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Managere: Indonesian Journal of Educational Management
Published by Perkumpulan Manajer Pendidikan Islam
ISSN : 27211053     EISSN : 27211045     DOI : -
Core Subject : Humanities, Education,
Humanities Education Languange, Linguistic, Communication & Media
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.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 10 Documents
 1 
Search results for , issue "Vol. 7 No. 4 (2025)" : 10 Documents clear
When Leadership Inspires: Exploring the Influence of Democratic Leadership and Work Motivation on Lecturer Success Rabiatul Monawarah; Akhmad Fauzi Hamzah
Managere: Indonesian Journal of Educational Management Vol. 7 No. 4 (2025)
Publisher : Universitas Nurul Jadid

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52627/managere.v7i4.737

Abstract

Lecturer performance is a strategic factor in improving the quality of higher education, which is not only determined by individual competence, but also by the leadership environment that oversees it. This study aims to analyze the influence of democratic leadership style on lecturers' performance with work motivation as a mediating variable. The research design used is quantitative with an explanatory research approach. The research population consisted of 27 permanent lecturers in the Arabic Language Education Study Program at STIQ Amuntai, all of whom were sampled using saturated sampling techniques. Data were collected using a five-point Likert scale questionnaire, accompanied by observation and documentation. Path analysis is used to test the relationships between variables, accompanied by the Sobel test to confirm the mediation effect. The results of the study show that the democratic leadership style has a significant effect on the work motivation and performance of lecturers, both directly and through the mediation effect of work motivation. The implications of these findings confirm the importance of implementing participatory leadership in the university environment as a strategy to enhance work motivation, improve lecturer performance, and promote the achievement of sustainable educational quality standards.
Gamification-Based Emotional Connectivity Model: Strengthening Positive Classroom Relationships to Reduce Student Academic Burnout BZ, Zakiyah; Fitriatin, Devi; Suciani, Sri; Kholisa, Siti Nur
Managere: Indonesian Journal of Educational Management Vol. 7 No. 4 (2025)
Publisher : Universitas Nurul Jadid

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52627/managere.v7i4.1305

Abstract

Academic burnout is a complex emotional condition that arises from prolonged learning pressure and weak social connections in the classroom. This study examines the effectiveness of a Gamification-Based Emotional Connectivity Model as an innovative management strategy to enhance emotional bonds between teachers and students, while reducing symptoms of academic burnout. Using a qualitative approach that incorporated participatory observation, in-depth interviews, and documentation, the research was conducted in classrooms where students had previously exhibited signs of emotional fatigue and disengagement. The gamification model integrates game-based learning elements—such as points, badges, and collaborative challenges—with emotional reinforcement through empathy, positive feedback, and reflective sharing. The findings suggest that gamification has a significant impact on enhancing the classroom climate, thereby creating a more supportive and participatory learning environment. Students who were previously passive became more active and confident in expressing their ideas, while teachers acted as emotional facilitators rather than mere instructors. The study identifies four key dimensions that support emotional well-being in learning: emotional safety, positive reinforcement, collaborative interaction, and teacher emotional presence. Through these dimensions, the gamification model transforms learning into a psychologically safe, socially engaging, and intrinsically motivating process. The results indicate that integrating emotional connectivity into gamified learning not only increases motivation and engagement but also serves as a preventive framework against academic burnout. This model offers a practical contribution to developing emotionally intelligent classrooms and advancing the pedagogy of well-being in modern education.
Lost Classrooms, Found Streets: Understanding the Roots and Realities of Deviant Behaviours Among Out-of-School Children in Africa Seni, Abdallah Jacob
Managere: Indonesian Journal of Educational Management Vol. 7 No. 4 (2025)
Publisher : Universitas Nurul Jadid

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52627/managere.v7i4.810

Abstract

This article presents a systematic review of the deviant behaviours of out-of-school street children in Africa. It aims to explore the underlying factors that drive children to the streets, the forms of deviant behaviours they engage in, and the public perception of this phenomenon. The review examined 15 empirical studies selected from academic databases, including Google Scholar, Scopus, Web of Science, Dimensions, and PubMed, in accordance with the PRISMA guidelines. Data were analysed thematically using a narrative synthesis approach. The findings reveal that poverty, parental violence, and family disintegration are the main factors pushing children into street life, resulting in the denial of access to basic education. Street children were found to engage in deviant behaviours such as begging, violence, substance abuse, theft, and prostitution. While most of the public holds negative perceptions of these children, some view their struggle as a sign of resilience and survival. The review highlights the urgent need for integrated interventions involving government, social organisations, and educational stakeholders to break the cycle of poverty and provide educational opportunities for street children. Promoting inclusive basic education is essential for empowering these vulnerable children and shaping a more equitable future.
The Implementation of Total Quality Management (TQM) to Improve Learning Quality in Schools Faza Andary; Wahab; Prabowo, Sugeng Listyo
Managere: Indonesian Journal of Educational Management Vol. 7 No. 4 (2025)
Publisher : Universitas Nurul Jadid

