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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 1 Documents
 1 
Search results for , issue "Vol. 8 No. 1 (2026)" : 1 Documents clear
Managing Diversity for Quality: Multicultural Education Management in a Plural Elementary School Context Hartinah; Yuliana; Aulia Thamrin, Putri
Managere: Indonesian Journal of Educational Management Vol. 8 No. 1 (2026)
Publisher : Universitas Nurul Jadid

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52627/managere.v8i1.1514

Abstract

This study investigates how multicultural education management is implemented to enhance the quality of learning in an elementary school characterized by ethnic and cultural diversity. Using a qualitative case study design, the research explores how planning, instructional practice, evaluation, and institutional reinforcement mechanisms operate within a plural educational setting. Data were collected through in-depth interviews, document analysis, and examination of routine managerial practices within the school. The findings indicate that multicultural education management is enacted through a structured cycle consisting of instructional planning, adaptive teaching strategies, periodic evaluation, and recognition systems such as academic awards and competition participation. Teachers play a pivotal role in translating institutional policies into inclusive classroom practices, while the principal ensures consistency through supervision and reflective evaluation forums. The study also identifies a differentiated impact pattern: students with strong learning absorption demonstrate academic advancement, whereas varied learning characteristics require ongoing pedagogical adjustment. These findings suggest that educational quality in multicultural contexts depends on the alignment between managerial coherence and instructional flexibility. The study contributes to a deeper understanding of how structured governance can sustain inclusive and quality-oriented education within culturally diverse school environments.

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