Managere: Indonesian Journal of Educational Management
Managere: Indonesian Journal of Educational Management is published by Perkumpulan Manajer Pendidikan Islam (PERMAPENDIS). This journal publishes research articles results and conceptual studies in field of Islamic educational management and educational administration. The journal publishes articles of interest to education practitioners, teachers, education policy makers, and researchers. This journal encompasses research articles, original research report, reviews in Islamic educational management in any fields including: Â 1) Leadership, 2) Public Relation Management, 3) Organizational Behavior, 4) Organizational Culture, 5) Human Resource Management, 6) Financial Management, 7) Learning Management, 8) Supervision, 9) Evaluation, 10) class management, etc.
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<![CDATA[Between Policy and Practice: Unveiling School Leaders' Unawareness of Volunteer Teacher Guidelines ]]>
<![CDATA[Manyengo, Patrick]]>
<![CDATA[ Managere: Indonesian Journal of Educational Management Vol. 7 No. 3 (2025) ]]>
Publisher : <![CDATA[Universitas Nurul Jadid ]]>
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DOI: 10.52627/managere.v7i3.848
<![CDATA[This study examines the implementation gap between national policies and volunteer teacher management practices in public secondary schools. Using a qualitative case study approach with semi-structured interviews with 18 principals as well as an analysis of the 2023 national policy document, the study identified three key findings: first, the majority of school principals were unaware of the existence of the 2023 Volunteer Teacher Guidelines, so recruitment was carried out without standard procedures and formal employment contracts. Second, informal recruitment practices, such as through parent meetings or referrals from TAESA, are adaptive strategies but weaken the principles of transparency and accountability. Third, the incentive and recognition system for volunteer teachers is sporadic and unstructured, which strengthens the marginal position of volunteer teachers in the education system. This gap reflects the weak dissemination of policies, the lack of training for school principals, and the limitations of institutional capacity in the context of education decentralization. This study recommends strengthening policy socialization, providing continuous training, implementing regulation-based incentives, and integrating volunteer teachers into national training programs to achieve an inclusive, equitable, and sustainable education system.]]>
<![CDATA[Managing Learning to Enhance Critical Thinking and Achievement in High School Ecosystem Topics ]]>
<![CDATA[Nanik Nurhayati]]>;
<![CDATA[Rif’ati Dina Handayani]]>;
<![CDATA[Sudarti]]>
<![CDATA[ Managere: Indonesian Journal of Educational Management Vol. 7 No. 3 (2025) ]]>
Publisher : <![CDATA[Universitas Nurul Jadid ]]>
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DOI: 10.52627/managere.v7i3.867
<![CDATA[This study aims to investigate the impact of learning management systems on the enhancement of critical thinking skills and student learning outcomes in high school ecosystem materials. The research employs a descriptive qualitative approach, utilizing data collection techniques that include in-depth interviews, classroom observations, and documentation. The findings show that the management of learning strategies by teachers, such as the use of case studies, open-ended questions, and group discussions, significantly encourages students to think analytically and reflectively. In addition, the principal plays the role of an instructional leader who fosters an academic climate that promotes critical thinking through teacher training, instructional supervision, and the integration of critical thinking values into the school culture. The learning evaluation system is also directed to assess high-level thinking skills, with the rubric of analysis and reflection as the primary measuring tool. This study concludes that improving learning outcomes cannot be separated from the integration of teacher strategies, school leadership support, and reflection-based evaluation. The study's implications highlight the importance of a holistic managerial approach in science learning, enabling students not only to master concepts but also to develop applicable and contextual critical thinking skills.]]>
<![CDATA[Transforming Academic Policy Through Lecturer Involvement: A Study at the Program Level ]]>
<![CDATA[Riznada Mutiashafa]]>;
<![CDATA[Alil Ulmi]]>;
<![CDATA[Muhammad Saiful Anwar]]>
<![CDATA[ Managere: Indonesian Journal of Educational Management Vol. 7 No. 3 (2025) ]]>
Publisher : <![CDATA[Universitas Nurul Jadid ]]>
