cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Dian Hidayati
Contact Email
dian.hidayati@mp.uad.ac.id
Phone
+62274563515
Journal Mail Official
ijemi@mp.uad.ac.id
Editorial Address
Jl. Pramuka No. 41 Umbulharjo Yogyakarta Indonesia
Location
Kota yogyakarta,
Daerah istimewa yogyakarta
INDONESIA
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 198 Documents
 16   17   18   19   20 
A Case Study: Principal Actions in Inclusive School Practices at Yashiro Elementary School Nugraheni, Khoiri; Isawa, Shinzo; Aprilia, Imas Diana
International Journal of Educational Management and Innovation Vol. 6 No. 1 (2025)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/ijemi.v6i1.12758

Abstract

The implementation of inclusive education in Japan’s elementary schools is increasingly urgent, as national reforms prioritize equitable learning environments for special educational needs (SEN). Despite the commitment, challenges remain in interpreting the policy in school practices. School principals play critical role in the transition from policy to practice. This study explores the effectiveness of inclusive educational practices at Yashiro Elementary School under the principal actions in executing inclusive school practices. Utilize a qualitative case study design, data were collected through semi-structured interview with school principal and classroom observation in inclusive and resources setting. Focusing on the implementation of the Multi-tiered System of Supports (MTSS), data analysis was conducted using thematic analysis, enabling the identification of recurring patterns and core theme with the qualitative data. The findings reveal that strategic leadership, knowledgeable hiring of specialized staff, and collaborative teaching approaches significantly enhance the learning experiences of special educational needs (SEN) students, ensuring their successful inclusion in mainstream educational settings.
The Principal as a Manager: Improving Primary School Quality Doni Saputra, Virma; Danim, Sudarwan
International Journal of Educational Management and Innovation Vol. 6 No. 2 (2025)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/ijemi.v6i2.12988

Abstract

Background. This study aims to describe the principal’s managerial role in improving the quality of education at SDN 2 Srimulyo, Musi Rawas Regency, and to identify the supporting and inhibiting factors influencing its implementation. Methods. A qualitative descriptive method, with data collected through interviews, observations, and document analysis. Participants included the principal, teachers, school committee members, and students. Results. The findings reveal that the principal engages in data-driven planning, enhances teacher competencies through professional development programs, optimizes school resources, and promotes student character education. Key supporting factors include visionary leadership, active stakeholder involvement, and technology integration in school administration. However, significant challenges include limited financial resources, low teacher participation in decision-making, and inadequate infrastructure. Conclusion. This study underscores the critical role of the school principal in strategic and collaborative management to improve the quality of primary education.
AI-Based Teaching Materials for Deep Learning: An Analysis of Usage by Elementary School Teachers Sunaengsih, Cucun; Komariah, Aan; Kurniady, Dedy Achmad; Salsabil, Syifa Hanifa
International Journal of Educational Management and Innovation Vol. 6 No. 2 (2025)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/ijemi.v6i2.12991

Abstract

Background/purpose. This study investigates the development of AI-powered learning materials to enhance elementary school teachers' professional learning. This is in consideration of the low utilization of AI technology in developing learning materials in the teaching process. The primary objective of this study is to investigate the extent of utilization of AI-based learning materials among elementary school teachers. Materials/methods. This study utilized a quantitative descriptive study using a survey method with 231 elementary school teachers in West Java, Indonesia, as participants. Results. The findings show that most teachers have begun incorporating AI-based teaching materials and find them helpful in enhancing student comprehension and participation, despite ongoing issues of training and infrastructure. Conclusion. The study concludes that AI-powered instructional materials can leverage deep learning to the maximum in primary education, subject to sufficient training and infrastructure. The findings are likely to inform future research in formulating the professional development requirements of teachers for planning AI-enabled instructional materials for effective facilitation of deep learning.
Tridimensional Leadership Maturity: Analyzing Spiritual, Emotional, And Moral Dimensions of Female Principals in Indonesia's Transform School Program Kartiwi, Asti Putri; Banu, Shamsiah; Sary, Fetty Poerwita; Sutopo, Timbul Wahyu
International Journal of Educational Management and Innovation Vol. 6 No. 2 (2025)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/ijemi.v6i2.13957

