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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 222 Documents
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Transforming Out-of-School Education: The Role of Teacher Digital Literacy in Enhancing Learning Quality Yuni Rohimatus Syamsiyah; Abu Hasan Agus R; Qisthi Efridita
Managere: Indonesian Journal of Educational Management Vol. 8 No. 2 (2026)
Publisher : Universitas Nurul Jadid

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52627/managere.v8i2.2087

Abstract

This study aims to investigate the role of teacher digital literacy in enhancing learning quality in primary schools, particularly in contexts with limited access to technology. Education in remote areas faces persistent structural challenges, including limited digital devices, unstable internet connectivity, and varying teacher readiness. Teacher digital literacy, encompassing the ability to select, adapt, and integrate technology into pedagogical practices, is critical for fostering inclusive and effective learning. A qualitative case study approach was employed, involving observations, interviews, desk reviews, and interview guides to capture teachers’ experiences, strategies, and challenges in implementing digital literacy. Findings indicate that digitally literate teachers enhance learning processes through platforms such as Google Classroom and Zoom, strengthen communication and collaboration with students, and leverage objective evaluation data to design adaptive instructional strategies. Additionally, the use of digital learning resources fosters student motivation, autonomy, and engagement. The study recommends teacher professional development programs that emphasize the integration of pedagogy and technology, alongside infrastructure improvements to support sustainable educational transformation.
Beyond the Physical Classroom: A Comparative Performance Analysis of Online and Traditional Accounting Pedagogy Thami Isaac Makhoba
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.v8i1.1404

Abstract

This study aims to analyze the comparative effectiveness of online and traditional accounting pedagogy in a resource-constrained higher education context in South Africa. The rapid digital transformation of higher education has shifted learning from physical classrooms to virtual environments, raising concerns about student engagement and learning quality. In accounting education, this transition is critical because it helps develop technically competent professionals. This study employs an interpretivist paradigm with a qualitative case study approach. Data were collected through narrative and semi-structured interviews with 16 final-year accounting students and analyzed using thematic analysis. The findings reveal that online learning enhances autonomy through self-paced study and access to digital resources, creating a “personalized tutor” effect. However, a significant digital divide persists, with rural and township students facing infrastructural barriers such as poor internet connectivity and unreliable electricity. Additionally, the “hybridity paradox” shows students value flexibility but still depend on social interaction, often forming peer-led learning networks. Student adaptability varies based on demographic factors such as age, digital literacy, and responsibilities. The implications of this study highlight the need for higher education institutions to strengthen digital infrastructure, particularly through affordable connectivity solutions, while maintaining structured hybrid learning models that preserve essential social interaction in accounting education.
Value-Based Management and Character Development in Islamic Boarding Schools: A Systematic Review Sutikno Sutikno
Managere: Indonesian Journal of Educational Management Vol. 8 No. 2 (2026)
Publisher : Universitas Nurul Jadid

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52627/managere.v8i2.2026

Abstract

This study aims to formulate a value-based Islamic educational management model for strengthening santri character development in pesantren dormitories. Pesantren have long functioned as centers of religious learning and moral formation in Indonesia; however, character education is often practiced through inherited traditions, while systematic management mechanisms remain limited. This study employed a qualitative integrative literature review to synthesize empirical sources on pesantren education, Islamic education management, and character development. Following PRISMA procedures, 64 sources were identified, 35 were selected, and the data were analyzed using thematic content analysis in NVivo 12 Plus. The findings show that santri character development is rooted in ta’dib, tawhid, worship, akhlaq, and moral habituation. Character formation emerges as a holistic process involving cognitive, affective, moral, social, and spiritual dimensions. Dormitory life functions as a hidden curriculum through exemplary leadership, habituation, supervision, and communal discipline. Effective development requires structured planning, organizing, implementation, supervision, evaluation, and adaptive Islamic management. The implications indicate that pesantren leaders should institutionalize value-based character education programs that are systematic, measurable, sustainable, and responsive to contemporary educational challenges, while integrating Islamic moral values, dormitory-based habituation, and educational management functions into a coherent framework for stronger, accountable, and contextually relevant santri character formation in pesantren.
Beyond the Classroom Screen: Student Preferences for Blended Erudition in Open and Distance Learning Institutions Onikoyi Olawale Abayomi; Onikoyi Yetunde Raliat Adeola; Bankole Olabisi Latifat; Nafiu Aminat Adejoke
Managere: Indonesian Journal of Educational Management Vol. 8 No. 2 (2026)
Publisher : Universitas Nurul Jadid