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DOI: 10.52627/managere.v7i3.938
<![CDATA[This study aims to analyze the form, factors, and impact of lecturers' participation in the formulation of education policies in the Education Policy Study Program, Faculty of Education. Using a qualitative approach with a case study design, data was collected through semi-structured interviews and institutional document analysis. The results of the study show that lecturer participation not only takes place in formal forums such as study program meetings, curriculum teams, and quality assurance forums, but also through informal forums such as open discussions and personal initiatives. This participation has a direct impact on academic policies, including in the revision of the 2025 curriculum, the development of contextual learning methods, and the improvement of the quality of educational services. The study also found that lecturer participation is supported by open leadership, an inclusive academic culture, and career incentives. However, challenges remain, such as high workloads, time constraints, and inequality of academic qualifications. These findings strengthen the argument that lecturer participation is a strategic element in participatory and adaptive higher education governance. This study recommends strengthening internal mechanisms to accommodate lecturers' involvement more substantially and sustainably in the institutional policy-making process.]]>
<![CDATA[Integrating Organizational Culture Management into School Governance: Evidence from Character Education Practices ]]>
<![CDATA[Marsa Bila Mutsaqofah]]>;
<![CDATA[Yohamintin]]>
<![CDATA[ Managere: Indonesian Journal of Educational Management Vol. 7 No. 3 (2025) ]]>
Publisher : <![CDATA[Universitas Nurul Jadid ]]>
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DOI: 10.52627/managere.v7i3.1038
<![CDATA[This study examines how integrating organizational culture management into school governance drives character education practices in elementary schools. Using a qualitative case study, we explore how governance routines and policies translate cultural values into daily practices. We collected data through observations, in-depth interviews, and documentation, then analyzed the data using the Miles and Huberman model. The findings show that governance mechanisms such as morning gate routines, punctuality norms, collaborative planning, and parent–school communication institutionalize teacher role modeling and make it consistent across classrooms. These mechanisms shape students' politeness, discipline, responsibility, and cooperation. Teachers act as visible carriers of culture, and students at the elementary level imitate these concrete behaviors. Collaboration among teachers, students, and parents sustains the process beyond the classroom and reduces value gaps between school and home. The study concludes that managing organizational culture as part of school governance is more effective than purely normative instruction for strengthening character education. Practical implications include embedding clear routines, consequence systems, and joint evaluations into school policies to ensure continuity and scalability. This approach offers a contextual and sustainable pathway for character formation in the digital era.]]>
<![CDATA[Strengthening Students' Religious Character through REMAS Organizations: Synergistic School Culture and Education Strategies ]]>
<![CDATA[Anti, Nur Dwi Kurnianti]]>;
<![CDATA[Arifin, Syamsul]]>
<![CDATA[ Managere: Indonesian Journal of Educational Management Vol. 7 No. 3 (2025) ]]>
Publisher : <![CDATA[Universitas Nurul Jadid ]]>
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DOI: 10.52627/managere.v7i3.1106
<![CDATA[This study aims to analyze the synergistic strategies between Islamic Religious Education (PAI) teachers and school culture in shaping students’ religious character through the Remaja Masjid (Remas) organization. The research is grounded in the challenges of globalization and modernization that continue to erode students’ spiritual values, requiring a contextual and collaborative approach to character development. Using a qualitative case study design, data were collected through in-depth interviews and participatory observation of religious activities including istighosah, Qur’anic recitation, fiqh discussions, and social service. The findings show that the effectiveness of Remas as a medium for religious character formation relies heavily on the strategic involvement of PAI teachers as facilitators, mentors, and spiritual role models, combined with active student participation in managing the programs. Additionally, a supportive school culture, including leadership support, cross-subject teacher engagement, and adequate facilities, strengthens the internalization of Islamic values across the school environment. The study concludes that Remas, when supported by aligned educational strategies and a positive organizational culture, becomes more than an extracurricular activity. It represents a comprehensive model for integrated and sustainable religious character education that can be adapted by other educational institutions.]]>
