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Arif Nugroho
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jeminiainsurakarta@gmail.com
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Universitas Islam Negeri (UIN) Raden Mas Said Surakarta Jln. Pandawa No. 1, Pucangan, Kartasura, Central Java, Indonesia, 57168 Phone: +62271-781516
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Journal of Educational Management and Instruction (JEMIn)
Published by Institut Agama Islam Negeri Surakarta
ISSN : 27978931     EISSN : 27978923     DOI : https://doi.org/10.22515/jemin.v1i2.4301
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
JOURNAL OF EDUCATIONAL MANAGEMENT AND INSTRUCTION (JEMIn) openly welcomes scholars, academicians, students, teachers, policyholders, and practitioners to submit their best research articles that correspond to the topics. This journal covers two primary areas, Educational Management and Instruction. Educational Management limits its discussion on implementation and administration of education including policy, curriculum development, leadership, teacher professional development, and quality assurance. Instruction focuses on innovation in teaching and learning processes and classroom activities such as the use of technology, teaching media, methods, and strategy in all education levels. By promoting the current issues of these areas, JEMIn represents an excellent forum for highlighting the profile of education management and instruction on both national and international levels.
Arjuna Subject : Seni dan Humaniora - Seni dan Humaniora (Lain-Lain)
Articles 96 Documents
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Integrating Buddhist values into educational management: The role of self-management in enhancing educational motivation in inland Buddhist communities Burmansah, Burmansah
Journal of Educational Management and Instruction (JEMIN) Vol. 5 No. 1 (2025): January - June 2025
Publisher : UIN Raden Mas Said Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/jemin.v5i1.10160

Abstract

This study explores the intersection of educational management, societal life, and educational motivation within inland Buddhist communities in Lampung and South Sumatra Provinces, Indonesia. It examines how these communities integrate their cultural and religious identities into educational practices and management, shaping their motivation for learning despite geographical and motivational challenges. The Buddhist way of life, rooted in the teachings of the Buddha, fosters self-management and mindfulness, which influence their educational aspirations. Living in isolated inland settlements, these communities develop unique self-management skills through practices like six concords and mindfulness, which enhance their capacity for education. A quantitative survey method was employed, involving 210 respondents selected based on specific quality criteria. Data were collected using questionnaires and analyzed through path analysis with SPSS 26. The findings reveal significant relationships between mindful living, the six Buddhist concords, self-management, and educational motivation. The study underscores that integrating community life situations, cultural values, and Buddhist teachings into educational management policies can enhance educational motivation. The research suggests that education policies should align with societal contexts to promote higher education standards while fostering self-management skills. By leveraging Buddhist principles and mindfulness, these communities can transform their views on education, overcoming barriers associated with their geographic and motivational constraints. This study highlights the role of cultural and religious values in educational development and provides actionable recommendations for tailoring educational management to community needs, fostering societal progress and deeper engagement with education.
The impact of Project-based Learning on senior high school students’ academic performance Rumfot, Sumarni; Sahib, Abdul; Anshoriyah, Sofiyatul; Oka, Anak Agung; Ramadhan, Iwan
Journal of Educational Management and Instruction (JEMIN) Vol. 5 No. 1 (2025): January - June 2025
Publisher : UIN Raden Mas Said Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/jemin.v5i1.10442

Abstract

This study aims to examine the effect of the Project-Based Learning (PjBL) method on the academic performance of senior high school students. With the increasing demand for innovative teaching methods to enhance student engagement and achievement, this research focuses on a public senior high school in Jakarta, Indonesia. The research utilized a qualitative case study approach involving 11 students and 5 teachers as participants. Data were collected through in-depth interviews, classroom observations, and document analysis. Thematic analysis was applied to identify key patterns and insights. The findings revealed that the PjBL method significantly fostered students' critical thinking skills, collaboration, and intrinsic motivation, all of which contributed to improved academic performance. Teachers' involvement in project design, as well as the availability of adequate learning resources, were identified as crucial factors in the successful implementation of PjBL. This study suggests that when implemented with thoughtful planning and sufficient support, PjBL can be a highly effective approach for enhancing student outcomes. The research contributes to the growing body of evidence supporting the integration of PjBL in the classroom and underscores its potential as a strategy to address academic challenges in senior high schools.
“Clear vision, better schools”: The role of instructional leadership in enhancing service quality Fadhli, Fadhli; Komariah, Aan; Satori, Djaman; Marwan, Marwan
Journal of Educational Management and Instruction (JEMIN) Vol. 5 No. 1 (2025): January - June 2025
Publisher : UIN Raden Mas Said Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/jemin.v5i1.9507

