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International Journal of Educational Management and Innovation (IJEMI)
Published by Universitas Ahmad Dahlan
ISSN : 2721933X     EISSN : 27162338     DOI : 10.12928/ijemi.v1i3.
Core Subject : Education, Social,
Education Languange, Linguistic, Communication & Media Social Sciences Other
The IJEMI has sought to publish research on publishing qualitative, quantitative, and mixed research articles in the scope of Education Management including leadership, education planning, human resources, education finance, curriculum, facilities and infrastructure, public relations, student affairs, learning process, education management, organizations, quality assurance, and education policy.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 8 Documents
 1 
Search results for , issue "Vol. 7 No. 1 (2026)" : 8 Documents clear
The Influence of Compensation, Workload, and Work-Life Balance on Work Loyalty with Job Satisfaction as Mediator Permana, Riyaldi Dithia; Marliana, Reny Rian
International Journal of Educational Management and Innovation Vol. 7 No. 1 (2026)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/ijemi.v7i1.14506

Abstract

Background. This study examines the influence of compensation, workload, and work-life balance on employees’ work loyalty, with job satisfaction as a mediating variable.Methods. Using a quantitative approach, data were collected through a 4-point Likert scale survey of employees at the Central Bureau of Statistics in West Java Province in 2025, analyzed using a two-stage Partial Least Squares Structural Equation Modeling (PLS-SEM) technique. Results. The findings reveal that workload uniquely plays both a direct and indirect role in influencing work loyalty through job satisfaction, whereas compensation and work-life balance show no significant direct effects. This research offers novelty by applying a two-stage PLS-SEM mediation analysis in the context of Indonesia’s public sector, where empirical evidence on employee loyalty determinants remains limited. Conclusion. Theoretically, this study expands the understanding of job satisfaction as a partial mediator in loyalty formation. Practically, the findings suggest that managing workload fairness can be a more effective strategy for enhancing loyalty among public employees than solely focusing on compensation or work-life initiatives.
Teachers’ Training Management Issues In the Hinterland Areas of Indonesia Pohan, Albert Efendi; Koh, Lillian; Ghani, Muhammad Faizal Abd; Husna, Asmaul; Yanti, Fitri
International Journal of Educational Management and Innovation Vol. 7 No. 1 (2026)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/ijemi.v7i1.14683

Abstract

Background/purpose. In Indonesia, teacher training programs have become a contemporary issue in every national curriculum reform because their implementation has not been consistently organized, especially in hinterland areas. Therefore, improving teachers’ competence should be organized sustainably through effective and efficient training management. This study investigates the current issues in teacher training management in the Hinterland Area. This research is important to conduct to obtain accurate information that can be used as positive input to the government in formulating new policies. Materials/methods. To achieve the research goals, the researchers used a qualitative approach with triangulation in the data analysis. Collecting data through online surveys and administered interviews with 3,140 teachers from the hinterland area in the Province of Riau Kepulauan, Indonesia. The observation was also organized to ensure the data was collected from surveys and administered interviews. Results. The study found: (1) Teacher training management includes planning, organizing, implementing, controlling, and evaluating. (2) These functions are not implemented effectively or efficiently. (3) The main problem is the implementation function, which is not uniform, fair, sustainable, or integrated with the needs of teachers in the hinterland area. (4) Teachers' competence is still low because they rarely attend the training program. Conclusion. Our findings make a significant contribution to the literature on teacher training management by highlighting the importance of effective and efficient management in improving teacher competence and education quality, particularly in hinterland areas. The findings support the theory of training management, emphasizing the need for planning, organizing, implementing, controlling, and evaluating training programs to achieve desired outcomes. This study paves the way for future research directions to develop a teacher-training management model based on hinterland areas.
The Urgency of Digital Literacy in Improving Teacher Performance: A Case Study In Lebak Regency, Indonesia Karim, Abdul; Sudadio, Sudadio; Juansah, Dase Erwin
International Journal of Educational Management and Innovation Vol. 7 No. 1 (2026)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/ijemi.v7i1.14684