<![CDATA[Bridging Standards and Identity: Integrating National and International Accreditation to Strengthen the Quality and Global Competitiveness of Indonesian Higher Education ]]>
<![CDATA[Yulia Luthfiyani Azizah]]>;
<![CDATA[Subiyantoro]]>
<![CDATA[ Managere: Indonesian Journal of Educational Management Vol. 7 No. 3 (2025) ]]>
Publisher : <![CDATA[Universitas Nurul Jadid ]]>
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DOI: 10.52627/managere.v7i3.859
<![CDATA[This study aims to analyze the urgency of national and international accreditation for universities in Indonesia in facing the dynamics of globalization of higher education. Using a library-based qualitative research approach, this study examines various documents, regulations, and academic literature from accreditation institutions such as BAN-PT, AUN-QA, ABET, AACSB, and ISO 21001. The analysis was carried out through content analysis techniques with the stages of unitizing, coding, categorization, and synthesis to identify conceptual patterns between national and international accreditation systems. The results of the study show that national accreditation serves as an external legal and quality assurance mechanism that ensures the conformity of universities with national standards, while international accreditation strengthens global reputation and expands cross-border academic networks. The integration of the two accreditation systems results in an adaptive quality assurance model that balances regulatory compliance and continuous improvement. In practical terms, the results of the research provide a strategic basis for the development of a sustainable higher education accreditation and internationalization policy that is sustainable, competitive, and relevant to the local context.]]>
<![CDATA[From Correlation to Context: Evaluating Quantitative Research Practices in Islamic Education ]]>
<![CDATA[Ana Maryana]]>;
<![CDATA[Irawan]]>;
<![CDATA[Ujang Nurjaman]]>
<![CDATA[ Managere: Indonesian Journal of Educational Management Vol. 7 No. 3 (2025) ]]>
Publisher : <![CDATA[Universitas Nurul Jadid ]]>
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DOI: 10.52627/managere.v7i3.871
<![CDATA[This study aims to identify and describe the methodological characteristics of quantitative research in the field of Islamic Education Management. Using a qualitative descriptive approach and content analysis method, this study analyzes scientific papers in the form of theses, dissertations, and accredited journal articles published between 2020 and 2025. The results of the study show that the quantitative approach in this field is dominated by descriptive and correlational designs, with data collection techniques in the form of questionnaires and simple statistical analyses such as correlation and regression. Although this method offers advantages in terms of objectivity, efficiency, and generalization of findings, its weakness lies in its limitations in exploring the contextual meaning, spiritual values, and complexity of the phenomenon of Islamic education. The study also uncovered key challenges such as inconsistency in instrument validity, gaps between Western methods and Islamic values, and limitations in the use of experimental designs. The implications of this study emphasize the importance of strengthening methodological literacy, the development of contextual instruments based on Islamic values, and the application of more complex quantitative methods to improve the quality of decision-making in Islamic educational institutions. These findings are expected to be the foundation for building an integrative methodological framework in the field of Islamic Education Management.]]>
<![CDATA[Graduate and Employer Satisfaction as Indicators of Higher Education Service Quality ]]>
<![CDATA[Lailatul Hidayah Ayu Putri]]>;
<![CDATA[Fretty Fajarwati]]>;
<![CDATA[Afifah Umudini]]>
<![CDATA[ Managere: Indonesian Journal of Educational Management Vol. 7 No. 3 (2025) ]]>
Publisher : <![CDATA[Universitas Nurul Jadid ]]>
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DOI: 10.52627/managere.v7i3.969
