cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Hasan Baharun
Contact Email
managere.permapendis@gmail.com
Phone
+6281559512029
Journal Mail Official
managere.permapendis@gmail.com
Editorial Address
https://serambi.org/index.php/managere/editorialteam
Location
Kab. jombang,
Jawa timur
INDONESIA
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 210 Documents
 17   18   19   20   21 
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. 8 No. 1 (2026)
Publisher : Universitas Nurul Jadid

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52627/managere.v8i1.1429

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.
Managing Diversity for Quality: Multicultural Education Management in a Plural Elementary School Context Hartinah, Hartinah; Yuliana, Yuliana; Thamrin, Putri Aulia
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.
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.
Strengthening Teamwork in the Pancasila Student Profile (P5) Project: A Qualitative Study of Collaborative Learning Implementation Hasanah, Ina Hasanah; Wahab, Wahab; Prabowo, Sugeng Listyo
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.v8i1.1312

Abstract

Educational reform increasingly emphasizes character development and collaborative learning as essential components of twenty-first-century education. Within this context, the Pancasila Student Profile Strengthening Project (P5) is a project-based learning initiative that integrates academic learning with character formation. This study aims to examine how teamwork is strengthened during the implementation of P5 and how collaborative practices contribute to the development of an effective and adaptive school environment. Employing a qualitative case study approach, data were collected through semi-structured interviews, field observations, and document analysis involving school leaders, teachers, and project implementation teams. The findings reveal that teamwork functioned as a central mechanism supporting successful program implementation through coordinated stages, including collaborative planning, stakeholder socialization, project execution, and reflective evaluation. Collective professional practices encouraged a shift from individual teaching routines toward shared responsibility, enabling teachers to integrate interdisciplinary learning and facilitate meaningful student participation. The study also found that project-based activities promoted students’ engagement, responsibility, creativity, and collaborative skills. However, challenges such as limited instructional time and the persistence of individual work habits remained evident. These results highlight that curriculum innovation becomes more sustainable when supported by organizational collaboration rather than relying solely on instructional change. The findings offer practical insights for strengthening collaborative school cultures to support long-term educational transformation.
The Enrollment Magnet: How Educational Marketing and Institutional Quality Shape Student Interest in Vocational Schools Fathurrochman, Irwan; Marina, Putri; Pratama, Rediansyah; Ramadani, M; Alamsyah, Refal; Qolamani, Khalid Ilias Basheer
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.v8i1.1427

Abstract

Increasing competition among educational institutions has encouraged schools to adopt more strategic approaches in communicating the value of their educational services. Educational marketing is no longer limited to promotional activities; it has become an integral part of how schools build credibility and present the relevance of their programs to prospective students and their families. This study examines how educational service marketing strategies are implemented, how school stakeholders contribute to promotional efforts, and what factors influence prospective students’ interest in vocational education. A qualitative research approach was employed using in-depth interviews, documentation, and field observations to capture the perspectives of individuals involved in school marketing and educational management. The findings show that educational marketing is carried out through a combination of direct outreach activities, such as visits to feeder schools and open house events, alongside the use of social media to broaden information dissemination. These efforts are reinforced by the participation of teachers, alumni, and students who contribute to shaping a credible institutional image. In addition, prospective students’ decisions are influenced by several institutional characteristics, including the clarity of vocational programs, affordable tuition fees, accessible location, alumni experiences, and the availability of practical learning facilities. These findings offer practical implications for educational managers in designing marketing strategies that integrate stakeholder involvement with the strengthening of educational services.
Spiritual Faith and Organizational Support: An Analysis of Internal and External Factors of Principals' Resilience Suharyadi, Aris; Purwanto, Nurtanio Agus; Widiyan, Agung Purwa; Herawati, Endang Sri Budi; Astuti, Yuni; Raharja, Setya
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.v8i1.1610

Abstract

Educational leaders increasingly face complex professional pressures that demand not only managerial competence but also strong adaptive and emotional capacities. This study examines how internal and external factors contribute to principals’ resilience by integrating quantitative and qualitative evidence through a mixed-methods approach. Survey data were used to identify shared perceptions regarding resilience resources, while in-depth interviews explored how principals interpret challenges and sustain leadership effectiveness in practice. The findings reveal that resilience is shaped through the interaction between adaptive meaning-making, spiritual faith, and organizational support. Emotional regulation and a clear sense of professional purpose emerged as important internal resources, while collegial collaboration and family support functioned as reinforcing external mechanisms. Spiritual practices were found to play a significant role in stabilizing emotional responses and supporting reflective decision-making during demanding situations. Rather than operating as isolated factors, these elements interact dynamically to sustain leadership stability under pressure. The integration of quantitative and qualitative findings suggests that resilience should be understood as a relational–spiritual process embedded in everyday leadership experiences. The study highlights the importance of developing leadership support systems that integrate emotional, relational, and spiritual dimensions. These findings provide practical implications for leadership development programs by emphasizing holistic resilience training that strengthens emotional regulation, collaborative organizational culture, and value-based leadership practices to support sustainable educational leadership.
Integrating Pedagogical Innovation and Strategic Management: Remediation Frameworks for Economics Education in South African Schools Agyeman, Nana Yaw Brenya; Aphane, Venessa
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.v8i1.1011

