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MANAZHIM
Published by STIT Palapa Nusantara Lombok
ISSN : 26565374     EISSN : 26560216     DOI : -
Core Subject : Economy, Education,
Economics, Econometrics & Finance Education
Manazhim Journal is an interdisciplinary publication of original research and writing on islamic education management. This journal was published by Manajemen Pendidikan Islam (MPI) STIT Palapa Nusantara Lombok - NTB which was published twice in a year (biannualy), February and August with a minimum of 5 articles. The journal aims to provide a forum for scholarly understanding of the field of education and plays an important role in promoting the process that accumulated knowledge, values, and skills. Scientific manuscript dealing with Islamic education management science topics are particularly welcome to be submitted.
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Articles 216 Documents
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The Effect of Fake Local Branding and Hard Selling Strategies on Product Interest in Consumer Purchase Decisions for SKINTIFIC Cosmetic Products in Semarang City Rahma Faiza Zakiyah; Marno Nugroho
MANAZHIM Vol 8 No 2 (2026): AUGUST
Publisher : Manajemen Pendidikan Islam STIT Palapa Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36088/manazhim.v8i2.6249

Abstract

The increasing prevalence of Chinese cosmetic products in the Indonesian market, particularly the Skintific brand, has intensified scholarly attention to marketing strategies such as fake local branding and hard selling. However, limited studies have examined how these strategies influence product interest and consumer purchasing decisions among Indonesian consumers. This study aims to analyze the effect of fake local branding and hard-selling strategies on product interest and purchasing decisions for Skintific cosmetic products in Semarang, Indonesia. A quantitative survey design was employed, involving 100 respondents selected through purposive sampling based on the criterion of having tried or purchased Skintific products. Data were collected through online questionnaires and analyzed using Partial Least Squares–Structural Equation Modeling (PLS-SEM) with SmartPLS. The findings indicate that fake local branding has a positive and significant effect on both product interest and purchasing decisions. Hard selling also positively and significantly influences product interest and purchasing decisions, while product interest plays an important role in shaping purchasing decisions and serves as an intervening variable linking marketing strategies to consumer buying behavior. These findings support the view that marketing strategies based on perceived local identity and persuasive sales techniques can shape consumer attitudes and purchasing actions in the cosmetics sector. The study concludes that the combination of fake local branding and hard-selling strategies effectively increases consumer interest and purchasing decisions toward Skintific products in the Indonesian cosmetics market. This study contributes to marketing and consumer behavior literature by extending understanding of branding and promotional strategies in the cosmetics industry. Practically, the findings provide insights for cosmetic companies in designing responsive marketing strategies aligned with local consumer preferences and digital market dynamics, while future research may examine additional factors such as brand trust, influencer credibility, and consumer ethnocentrism.
Relationship between the Use of Video-Based Learning Media and Digital Literacy with Students’ Learning Motivation Pranciska Gamilina; Muhammad Noor
MANAZHIM Vol 8 No 2 (2026): AUGUST
Publisher : Manajemen Pendidikan Islam STIT Palapa Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36088/manazhim.v8i2.6368

Abstract

Although technology-enhanced learning has received considerable scholarly attention, quantitative empirical evidence on the concurrent relationships among video-based learning media, digital literacy, and learning motivation among elementary school students remains limited. This study aimed to analyze the relationships between video-based learning media and digital literacy with students’ learning motivation, both separately and simultaneously. A quantitative correlational design was employed at SDN Sungai Raya 1 from April to June 2026. Using total sampling, the study involved 63 students in Grades IV–VI. Primary data were collected using a four-point Likert-scale questionnaire and analyzed through Pearson correlation, multiple regression, and partial correlation analyses. The findings showed that video-based learning media had a positive and significant relationship with learning motivation (r = 0.654, p < 0.05), while digital literacy was also positively and significantly associated with learning motivation (r = 0.522, p < 0.05). Simultaneously, video-based learning media and digital literacy explained 46.3% of the variance in learning motivation (R² = 0.463, p < 0.05). Partial correlation analysis further confirmed that each independent variable contributed to learning motivation after controlling for the other variable. The study concludes that the integration of engaging video-based learning media and the strengthening of students’ digital literacy are important factors in enhancing learning motivation in elementary education. These findings contribute to the literature on technology-enhanced learning and offer practical implications for teachers and schools in designing motivating, digitally supported learning environments.
Academic Supervision Cycle Based on Classroom Observation and Professional Feedback at MA Al-Ikhlash Cicalengka Salman Hasan Ansori; Mulyawan Safwandy Nugraha
MANAZHIM Vol 8 No 2 (2026): AUGUST
Publisher : Manajemen Pendidikan Islam STIT Palapa Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36088/manazhim.v8i2.6513