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52627/managere.v7i4.1136

Abstract

This study aims to describe and analyse the implementation of Total Quality Management (TQM) in improving learning quality. Using a qualitative, descriptive case study design, the research explored how TQM principles were integrated into school management and instructional practices. Data were collected through interviews, observations, and documentation involving the principal, six teachers, one administrative staff member, and two parents. The findings reveal that TQM is implemented through participatory Leadership, teacher empowerment, effective management of learning facilities, and continuous evaluation based on the Plan–Do–Check–Act (PDCA) cycle. Leadership plays a crucial role in coordinating teacher collaboration and sustaining school improvement. Teacher empowerment is fostered through training, mentoring, and reflective discussions. The management of learning facilities and infrastructure demonstrates adaptive use of limited resources supported by community involvement. Evaluation is conducted systematically to ensure continuous feedback and improvement. The study concludes that implementing TQM has created a culture of collaboration, accountability, and innovation. The research implies that TQM principles can be effectively adapted in resource-limited schools through participatory management, reflective evaluation, and community partnerships to strengthen sustainable quality assurance in education.
Transformational Leadership and Self-Discipline Strategies in Student Organizations Rochmat, Cecep Sobar; Meylasari, Dina Rahayu; Yusra, Nur Alya
Managere: Indonesian Journal of Educational Management Vol. 7 No. 4 (2025)
Publisher : Universitas Nurul Jadid

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52627/managere.v7i4.1228

Abstract

This study examines the dynamics of transformational leadership and self-discipline among student leaders of DEMA UNIDA Gontor (Student Executive Board of UNIDA Gontor), an Islamic higher education institution with a pesantren-based environment. Using a qualitative phenomenological approach, the research collected primary data through in-depth interviews with seven student leaders who actively manage organizational programs and responsibilities. Additional observational data were gathered from Leadership training activities and routine organizational meetings to enrich the contextual understanding of Leadership practices and the formation of discipline. The findings reveal that transformational Leadership is consistently reflected through clarity of vision, moral exemplification, encouragement of creativity, and opportunities for members to grow. At the same time, self-discipline emerges as a fundamental mechanism that supports fulfilling organizational duties, particularly through daily planning, prioritization, avoiding procrastination, and consistent time management. The integration of these two elements forms a leadership model that is value-oriented, participatory, and rooted in Islamic principles of amanah and adab. Furthermore, the study highlights that self-discipline not only strengthens organizational effectiveness but also contributes to the character formation of student leaders within the pesantren culture. These findings provide important implications for leadership development in student organizations, emphasizing the need for integrated leadership training that combines vision, role modeling, and structured discipline.
Driving Quality Through People: Strategic Human Resource Management in Indonesian Islamic Schools Syuhud; Farid, Achmad
Managere: Indonesian Journal of Educational Management Vol. 7 No. 4 (2025)
Publisher : Universitas Nurul Jadid

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52627/managere.v7i4.1234

Abstract

This study aims to analyze the management of human resource quality improvement at Madrasah Ibtidaiyah Nurul Islam Pasirian Lumajang through the managerial functions of planning, organizing, implementation, and control. Employing a qualitative approach, data were collected via interviews, observations, and documentation. The research focuses on three core programs: Subject Teacher Deliberation (MGMP), training in the development of learning instruments, and training in Islamic Religious Education (PAI) materials. Findings indicate that the principal plays a central role in coordinating these teacher development initiatives in a structured and participatory manner. MGMP facilitates collaborative lesson planning and peer reflection. Training on learning instruments enhances teachers’ administrative and pedagogical readiness to implement the Merdeka Curriculum. The Madrasah Mengaji program integrates religious values into daily educational practices. The study also reveals the need for continuous mentoring and systematic evaluation mechanisms to sustain program effectiveness. The findings imply that integrated human resource management that combines professional capacity-building, religious character development, and institutional leadership can serve as a strategic model for improving educational quality in Islamic primary schools across similar contexts.
Mapping the Path to Teacher Performance: Discipline, Emotional Intelligence, and Job Satisfaction Vally, Valentinus; Lianto, Lianto
Managere: Indonesian Journal of Educational Management Vol. 7 No. 4 (2025)
Publisher : Universitas Nurul Jadid

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52627/managere.v7i4.1359

Abstract

This study aims to analyze the influence of work discipline and emotional intelligence on teacher performance with job satisfaction as a mediating variable. Using a quantitative approach and Structural Equation Modeling analysis with SmartPLS 4.0, data were analyzed from 39 respondents. The results showed that work discipline had a significant effect on job satisfaction (β = 0.771; p < 0.001) and teacher performance (β = 0.538; p < 0.001). In contrast, emotional intelligence did not show a significant effect on job satisfaction (β = 0.038; p = 0.729), but directly affected teacher performance (β = 0.346; p < 0.001). Job satisfaction made a positive contribution to performance (β = 0.315; p = 0.006) and partially mediated the relationship between work discipline and performance (β = 0.242; p = 0.006). This model explains 84.5% of the variance in teacher performance. These findings confirm that work discipline is an important personal resource for improving performance, both directly and by increasing job satisfaction. At the same time, emotional intelligence serves as a direct driver of performance. Practical implications recommend improved discipline, performance-based emotional intelligence training, and improved working conditions to support optimal job satisfaction.
Adaptive Spiritual Management in Qur’anic Education: Balancing Memorization Discipline and Child Readiness Abidin, Zainal; Qusairi, Ahmad
Managere: Indonesian Journal of Educational Management Vol. 7 No. 4 (2025)
Publisher : Universitas Nurul Jadid