Abstract

This study explores effective remediation strategies that economics teachers can use to enhance students’ understanding and performance in South African schools. The research specifically examines how management practices, such as resource allocation, lesson planning, and teacher support, influence teaching effectiveness. A qualitative case study design was employed, involving 20 purposively selected experienced economics teachers from selected schools. Data were collected through semi-structured interviews and were analysed thematically to identify patterns in teaching and management strategies. Findings indicate that active learning, real-world applications, and context-sensitive teaching methods significantly improve students’ comprehension of economics. Additionally, effective school management—coordinating resources, monitoring student progress, and providing professional development—supports teachers in addressing learning challenges. These strategies help bridge gaps in understanding and foster higher student performance. The study highlights the importance of integrating innovative pedagogical approaches with strong management practices to enhance learning outcomes. Policymakers are encouraged to allocate resources strategically to address socioeconomic disparities and support schools in implementing both teaching and management improvements. By combining pedagogical innovation with effective educational management, this research provides actionable insights for enhancing economics education in South Africa.
The Role of Organizational Culture and Empowerment in Enhancing Teacher Commitment: Work Motivation as a Mediator Maulana, Adam; Wulandari, Dian; Hidayat, Rais
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.v8i1.1838

Abstract

This study is motivated by the need for vocational high school teachers to continuously improve their competencies, uphold professional ethics, and foster effective learning so that graduates are ready to work, become entrepreneurs, or continue their education. However, the professional commitment of private vocational high school teachers in Ciampea District remains suboptimal. The study aims to examine the influence of organizational culture, empowerment, and work motivation on professional commitment, with work motivation as an intervening variable. The subjects were permanent teachers at vocational high schools in Ciampea District, Bogor, with a total of 200 and 134 respondents, respectively. Data were collected via validated and reliable questionnaires and analyzed using path analysis and SITOREM. Results show significant direct effects of organizational culture (β=0.621), empowerment (β=0.221), and work motivation (β=0.148) on professional commitment; organizational culture (β=0.535) and empowerment (β=0.169) on work motivation; and work motivation mediates the influence of organizational culture (β=0.261) and empowerment (β=0.321) on professional commitment. The study implies that increasing teacher commitment should prioritize indicators such as sense of loss, willingness to invest, values, independence, appreciation, and rewards, supporting the development of professional, adaptive, and work-ready vocational school graduates.
Digital Transformation in Islamic Education: Integrating Kurt Lewin’s Change Model with Spiritual Values Najiburrohman, Najiburrohman; Hikmah, Raudlotul; Iliasu, Samuel Femi
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.v8i1.1972

Abstract

This study aims to analyze the application of Kurt Lewin’s change management model to enhance digitalization in madrasah education while preserving Islamic principles. A qualitative case study design was employed to explore the contextual process of change. Data were collected through in-depth interviews, participant observation, and document analysis, and analyzed using an interactive model, which involves data condensation, reduction, presentation, and verification. The findings reveal that the Unfreezing stage involves the internalization of Islamic values within the digital consciousness of madrasah communities. The Changing stage reflects the integration of digital pedagogy and transformative leadership grounded in religious values. The Refreezing stage demonstrates the institutionalization of a digital-religious culture that defines the institution’s identity. These results indicate that combining Lewin’s change model with spiritual and cultural dimensions enhances both educational effectiveness and character development. The study implies that digital transformation in Islamic educational institutions can improve learning outcomes while reinforcing religious culture, offering a model for holistic digitalization in faith-based education.

Page 21 of 21 | Total Record : 210

 17   18   19   20   21 

Filter by Year

2019 2026


Reset
Filter By Issues
All Issue Vol. 8 No. 1 (2026) Vol. 7 No. 4 (2025) Vol. 7 No. 3 (2025) Vol. 7 No. 2 (2025) Vol. 7 No. 1 (2025) Vol. 6 No. 3 (2024) Vol. 6 No. 2 (2024) Vol. 6 No. 1 (2024) Vol. 5 No. 3 (2023) Vol. 5 No. 2 (2023) Vol. 5 No. 1 (2023) Vol. 4 No. 3 (2022): September-Desember Vol. 4 No. 2 (2022): Mei-Agustus Vol. 4 No. 1 (2022): Januari-April Vol. 3 No. 3 (2021): September-Desember Vol. 3 No. 2 (2021): Mei-Agustus Vol. 3 No. 1 (2021): Januari-April Vol. 2 No. 3 (2020): September-Desember Vol. 2 No. 2 (2020): Mei-Agustus Vol. 2 No. 1 (2020): Januari-April Vol. 1 No. 1 (2019) More Issue