-Based Management (SBM) on teacher performance (Y) at SD Al-Irhaam, Bandung. A quantitative approach utilizing descriptive and verification methods was adopted. Data collection was carried out by distributing closed questionnaires to 28 teachers as census respondents. Ordinal data gathered from the Likert scale were transformed into interval data using the Method of Successive Interval (MSI) prior to multiple linear regression analysis. The results indicate that partially, autonomy (t = 2.714; p < 0.05), participation (t = 2.408; p < 0.05), and transparency (t = 4.400; p < 0.05) have positive and significant effects on teacher performance. Simultaneously, these three variables exert a significant influence (F = 30.116; p < 0.05) with a coefficient of determination (R^2) of 79.0%. These findings suggest that strengthening independent, participatory, and accountable school governance is an absolute prerequisite for advancing professionalism and instructional effectiveness among teachers in private Islamic educational institutions.
Talent Mapping in Fun English for Differentiated Learning at Islamic Schools Tiara Nadilah; Saipul Annur; Baldi Anggara
Jurnal Isema : Islamic Educational Management Vol. 11 No. 1 (2026): Jurnal Islamic Educational Management
Publisher : Laboratorium Jurusan S1 Manajemen Pendidikan Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/isema.v11i1.54918

Abstract

This study examines how structured talent mapping can support the implementation of differentiated English learning through Fun English activities at the elementary school level. Although Fun English programs are widely used to create engaging learning environments, their implementation is often conducted uniformly and does not fully consider students’ diverse talents and learning characteristics. This study aims to identify teachers’ strategies in recognizing students’ potential talents through Fun English activities and to analyze how such identification contributes to improving the quality of English learning. The study employed a qualitative approach with a case study design conducted in an Islamic elementary school. Data were collected through classroom observations, in-depth interviews with the school principal and English teacher, and analysis of instructional documents. The findings reveal that talent identification is generally carried out informally and is not systematically documented, resulting in relatively homogeneous learning activities. Consequently, students’ participation and confidence in using English develop unevenly. These findings highlight the importance of integrating structured talent mapping to promote more differentiated, inclusive, and student-centered English learning in Islamic elementary education.
Implementation of QIS (Qasiimatun) as A Secure Educational and Governance-based Cashless Transaction System in The Madrasah Environment Mohamad Santoso; Suryani; Azizah Nur Rohmah
Jurnal Isema : Islamic Educational Management Vol. 11 No. 1 (2026): Jurnal Islamic Educational Management
Publisher : Laboratorium Jurusan S1 Manajemen Pendidikan Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/isema.v11i1.55405

Abstract

Technological advancements in education have encouraged madrasahs to adopt management systems that are safer, more organized, and educationally oriented. Previous studies on cashless systems in educational institutions have mainly focused on transaction efficiency and digital payment technology, while limited attention has been given to their role in institutional governance, character education, and environmental management at the primary madrasah level. At MI Al-Islamiyah, conventional cash-based canteen transactions created managerial challenges, including limited supervision of students’ spending behavior, unhealthy food sales, and increasing plastic waste. Therefore, this study aims to describe the implementation of QIS as a cashless transaction system in supporting security, transparency, student character development, and canteen governance. This study employed a qualitative descriptive approach using observations, interviews, and documentation. The findings show that QIS improves transaction security and transparency, promotes discipline and financial awareness among students, and strengthens institutional supervision of student activities. In addition, QIS supports healthier and more environmentally friendly canteen management through the reduction of unhealthy packaged products and single-use plastic waste. These findings indicate that context-adaptive cashless systems can function not only as payment mechanisms but also as governance instruments that support environmental management and character education in madrasahs.
Islamic Value-Based Reward and Punishment System Implementation in Enhancing Work Motivation in an Islamic Educational Foundation Muhtar Gojali; Hasan Mud&#039;is; Muhammad Hilmy Ibnu Muqti
Jurnal Isema : Islamic Educational Management Vol. 11 No. 1 (2026): Jurnal Islamic Educational Management
Publisher : Laboratorium Jurusan S1 Manajemen Pendidikan Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/isema.v11i1.55676

Abstract

This study aims to describe the implementation of a reward and punishment system and its implications for employee work motivation at the Ar-Rifqi Educational Foundation, Bandung City, from the perspective of Islamic Education Management. Employing a qualitative case study design, data were collected through semi-structured interviews, participatory observation, and documentation involving foundation leaders, school unit heads, teachers, and educational staff (n = 13). Data analysis followed the interactive model data condensation, display, and conclusion drawing supported by source and technique triangulation. Findings reveal that the reward and punishment system is implemented gradually, transparently, and grounded in Islamic values such as justice (al-'adl), trustworthiness (amanah), and ethical conduct (adab). Rewards are provided in financial and non-financial forms, while punishments are applied through persuasive and educational approaches. The system contributes to improving employee discipline, responsibility, and work motivation (lateness decreased 68%, perfect attendance increased 83%, work motivation survey increased 28%). Communicative leadership and a religious work culture support implementation, whereas budget constraints and subjective performance assessment act as inhibiting factors. The study confirms that a reward and punishment system grounded in Islamic values can foster a professional and humanistic work culture in Islamic educational institutions.
Integrated Theological Curriculum Successfully Counters Techno-Pragmatism in Global Education Adang Hambali; Hasan Basri; Nenden Ahadiah Halimah; Nirwati; Afnie Rizky Nurkamaliyah
Jurnal Isema : Islamic Educational Management Vol. 11 No. 1 (2026): Jurnal Islamic Educational Management
Publisher : Laboratorium Jurusan S1 Manajemen Pendidikan Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/isema.v11i1.55711

Abstract

Islamic education in the global era faces systemic challenges from educational techno-pragmatism, digital disruption, and ethical crises. This study analyzes the role of integrated theological curriculum in contesting these challenges to foster civilized human beings. Utilizing a qualitative library research method with a descriptive-analytical design, this study examines peer-reviewed literature published between 2019 and 2026. The analysis demonstrates that an integrated theological curriculum successfully counters global techno-pragmatism by restructuring educational orientations ontologically, epistemologically, and axiologically. It systematically operationalizes five dimensions of a civilized human being: spiritual, moral, intellectual, socio-civilizational, and cultural-digital. Furthermore, this study formulates concrete managerial implications for Islamic educational institutions, which encompass restructuring integrated curricula, recruiting value-driven educators, implementing reflective pedagogy, deploying authentic character-based assessments, and cultivating a tawhid-based institutional culture. The findings emphasize that bridging technical management with divine orientations is critical to eliminating academic dichotomy. In conclusion, revitalizing theological values systematically is a fundamental necessity for Islamic educational institutions to produce globally competent graduates without compromising their spiritual and moral identity.

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