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52627/managere.v7i4.1414

Abstract

This study examines the implementation of the Pra-PTPT Qiroati Program as a model of Qur’anic education management that seeks to balance memorization targets with children’s learning readiness and emotional development. The research responds to ongoing challenges faced by non-formal Qur’anic education institutions in maintaining structured learning discipline while adapting to the developmental needs of young learners. A qualitative case study approach was employed to explore institutional policy, instructional practices, and parental involvement within the program. Data were gathered through in-depth interviews, participatory engagement in learning activities, and examination of institutional learning records, and were analyzed using the interactive model of Miles and Huberman. The findings indicate that program effectiveness is shaped not only by the structured Qiroati method but also by teachers’ ability to adjust instructional strategies according to students’ engagement and learning conditions. The extended learning duration contributed to the formation of the study discipline; however, its sustainability depended on adaptive teaching practices that supported students’ emotional well-being. Parental involvement further reinforced learning continuity beyond instructional sessions, strengthening students’ motivation and consistency in memorization practice. The study highlights that flexible and collaborative management practices enable Qur’anic learning to remain structured while responsive to learners’ developmental needs. findings imply discussions in Islamic education management by emphasizing the integration of institutional regulation, adaptive pedagogy, and social support as interconnected elements that sustain effective Qur’anic education practice.
Why Do Doctoral Students Struggle to Finish? A Phenomenological Exploration of PhD Completion Dynamics Kano, Erasto
Managere: Indonesian Journal of Educational Management Vol. 7 No. 4 (2025)
Publisher : Universitas Nurul Jadid

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52627/managere.v7i4.1429

Abstract

Doctoral completion remains a persistent challenge in many higher education systems, particularly within developing contexts where adequate academic support structures have not always accompanied institutional expansion. This study explores the dynamics shaping PhD completion at the University of Dodoma, Tanzania, using a qualitative phenomenological approach that centres doctoral students’ lived experiences. The research aims to understand how institutional, personal, supervisory, and systemic factors interact to influence doctoral progression and completion outcomes. Data were collected through semi-structuredsemi-structured interviews with 35 PhD candidates from diverse academic disciplines and analysed using inductive thematic analysis. The findings reveal that doctoral completion is not a linear process determined solely by individual effort but is shaped by interconnected pressures operating across multiple levels. Institutional barriers such as bureaucratic procedures, limited research facilities, and rigid programme structures were found to slow academic progress. Personal challenges, including financial constraints, competing professional responsibilities, and psychological pressures, emerged as the most frequently experienced obstacles. Supervisory dynamics, particularly delayed feedback and heavy supervisory workloads, significantly influenced motivation and research continuity, while systemic publication requirements intensified pressure during advanced stages of candidature. The study highlights that doctoral completion should be understood as an ecological process requiring coordinated institutional and policy responses rather than student-focused interventions alone. These findings provide practical insights for higher education management and policymakers seeking to improve doctoral completion rates through supportive academic environments and integrated supervision practices.
Advancing Project Management Education: A Hybrid Experiential-Simulation Learning Approach through Competitive Business Challenges for Student Engagement and Professional Readiness Shareef Salih , Ehsan
Managere: Indonesian Journal of Educational Management Vol. 7 No. 4 (2025)
Publisher : Universitas Nurul Jadid

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52627/managere.v7i4.1598

Abstract

This study examines how a hybrid experiential–simulation learning approach can strengthen project management education by connecting theoretical understanding with practical application in higher education settings. The study is grounded in the recurring challenge that project management instruction often emphasizes conceptual knowledge, while students struggle to apply project management processes in dynamic, uncertain situations. To address this issue, a mixed-methods design was employed, combining quantitative measurement of learning improvement with qualitative exploration of students’ experiences during a competitive simulation activity. The core learning intervention involved a competitive business challenge in which students managed real-time decision-making, resource allocation, teamwork coordination, and a profit reinvestment mechanism designed to create iterative learning cycles. Findings indicate consistent improvement across all PMBOK knowledge areas, accompanied by notable development in decision-making, problem-solving, and collaborative capabilities. Student reflections further revealed increased engagement and confidence, as well as the unexpected emergence of entrepreneurial awareness during the learning process. These results suggest that integrating experiential participation, competitive simulation, and structured reflection creates a learning environment that more closely resembles professional project practice. The study therefore shows that authentic, student-centered learning experiences can reduce the gap between academic instruction and workplace expectations, offering a practical instructional model for enhancing applied competence and professional readiness in project management education.

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