Abstract

Background. The rapid development of information and communication technology has transformed the educational landscape, requiring teachers to possess adequate digital literacy skills to optimize the learning process. In Lebak Regency, the diversity of geographical conditions and technological infrastructure raises questions about the extent to which digital literacy affects teacher performance. This study aims to analyze the effect of digital literacy on junior high school teachers’ performance in the region. Methods. Using a quantitative approach and a correlational survey method, data were collected from 120 purposively sampled teachers representing three geographical zones. The research instrument was validated and tested for reliability before use. Data analysis employed descriptive statistics and simple linear regression. Results. The results showed that digital literacy had a significant and positive effect on teacher performance, contributing 48.6%. Teachers with high digital literacy demonstrated better abilities in planning, implementing, and evaluating learning activities. Most respondents were in the high digital literacy category, although a small portion remained at a low level, particularly in areas with limited technological access. Conclusion. This study provides novelty by quantitatively analyzing this relationship within a specific subnational context (Lebak Regency) characterized by significant geographical and infrastructural disparities, a gap often overlooked by previous national-level or urban-focused research. The findings imply a critical need for a dual intervention policy that requires local government to not only improve equitable ICT infrastructure but also design adaptive professional development programs focused on contextual digital pedagogy to bridge the persistent competency gap
Integration of Intended Learning Outcomes (ILO) and Course Learning Outcomes (CLO) Real Analysis: An Evaluative Study in the Framework of Outcome-Based Education Nurnugroho, Burhanudin Arif; Arfinanti, Nurul
International Journal of Educational Management and Innovation Vol. 7 No. 1 (2026)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/ijemi.v7i1.14967

Abstract

Background. Outcome-Based Education (OBE) requires strong alignment between Intended Learning Outcomes (ILOs) and Course Learning Outcomes (CLOs) to ensure that graduate competencies are systematically achieved. This study evaluates the extent to which ILO–CLO integration is realised in the Real Analysis course of the Mathematics Education Study Programme.  Methods. Using a descriptive evaluative approach, data were obtained through analysis of Semester Learning Plans (SLPs), assessment instruments, student learning outcomes, and interviews with course lecturers. Using assessment data, curriculum documents, and cognitive-level analysis, the study finds that ILO achievement is generally high, with most indicators exceeding 70%.  Results. CLO performance shows a varied pattern: students demonstrate strong mastery in Sub-CLO 01 and Sub-CLO 04, particularly in topics with clear procedural structure, such as real number construction and basic calculus. However, achievement in Sub-CLO 03, which covers limits and continuity, remains moderate, indicating difficulties in higher-order reasoning aligned with the expected C5 cognitive level. These results reveal a gap between intended evaluative competencies and the predominantly procedural nature of current assessments.  Conclusion. The study recommends integrating more authentic, conceptual, and reasoning-based evaluation methods—such as project or portfolio assessments—to better support deep learning and reflective mathematical thinking.
Teachers’ Planning Practices for Deep Learning-Oriented Science Instruction: A Qualitative Case Study in Indonesian Junior High Schools Sayoto, Kawit; Hasanah, Enung; Zuhaery, Muhammad
International Journal of Educational Management and Innovation Vol. 7 No. 1 (2026)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/ijemi.v7i1.14694

Abstract

Background. This study investigates the pedagogical strategies employed by junior secondary science teachers in designing deep Learning–oriented instruction on living systems and cells. Deep Learning is defined as an instructional orientation that promotes conceptual understanding, cognitive integration, and higher-order thinking skills. Methods. Adopting a qualitative case study approach, data were collected from five science teachers across diverse school contexts in Bantul Regency. Empirical evidence was generated through five semi-structured, in-depth interviews conducted between 18-22 July 2025, each lasting 60–90 minutes, complemented by a document analysis of five instructional planning documents, one from each participating teacher. The interviews were guided by a combined curricular and professional noticing framework, enabling systematic examination of teachers’ decision-making processes. Results. The findings reveal three significant insights. First, Grade VIII science lesson planning aligned with the independent curriculum and deep learning principles is structured to support experiences of conceptual understanding, application, and reflection. Conceptual understanding is facilitated through discussions, multiple learning resources, student projects, and presentations; application is emphasized through real-world case studies; and reflection is integrated through the evaluation of learning outcomes and opportunities for personal improvement. Second, teachers anticipate variations in students’ prior knowledge and tendencies toward passive participation. Third, in response, they adopt an asset-based approach and implement instructional steps to promote mindful, meaningful, reflective engagement that extends beyond traditional cognitive assessment. Conclusion. Theoretically, this study contributes to the literature on science pedagogical design by demonstrating how professional noticing can function as an analytic lens for understanding teachers’ planning for deep Learning, particularly in contexts transitioning toward competency-based curricula. The findings also extend existing discussions on deep Learning by illustrating how teachers translate curricular expectations into concrete pedagogical decisions within real classroom constraints.
Transformational Leadership: The Role of The Public School Principal in Effective Decision Making Kurnia, Nia; Nurdin, Diding; Triatna, Cepi; Juliah, Dedeh
International Journal of Educational Management and Innovation Vol. 7 No. 1 (2026)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/ijemi.v7i1.14567