Abstract

Given the increasing demand for high-quality educational services, especially in developing regions, understanding the leadership factors that contribute to service enhancement is crucial. This study investigates the influence of instructional leadership on the quality of school services in vocational high schools, highlighting its significance in the broader context of educational improvement. The study specifically aims to examine how instructional leadership impacts various dimensions of school service quality, with a focus on vocational education settings in Bireuen Regency, Aceh, Indonesia. Employing a quantitative approach, data were collected from 80 vocational high school teachers and analyzed using Structural Equation Modeling (SEM). The findings reveal that the instructional leadership indicator most strongly associated with improved service quality is the leader’s orientation toward a clear vision and mission. This dimension significantly influences the ‘tangibility’ aspect of school services, indicating that visionary leadership is closely linked to improved physical facilities and resources, thereby shaping teachers’ perceptions of service quality. These results underscore the strategic role of leadership in creating an environment conducive to quality education. The study offers practical implications for policymakers and school administrators, advocating for leadership development programs that focus on vision-oriented management and sustained professional growth. Future studies are recommended to explore complementary variables such as school climate, teacher motivation, and institutional policies to build a more comprehensive model for enhancing school service quality.
Transformational leadership and the development of professional learning communities in elementary schools Aziz, Cut Nurhalizah; Rahyasih, Yayah; Abubakar, Abubakar; Nurdin, Nurdin
Journal of Educational Management and Instruction (JEMIN) Vol. 5 No. 1 (2025): January - June 2025
Publisher : UIN Raden Mas Said Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/jemin.v5i1.9930

Abstract

Transformational leadership has become increasingly vital in education for fostering school improvement, innovation, and teacher collaboration. This study aimed to describe how transformational leadership is implemented by elementary school principals and how it contributes to the development of Professional Learning Communities (PLCs). Conducted at SDN 019 Pabaki Bandung, West Java province of Indonesia, this study employed a qualitative case study design. Data were gathered through purposive sampling from three participants: a principal, a vice principal, and a teacher. Methods included interviews, direct observations, and document analysis. Triangulation and inductive analysis were used to ensure data validity and depth. The findings reveal that the principal's transformational leadership significantly improved teacher collaboration, instructional quality, and administrative efficiency. The development of PLCs was evident through continuous, collaborative learning practices supported by the principal's guidance, encouragement of innovation, and cultivation of a supportive school culture. These practices fostered a harmonious and innovative environment conducive to ongoing professional growth. This study underscores the importance of transformational leadership in empowering educators and sustaining PLCs. The findings highlight the role of school leaders in promoting continuous learning and collaboration, ultimately contributing to improved educational quality. The implications suggest that adopting transformational leadership can serve as a catalyst for meaningful school reform and long-term professional development.
Teacher self-renewal capacity: Principal’s learning supervision strategies in elementary schools Sahirah, Nahdah Nasya; Suryana, Asep; Sutarsih, Cicih
Journal of Educational Management and Instruction (JEMIN) Vol. 5 No. 1 (2025): January - June 2025
Publisher : UIN Raden Mas Said Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/jemin.v5i1.9931