Abstract

Although academic supervision contributes substantially to improving instructional quality, empirical studies that integrate classroom observation, professional feedback, and institutional follow-up as a unified supervision cycle in madrasahs remain limited. This study aims to analyze the management of academic supervision through classroom observation and professional feedback at MA Al-Ikhlash Cicalengka. Using a qualitative descriptive case study design, the study involved five informants selected through purposive sampling: the head of madrasah, the Deputy Head for Curriculum, and three supervised teachers. Data were collected through semi-structured interviews, classroom observation data, and document analysis of supervision schedules, instruments, observation notes, and teaching modules. The data were analyzed using Miles, Huberman, and Saldaña’s interactive model, consisting of data condensation, data display, conclusion drawing, and thematic coding. The findings reveal that academic supervision was managed through annual planning, pre-observation communication, instrument-based classroom observation, professional feedback, and follow-up activities. However, its implementation was constrained by limited time, inadequate facilities, uneven feedback delivery, insufficient teacher appreciation, and limited institutional follow-up. The study concludes that academic supervision is more effective in strengthening instructional quality when implemented as an evidence-based professional supervision cycle rather than as an administrative routine. This study contributes to the literature on madrasah-based academic supervision by emphasizing the importance of integrating observation, feedback, and follow-up into a coherent professional development mechanism. The practical implications include the need to establish clearer feedback procedures, strengthen peer supervision, conduct data-based in-house training, and develop teacher appreciation mechanisms. Future research may examine multi-case madrasah contexts, repeated classroom observations, student perspectives, or mixed-methods measurements of changes in teacher practice.
The Influence of Teacher Competence, Classroom Management, and School Infrastructure on the Learning Quality of Islamic Religious Education (PAI) (Study in Class IX of SMP Islam 1 Batu) Yeni Endiana; Munirul Abidin; Adam Saad Ahmed Ali
MANAZHIM Vol 8 No 2 (2026): AUGUST
Publisher : Manajemen Pendidikan Islam STIT Palapa Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36088/manazhim.v8i2.6516

Abstract

Limited research has simultaneously examined the influence of teacher competence, classroom management, and school infrastructure on the quality of Islamic Religious Education (PAI) learning, despite the recognized importance of these components in supporting effective instructional processes. This study aims to analyze the partial and simultaneous influence of teacher competence, classroom management, and school infrastructure on the quality of PAI learning. The study employed a quantitative approach involving 60 participants selected through saturated sampling, in which all members of the population were included as the research sample. Data were collected using questionnaire-based research instruments and analyzed through multiple linear regression. The findings show that classroom management had the dominant influence on the quality of PAI learning, thereby supporting the relevant theoretical perspective. The partial test results indicate that teacher competence and school infrastructure did not have a significant effect on the quality of PAI learning when examined separately. However, teacher competence, classroom management, and school infrastructure simultaneously had a significant influence on learning quality. These findings indicate that the quality of PAI learning is shaped by the combined contribution of teacher-related, classroom-based, and infrastructural factors, with classroom management serving as the most influential variable. This study contributes theoretically by enriching the literature on factors affecting learning quality and provides practical implications for schools and teachers to strengthen effective classroom management, develop teacher competence sustainably, and optimize the use of facilities and infrastructure to support the learning process. Further research is recommended to examine other factors that may influence the quality of Islamic Religious Education learning.
Transformational Leadership of Tuan Guru for Educational Quality Improvement in Islamic Boarding Schools Samsul Hadi
MANAZHIM Vol 8 No 2 (2026): AUGUST
Publisher : Manajemen Pendidikan Islam STIT Palapa Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36088/manazhim.v8i2.6525