Abstract

Background. Despite female teachers comprising the global teaching workforce majority, significant gender disparities persist in educational leadership positions, necessitating holistic approaches integrating spiritual, emotional, and moral intelligence for effective educational transformation. This study aims to analyze tridimensional spiritual leadership implementation by female principals at SDN 72 and SDN 76 Central Bengkulu District within Indonesia's "Sekolah Penggerak" (Transform School) Program, examining how spiritual, moral, and emotional intelligence dimensions integrate in educational leadership contexts. Methods. A descriptive quantitative approach employed saturation sampling of 26 teachers and educational staff, utilizing a 36-item structured questionnaire measuring spiritual, moral, and emotional maturity dimensions across both institutions. Results. Demonstrated a hierarchical leadership profile where moral maturity achieved "excellent" ratings (M = 3.23), spiritual maturity scored "good" (M = 3.19), while emotional maturity emerged as a priority development area requiring improvement (M = 2.73, SD = 0.89) with notable inter-institutional disparities between schools. Moral maturity functioned as a catalytic force strengthening other leadership dimensions, confirming ethical foundations' critical importance in comprehensive leadership excellence within educational transformation initiatives. The study Conclusion. that tridimensional spiritual leadership requires balanced development across all dimensions, with moral maturity serving as the foundational element that enables spiritual and emotional intelligence integration, providing empirical evidence for multidimensional leadership models in Indonesian educational reform contexts and informing leadership development strategies for female educational leaders.
Education and Learning Experiences of Language Assistants in Spain, 2019-2024 Lagura, Andone; Macagba III, Samuel F
International Journal of Educational Management and Innovation Vol. 6 No. 3 (2025): in press
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/ijemi.v6i3.13049

Abstract

Background. Cultural exchange for teachers thrives when educators are supported by intentional professional growth opportunities, which is why this study explores how core professional development (PD) strategies shape the development of Filipino Language Assistants in Spain. Methods. This study employed a quantitative descriptive-correlational design to examine the personal growth and professional development of teachers participating in a cultural exchange program concerning their passion for teaching. The researchers developed instruments to measure PD strategies, personal growth, and teaching passion. A total of 83 Filipino Language Assistants (LAs) in Spain were selected through simple random sampling. The data was analyzed using both descriptive and inferential statistics.Results. Findings indicated that LAs recognized professional development, personal growth, and passion for teaching as evident in their participation in the program. No significant differences in these outcomes were found across age, gender, length of teaching experience, or program tenure. However, the PD strategies of mentoring, networking, collaborating, and reflecting emerged as key contributors to teachers’ professional growth and passion for teaching. Conclusion. The study underscores the importance of continuous professional development in sustaining teachers’ passion. Although PD may not be a primary component of the cultural exchange program, the Ministry of Education should consider integrating structured PD opportunities so that the program can be more successful. Embedding these four core strategies into future programming is essential for enhancing teacher growth, development, and long-term commitment to the teaching profession.
Enhancing Educational Quality: The Impact of Personality, Leader Values, Regulatory Focus, and Servant Leadership on Academic Performance Rusliana, Iu; Pribadi, Pandu
International Journal of Educational Management and Innovation Vol. 6 No. 3 (2025): in press
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/ijemi.v6i3.13808

Abstract

Background. This study aims to examine the influence of leader personality, leader values, regulatory focus, and servant leadership on education quality, particularly at the primary and secondary school levels in Tangerang City. Methods. Using a quantitative approach with descriptive methods, data were collected from 474 school principals through a structured questionnaire. The analysis was conducted using Structural Equation Modeling (SEM) model based on Partial Least Square (PLS). Results. The results showed that personality, core values and regulatory focus significantly influenced servant leadership, which in turn had a positive impact on improving education quality. The findings also reveal that servant leadership plays a mediating role in the relationship between the three variables and education quality.Conclusion. This study emphasizes the importance of developing servant leadership attributes such as empathy, awareness and commitment to human growth in improving education quality. This study makes a new contribution to the educational leadership literature by integrating psychological and behavioral aspects in the context of primary and secondary school management.
Strategic for Improving Teacher Information Literacy as an Effort to Develop Professionalism in the Digital Era Yuslimah, Anisa Isti; Achmad, Dedy; Nurdin, Nurdin
International Journal of Educational Management and Innovation Vol. 6 No. 3 (2025): in press
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/ijemi.v6i3.14003