<![CDATA[This study aims to analyze the satisfaction levels of graduates and graduate users with higher education services as an indicator of institutional service quality. A qualitative approach, employing a survey method, was used, involving two main respondent groups: graduates from various study programs and graduate users from government, private, and industrial sectors. The primary instrument was a Likert 1–4 scale satisfaction questionnaire, complemented by open-ended questions to explore respondents' experiences and perceptions in depth. Data were analyzed using descriptive statistics and thematic analysis. The results indicate that satisfaction levels across all faculties were high (mean > 3.80), with the Midwifery Study Program recording the highest score (4.00) and the PG PAUD Study Program the lowest (3.81), though still within the satisfied category. Lecturer ethics and learning quality received the highest ratings from graduates, while laboratory facilities received the lowest. For graduate users, discipline and work ethic scored highest, whereas mastery of information technology was relatively lower. These findings confirm that academic services and soft skills are strong; however, improvements in technological facilities and competencies are necessary to enhance graduate competitiveness further.]]>
<![CDATA[Behind Quality Learning: The Strategic Role of Educator–Staff Synergy ]]>
<![CDATA[Erni Suherni]]>;
<![CDATA[Wahab]]>
<![CDATA[ Managere: Indonesian Journal of Educational Management Vol. 7 No. 3 (2025) ]]>
Publisher : <![CDATA[Universitas Nurul Jadid ]]>
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DOI: 10.52627/managere.v7i3.1021
<![CDATA[This study aims to analyze the quality of work interaction between educators and education staff and their contribution to improving the quality of learning at SD Negeri 10 Delta Pawan Ketapang. With a qualitative approach to field studies, data is collected through in-depth interviews, non-participatory observations, and documentation studies, then analyzed using thematic techniques. The results of the study show that open communication, participatory leadership of school principals, and a good understanding of each other's roles are the main factors in creating positive synergy. Education personnel not only carry out administrative functions, but also contribute directly to supporting the learning process technically and logistically. This synergy can be seen in various forms of work interaction, ranging from managing academic administration, scheduling lessons, to extracurricular activities, and handling emergencies. However, challenges such as miscommunication between units and differences in role perceptions are still obstacles that need to be managed systematically. This research suggests the need for regular cross-functional communication forums and collaborative training to strengthen synergistic roles in school governance. The practical and theoretical implications of this study confirm the importance of building mutually respectful and clarity-based working relationships to create a conducive school climate and sustainably improve the quality of learning.]]>
<![CDATA[Discipline of the Heart: Murajaah as a Leadership-Driven System for Sustaining 30-Juz Memorization ]]>
<![CDATA[Nisak, Choirun]]>;
<![CDATA[Nurhafid Ishari]]>
<![CDATA[ Managere: Indonesian Journal of Educational Management Vol. 7 No. 3 (2025) ]]>
Publisher : <![CDATA[Universitas Nurul Jadid ]]>
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DOI: 10.52627/managere.v7i3.1233
<![CDATA[This study aims to analyze the application of the murajaah method in strengthening the quality of memorization of 30 juz of the Qur'an, as well as the strategic role of kiai leadership in managing the tahfidz system. The research approach used is qualitative with a case study design. Data was collected through in-depth interviews, documentation, and findings in the field, then analyzed using the Miles and Huberman model, which includes data reduction, data presentation, and conclusions drawn. The results of the study show that the implementation of murajaah runs systematically and on a scheduled basis through four main forms: individual, group, with teachers, and in front of peers. This process not only maintains the stability of memorization but also fosters discipline, confidence, and spiritual calm in students. Kiai leadership plays an important role in designing policies, directing tahfidz teachers, and motivating students through a spiritual-transformational approach. The integration between the murajaah method and kiai leadership resulted in an Islamic education management system that was oriented towards quality, religious values, and a culture of continuous learning. This research contributes to the development of the concept of value-based leadership in the management of pesantren education. It provides a practical model for strengthening tahfidz programs in similar institutions.]]>