Abstract

Islamic boarding schools (pesantren) have undergone rapid institutional transformation in response to globalization, digitalization, educational accountability, and increasing public expectations of educational quality. Within this context, the leadership of Tuan Guru, who serves simultaneously as a spiritual guide, educational leader, and institutional decision-maker, has become increasingly strategic. Although transformational leadership has been widely examined in educational organizations, empirical studies explaining how the transformational leadership of Tuan Guru contributes to educational quality improvement remain fragmented, particularly in Indonesian Islamic boarding schools. This study aims to explore how Tuan Guru exercises transformational leadership to enhance educational quality through vision development, teacher empowerment, organizational culture, innovation, and stakeholder collaboration. A qualitative multiple-case study design was employed in two established Islamic boarding schools in Indonesia. Data were collected through in-depth interviews, participant observations, and document analysis involving Tuan Guru, school principals, teachers, administrative staff, students, alumni, and community representatives. The data were analyzed using the interactive model of Miles, Huberman, and Saldaña, which comprises data condensation, data display, and conclusion drawing. The findings reveal that transformational leadership is manifested through five interconnected dimensions: visionary leadership grounded in Islamic values, exemplary moral leadership, teacher professional empowerment, adaptive educational innovation, and collaborative governance involving internal and external stakeholders. These leadership practices strengthen institutional governance, teacher professionalism, student achievement, organizational culture, and community trust, thereby supporting sustainable educational quality improvement. This study extends transformational leadership theory by integrating Islamic spiritual leadership values embodied by Tuan Guru with contemporary educational management principles. Practically, the findings offer a strategic framework for Islamic boarding school leaders and policymakers seeking to improve institutional quality while preserving religious identity.
Strengthening Educational Quality through a PPEPP-Based Internal Quality Assurance System at MI Al Jihad Siti Rizqina Fitriani Mutmainnah; Mulyawan Safwandy Nugraha
MANAZHIM Vol 8 No 2 (2026): AUGUST
Publisher : Manajemen Pendidikan Islam STIT Palapa Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36088/manazhim.v8i2.6537

Abstract

Educational quality assurance in Islamic elementary schools requires the PPEPP cycle to function not merely as an administrative procedure but as a sustainable mechanism for institutional improvement. This study aims to analyze the implementation of the PPEPP-based Internal Quality Assurance System at MI Al Jihad, focusing on internal quality audits, follow-up actions, and the strengthening of quality culture. A qualitative case study design was employed, with data collected through in-depth interviews, observations, and documentation involving the madrasah principal, quality assurance team, and teachers. The data were analyzed thematically through data condensation, data display, and conclusion drawing. The findings indicate that MI Al Jihad conducts internal quality audits through semester-based supervision and annual Teacher Performance Assessments. Audit findings are followed up through individual guidance, collective meetings, teacher coaching, workshops, continuous professional development, and online training. Nevertheless, the implementation remains suboptimal because follow-up actions require more rigorous monitoring, clearer performance indicators, and more systematic documentation. A quality culture has begun to develop through discipline, exemplary leadership, and professional responsibility; however, quality awareness has not been internalized consistently among all teachers. The study concludes that the effectiveness of the PPEPP cycle depends on the madrasah’s capacity to translate audit findings into measurable improvement actions and a collectively sustained quality culture. These findings contribute to educational quality management by proposing an integrative framework connecting internal audit, systematic follow-up, and quality culture to support continuous quality improvement in Islamic elementary schools.

Page 22 of 22 | Total Record : 216

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