Abstract

The low competency of teachers in Indonesia indicates the need to improve teacher quality through self-renewal led by principals; however, the current fulfillment of teacher needs still prioritizes quantity over quality, and many teachers face obstacles in achieving self-renewal. This study describes the principal's learning supervision strategy in fostering teacher self-renewal capacity. This research method uses qualitative data collection techniques through observation, interviews, and documentation, involving 7 informants: the principal, 4 teachers, and 1 staff member at Public Elementary School (SDN) 035 Soka, Bandung City Indonesia, selected through purposive sampling. Data analysis in this study used the Miles & Huberman model and the data processing employed Nvivo 14 application. The results of this study indicate that the principal implements collaborative strategies in every stage of learning supervision to foster teacher self-renewal capacity. Teachers at SDN 035 Soka have teacher self-renewal capacity, which can be seen from their ability to continue learning and adapting to educational developments by improving their performance through exploitation, exploration, absorption, integration, and leadership. This research provides important implications for the development of learning supervision strategies and the enhancement of teachers' self-renewal capacity. These findings can serve as a reference for school principals to support teachers' professional development and improve the quality of teaching in schools.
Developing Digital Pop-Up Book media to enhance Fine Arts learning in primary education Primadianti, Rosita Kurnia; Nurharini , Atip
Journal of Educational Management and Instruction (JEMIN) Vol. 5 No. 1 (2025): January - June 2025
Publisher : UIN Raden Mas Said Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/jemin.v5i1.9959

Abstract

The lack of engaging learning media in elementary education can hinder students’ learning skills and reduce their motivation. This study aims to develop, assess the feasibility, and evaluate the effectiveness of digital pop-up book media to enhance student learning outcomes in Fine Arts Education. This study employed a development model adapted from Borg & Gall, simplified into eight stages: identifying problems and potentials, data collection, media design, design validation, design revision, initial trial, product revision, and implementation trial. The participants included one media expert, one material expert, a teacher, and 21 Grade I elementary school students. Data were collected through observation, interviews, documentation, questionnaires, and tests, using instruments such as validation forms and pretest-posttest questions. Analysis methods included qualitative descriptive analysis, as well as quantitative and inferential statistics. The validation results from media and material experts showed very high feasibility, with percentage scores of 88.33% and 91.67% respectively. Teacher and student responses indicated high interest and positive reception toward the digital media. Furthermore, the results of the paired t-test revealed a statistically significant improvement in student learning outcomes after using the media. These findings suggest that digital pop-up book media is not only feasible and engaging but also effective in improving students’ fine motor and cognitive skills in Fine Arts Education. This media holds potential as a valuable tool for enhancing primary school instruction through interactive and technology-integrated learning.
Optimizing educational management with artificial intelligence in Indonesian higher education: A qualitative exploration Suhardi, Muhamad
Journal of Educational Management and Instruction (JEMIN) Vol. 5 No. 2 (2025): July-December 2025
Publisher : UIN Raden Mas Said Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/jemin.v5i2.11046

Abstract

The rapid integration of Artificial Intelligence (AI) is transforming educational management worldwide, including in Indonesian higher education. This study aimed to explore how AI can optimize administrative processes, enhance decision-making, and improve institutional efficiency in this context. Using an exploratory case study design, data were collected from ten participants comprising university administrators, faculty members, students, and IT staff through semi-structured interviews and focus group discussions (FGDs). Thematic analysis was employed to identify patterns and themes within the data. The findings revealed that AI significantly improves efficiency in enrollment, scheduling, and grading while supporting data-driven decision-making through predictive analytics. Despite these benefits, challenges such as data privacy concerns, cultural resistance, and insufficient infrastructure were highlighted as barriers to effective adoption. Participants emphasized the need for tailored AI solutions, robust ethical frameworks, and comprehensive stakeholder engagement to address these challenges. This research concludes that AI has transformative potential in educational management but requires context-sensitive implementation strategies. A limitation of this study is its general exploration of AI without examining specific tools used by participants, suggesting a need for future research to investigate the impact of distinct AI technologies in educational settings. These findings provide actionable insights for policymakers and institutional leaders seeking to leverage AI to enhance higher education management in Indonesia.
Advancing teacher professional development for interactive learning technologies in digitally enriched classrooms Parta, Ida Bagus Made Wisnu; Soelistya, Djoko; Hanafiah, Hanafiah; Basri, Teuku Hasan; Saputri, Dwi Yuniasih
Journal of Educational Management and Instruction (JEMIN) Vol. 5 No. 1 (2025): January - June 2025
Publisher : UIN Raden Mas Said Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/jemin.v5i1.11151