Abstract

Background . The increasingly complex and uncertain education system demands that principals make strategic decisions that not only ensure organizational effectiveness but also drive continuous quality improvement. Although transformational leadership is considered relevant because it emphasizes shared vision, participation, and empowerment, empirical evidence on how these principles are operationalized in the decision-making practices of public elementary school principals remains limited, particularly in the context of novice leadership. This study aims to analyze in depth the decision-making practices of principals with a Guru Penggerak background in two public elementary schools in Sumedang Regency, their impact on school quality improvement, and the challenges and strategies they use to overcome them. Method. Using a qualitative case study design, data were collected through in-depth interviews with two principals and six teachers, and then analyzed thematically with systematic procedures to ensure credibility and consistency of interpretation. Result. The findings indicate that democratic, collaborative, adaptive, reflective, and data-driven decision-making practices reflect the core dimensions of transformational leadership, namely idealized influence, inspirational motivation, intellectual stimulation, and individualized consideration, which contribute to improving school climate, teacher performance, student learning outcomes, and strengthening professional development. Challenges such as limited resources, ethical dilemmas, and policy constraints are addressed through inclusive communication, ethical reasoning, and strategic use of data. Conclusion. This study empirically clarifies the concrete mechanisms that link principals' decision-making practices to transformational leadership theory in a VUCA context, while also confirming its contribution as a conceptual and practical framework for strengthening school leadership capacity.
Building Systemic Integrity: An Analysis of Learning Materials and Evaluations in Anti-Corruption Education in Elementary School Suyitno, Suyitno; Retnasari, Lisa; Wardani, Ella Kusuma
International Journal of Educational Management and Innovation Vol. 7 No. 1 (2026)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/ijemi.v7i1.14717

Abstract

Background. Anti-corruption education is one strategic way to cultivate excellent generations who hold onto the values of honesty, responsibility, and social awareness from an early age. To instill these values, it is necessary to provide systemic reinforcement by developing more structured teaching materials and learning evaluations at elementary schools. The research aims to describe the systemic reinforcement of anti-corruption education through the development of materials and learning evaluation in SD Muhammadiyah Kayen, Yogyakarta. Methods. The research employed qualitative descriptive methods, including direct observations, in-depth interviews, and documentation, to collect data. Results. The results showed that schools have integrated anti-corruption teaching materials into several subjects, especially those included in Al Islam Kemuhammadiyahan. However, they are implicit and have not been included in the standardized curriculum structures. Besides, the learning evaluation has not been systematically designed to measure students' knowledge, attitudes, and anti-corruption values. Conclusion. Hence, the research recommends developing contextual anti-corruption teaching materials and learning evaluation instruments based on anti-corruption characteristics. The research novelty lies in the explicit integration of anti-corruption materials into the elementary school curriculum and the development of an anti-corruption character-based evaluation to systematically measure students' knowledge, attitudes, and anti-corruption values.
Managing Inclusive Educational Infrastructure for Children with Autism Spectrum Disorder: A Case Study of Adaptive and Child-Centered Facility Governance Syarifudin, Fahmi; Komariah , Aan; Kurniady, Dedy Achmad; Ramadhan, Rifky Aditya
International Journal of Educational Management and Innovation Vol. 7 No. 1 (2026)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/ijemi.v7i1.14951

Abstract

Background. This study addresses the need for effective management of inclusive educational infrastructure for children with Autism Spectrum Disorder (ASD). While inclusive education research has largely focused on pedagogy and instructional practices, there has been limited attention paid to infrastructure management as a central component of inclusive educational governance, particularly in early childhood settings. Appropriate infrastructure is essential for supporting both learning and therapeutic processes for children with ASD. Method. This research employed a qualitative case study design at the EDUfa Autism Therapy Center. Data were collected through systematic observations, in-depth interviews with therapists, parents, and administrative staff, and document analysis. This approach enabled a contextual understanding of how inclusive infrastructure is planned, utilized, and managed within an integrated educational therapeutic environment. Result. The findings show that EDUfa’s infrastructure, such as calming therapy rooms, flexible learning spaces, sensory transition zones, and educational toilets, is intentionally designed to accommodate the sensory, cognitive, and emotional needs of children with ASD. Infrastructure management practices are characterized by responsiveness, adaptability, and collaborative stakeholder involvement in planning and evaluation. Simple innovations, such as daily facility condition reports and low-tech monitoring systems, support the sustainability and functionality of facilities. Conclusion. The study concludes that inclusive educational infrastructure management extends beyond technical operations to reflect inclusive educational values. Theoretically, it contributes to inclusive educational management by positioning infrastructure as an active managerial element in inclusive early childhood education. Practically, the EDUfa model offers replicable strategies for creating responsive, child-centered learning environments.

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