Abstract

Background/purpose. The integration of digital systems in teacher performance management, such as Ruang GTK, demands adequate digital literacy among teachers. However, many educators face challenges in effectively utilizing the platform due to varying levels of competence and institutional support. This study aims to examine how teachers’ digital literacy is strategically managed within a school setting to enhance the use of Ruang GTK as a tool for professional performance. Materials/methods. A qualitative approach with a single case study method was employed at SMPN 5 Bandung. Eight purposively selected teachers participated in semi-structured interviews, direct observations, and document analysis. Thematic analysis was conducted to identify patterns, and SWOT–TOWS analysis was used to formulate strategic responses. Results. Findings reveal inconsistent levels of digital literacy among teachers, with younger educators adapting more quickly than their senior counterparts. Ruang GTK is primarily used for administrative reporting, while developmental features remain underutilized. Identified challenges include lack of technical support, limited training, and low engagement with digital tools. From the analysis, four strategic approaches were developed: empowering digital champions, implementing continuous peer coaching, establishing a digital literacy task force, and embedding digital competence in performance indicators. Conclusion. Strategic management of digital literacy is essential to optimize the use of Ruang GTK in enhancing teacher performance. Schools must foster a collaborative and reflective digital culture supported by ongoing capacity building and institutional commitment.
Student Self-Efficacy and Readiness in Higher Education: Their Impact On Student Participation In National Academic Innovation Programs (MBKM) Thahir, Muthahharah; Widiawati, Widiawati; Rachmaniar, Ananda; Putri, Aulia Asyifani
International Journal of Educational Management and Innovation Vol. 6 No. 3 (2025): in press
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/ijemi.v6i3.14109

Abstract

Background/purpose. The Merdeka Belajar Kampus Merdeka (MBKM) program is a higher education policy designed to foster student autonomy through experiential learning across campuses and industry settings. However, student participation in this program remains suboptimal, potentially influenced by internal factors such as self-efficacy and learning readiness. This study aims to examine the influence of self-efficacy and student readiness on the interest in participating in the MBKM program at Ma’soem University.Materials/methods. This research employed a quantitative approach using a survey method involving 318 active undergraduate students. The research instrument was a five-point Likert scale questionnaire, which had undergone validity and reliability testing using SPSS. Data were collected both in person and via Google Forms, following a prior explanation of the study's purpose and instructions for completion. Data analysis was conducted using multiple linear regression with the assistance of JASP software, preceded by classical assumption testing as prerequisites.Results. The results indicate that self-efficacy and student readiness jointly have a significant influence on students’ interest in participating in the MBKM program, with a coefficient of determination (R²) of 0.517, equivalent to 51.7%. The resulting regression equation is Ŷ = 4.436 + 0.487X₁ + 0.475X₂, demonstrating a positive contribution of both variables to student interest.Conclusion. Self-efficacy and learning readiness significantly affect students’ interest in participating in the MBKM program. These findings highlight the importance for higher education administrators to strengthen the development of students’ personal and academic capacities to promote active participation in the MBKM policy

Page 20 of 20 | Total Record : 198

 16   17   18   19   20 

Filter by Year

2020 2025


Reset
Filter By Issues
All Issue Vol. 6 No. 3 (2025): in press Vol. 6 No. 2 (2025) Vol. 6 No. 1 (2025) Vol. 5 No. 3 (2024) Vol. 5 No. 2 (2024) Vol. 5 No. 1 (2024) Vol. 4 No. 3 (2023) Vol. 4 No. 2 (2023) Vol. 4 No. 1 (2023): (on progress) Vol. 4 No. 1 (2023) Vol. 3 No. 3 (2022) Vol. 3 No. 2 (2022) Vol. 3 No. 1 (2022) Vol 2, No 3 (2021) Vol. 2 No. 3 (2021) Vol. 2 No. 2 (2021) Vol 2, No 2 (2021) Vol. 2 No. 1 (2021) Vol 2, No 1 (2021) Vol. 1 No. 3 (2020) Vol 1, No 3 (2020) Vol 1, No 2 (2020) Vol. 1 No. 2 (2020) Vol 1, No 1 (2020) Vol. 1 No. 1 (2020) More Issue