Abstract

The rapid evolution of digital technologies has redefined educational practices and emphasized the need to enhance teachers’ competencies in implementing interactive learning tools. This study aims to examine the challenges and opportunities associated with teacher professional development in digitally enriched classrooms. Adopting a qualitative case study design, the research utilizes semi-structured interviews, classroom observations, and document analysis to investigate how targeted professional development programs influence pedagogical practices and support the integration of interactive technologies. A total of 25 teachers were selected from a diverse mix of educational levels, including primary, secondary, and tertiary institutions. Findings indicate that structured training programs, grounded in theoretical frameworks such as TPACK and SAMR, significantly enhance teachers’ capacity to foster student engagement and improve learning outcomes. Additionally, the study underscores the importance of collaborative learning communities and sustained support systems in maintaining teachers’ digital competence. This study concludes that continuous, theory-informed, and context-sensitive professional development initiatives are essential for equipping educators to navigate the complexities of modern digital classrooms. This study contributes to the growing literature on digital pedagogy by providing practical insights and strategic recommendations for advancing teacher development in the context of interactive learning technologies.
Modeling entrepreneurial intentions among vocational high school students: The roles of education, family, and school support Rosniawati, Devi; Yunizar, Yunizar
Journal of Educational Management and Instruction (JEMIN) Vol. 5 No. 1 (2025): January - June 2025
Publisher : UIN Raden Mas Said Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/jemin.v5i1.11152

Abstract

This study explores the determinants of entrepreneurial intentions among vocational high school students, emphasizing the roles of entrepreneurial education, family support, and school support, with entrepreneurial self-efficacy as a mediating variable. Using a quantitative research approach, data were collected from 214 students enrolled in the Business and Marketing Department of a vocational high school in Indonesia. The results show that school support has a significant direct influence on entrepreneurial intentions, while entrepreneurial self-efficacy serves as a crucial mediator between external support systems and students’ entrepreneurial aspirations. Notably, although school support exerts the strongest direct effect, its mediated effect through self-efficacy is comparatively smaller. These findings highlight the importance of developing robust educational frameworks, enhancing family encouragement, and strengthening institutional support to cultivate entrepreneurial mindsets among vocational students. The findings of this study have several practical implications, including the need for curriculum development, targeted teacher training in entrepreneurship education, and fostering collaboration between families and schools. This study contributes to the existing literature by proposing a comprehensive model of entrepreneurial intention formation within vocational education, particularly relevant to emerging economies.
AI-integrated interactive learning: Advancing engagement, creativity, and critical thinking in Indonesian language learning Setiawan, Dwi Agus; Wibowo, Novika Adi
Journal of Educational Management and Instruction (JEMIN) Vol. 5 No. 2 (2025): July-December 2025
Publisher : UIN Raden Mas Said Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/jemin.v5i2.11184

Abstract

The present study investigates the implementation of interactive learning strategies within an Indonesian Language Development course, aiming to enhance the overall learning process. Specifically, it seeks to identify and analyze effective interactive strategies that incorporate artificial intelligence (AI) platforms in Indonesian language instruction at the higher education level. Employing a qualitative case study design, data were meticulously collected from twelve (12) undergraduate students enrolled in the Elementary School Teacher Education Program through in-depth interviews and classroom observations. The study was conducted in a course delivered using interactive learning strategies supported by various AI and digital platforms (e.g., ChatGPT, DeepSeek, YouTube, interactive digital presentations, and video conferencing tools). Data validity was rigorously ensured through prolonged engagement, member checking, collegial discussions, and the triangulation of sources, techniques, and theories. The analytical process involved data collection, condensation, display, and conclusion drawing. The findings reveal that the integration of AI platforms as learning media significantly: (1) boosts active participation, (2) facilitates more adaptive and personalized learning, (3) empowers students in designing creative content, (4) refines writing and language analysis skills, and (5) fosters reflective motivation and critical thinking in language learning. Integrating AI within interactive learning strategies presents an innovative approach to elevating the quality of Indonesian language teaching and learning in higher education. Future studies are encouraged to explore the continued development of AI technologies to maximize their impact in educational settings.

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