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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 199 Documents
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Graduate and Employer Satisfaction as Indicators of Higher Education Service Quality Lailatul Hidayah Ayu Putri; Fretty Fajarwati; Afifah Umudini
Managere: Indonesian Journal of Educational Management Vol. 7 No. 3 (2025)
Publisher : Universitas Nurul Jadid

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52627/managere.v7i3.969

Abstract

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.
Behind Quality Learning: The Strategic Role of Educator–Staff Synergy Erni Suherni; Wahab
Managere: Indonesian Journal of Educational Management Vol. 7 No. 3 (2025)
Publisher : Universitas Nurul Jadid

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52627/managere.v7i3.1021

Abstract

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.
Discipline of the Heart: Murajaah as a Leadership-Driven System for Sustaining 30-Juz Memorization Nisak, Choirun; Nurhafid Ishari
Managere: Indonesian Journal of Educational Management Vol. 7 No. 3 (2025)
Publisher : Universitas Nurul Jadid

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52627/managere.v7i3.1233

Abstract

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.
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.

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