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52627/managere.v8i2.2139

Abstract

Open and distance learning (ODL) institutions in Nigeria face persistent challenges in delivering digital instruction to geographically dispersed students due to weak infrastructure, high internet costs, and limited institutional support. This study examined undergraduate adoption and preference for online and blended learning in selected ODL institutions in Lagos State and identified technological factors influencing adoption. A descriptive survey design was used with 480 purposively selected undergraduates from three institutions. Data were collected using structured questionnaires and analyzed using mean scores, z-scores, and chi-square tests. Findings indicate a statistically significant preference for blended learning over fully online delivery. Key barriers include high data costs, unstable electricity supply, inadequate technical support, and low digital literacy, although students still recognize the efficiency and flexibility of online learning. The study concludes that limited adoption is driven more by structural readiness constraints than learner resistance. The findings imply that institutional and policy interventions should prioritize investment in digital infrastructure, affordable internet access, reliable power systems, continuous technical support, and sustained digital literacy training to ensure equitable and effective ODL delivery.
Cultivating Sustainability: Principal Leadership Perspectives on School Food Gardens in South Africa Mukateko Louisa Sithole; Kathija Yassim
Managere: Indonesian Journal of Educational Management Vol. 8 No. 2 (2026)
Publisher : Universitas Nurul Jadid

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52627/managere.v8i2.2149

Abstract

School food gardens are increasingly recognized as valuable contexts for Education for Sustainability (EfS), yet limited research has examined the leadership practices that enable their pedagogical integration. This study explored how primary school principals perceive and utilize food gardens as third learning spaces that support sustainability-oriented education. A qualitative case study design within an interpretive paradigm was employed. Data were collected through semi-structured interviews with six primary school principals whose schools had established food gardens embedded in teaching and learning programs. Data were analyzed using Tesch’s eight-step coding procedure. Findings indicate that school food gardens extend beyond food production and nutrition support, functioning as experiential learning environments that foster teacher professional learning, enhance learner self-efficacy, and promote sustainability literacy. Principals played a central role in enabling these outcomes by articulating a shared vision, safeguarding instructional time, facilitating professional development, and building collaborative networks among teachers, learners, families, and community stakeholders. The study shows that the effectiveness of school food gardens depends not only on their physical presence but also on leadership processes that integrate them into the school’s pedagogical mission. The implications suggest that educational leadership programs should strengthen principals’ instructional leadership skills to integrate sustainability initiatives into curriculum practice better. Education authorities are encouraged to institutionalize school food gardens as structured learning infrastructure, supported by teacher training, community engagement, and protected instructional time, to ensure sustained educational impact.
Learning Management System-Based Vocabulary Instruction Management Through Total Physical Response and Adab In Action Materials for Young Learners Siti Sholihah; Taranindya Zulhi Amalia
Managere: Indonesian Journal of Educational Management Vol. 8 No. 2 (2026)
Publisher : Universitas Nurul Jadid

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52627/managere.v8i2.2196

Abstract

This study examined how LMS-based Total Physical Response vocabulary instruction using Adab in Action materials was planned, implemented, and evaluated for young learners. Vocabulary instruction for children requires engaging and developmentally appropriate strategies. However, physical participation in movement-based learning does not always indicate lexical mastery. This study employed a qualitative case study design in a nonformal English holiday program in Indonesia. Data were collected through observations and interviews and analyzed descriptively. The first finding shows that planning aligned vocabulary targets, Islamic values, LMS materials, and multimedia resources. Tutors differed in their emphasis: one prioritized character integration, while the other prioritized vocabulary mastery. The second finding reveals that implementation combined LMS input, flashcards, videos, modeling, commands, and learner responses. Familiar Adab practices supported engagement and comprehension. The third finding indicates a gap between embodied performance and verbal recall. Some learners performed actions accurately but struggled to pronounce, recall, or explain expressions. Evaluation required quizzes, oral checks, observation, and video tasks. This study highlights the implications of a digitally mediated, value-integrated Total Physical Response learning management model for improving vocabulary instruction in young learners. Future research should test this model across broader contexts using mixed-method designs.
Teachers’ Collaboration Practices in Public Primary Schools in Tanzania: Evidence from Mwanza Region Venant Fundi; Prisca Mbogo; Coletha Ngirwa
Managere: Indonesian Journal of Educational Management Vol. 8 No. 2 (2026)
Publisher : Universitas Nurul Jadid

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52627/managere.v8i2.2228

Abstract

The study examined the extent of teachers’ collaborative practices in public primary schools in Tanzania using a convergent mixed-methods design grounded in Social Constructivism. The study population comprised 2,994 teachers across 218 primary schools, from which a sample of 352 respondents (including classroom teachers, academic teachers, head teachers, and key informants) was selected using Yamane’s formula. Participants were drawn from 44 schools across two districts to ensure proportional representation. Data were collected using questionnaires, interviews, and documentary review. Quantitative data were analyzed using descriptive statistics (mean, standard deviation, and skewness), while qualitative data were analyzed through content analysis. Findings indicate that teachers’ collaboration practices are generally high across the sampled schools, suggesting that a collaborative learning culture and professional interaction among teachers are well established. The results imply that existing school-based professional networks contribute positively to instructional coordination and shared pedagogical practices. The study carries important implications for education policy and school management. At the policy level, the government should strengthen workforce planning by rebalancing teacher distribution to address workload disparities that may undermine the quality of collaboration over time. At the managerial level, school leaders should institutionalize structured collaboration frameworks to sustain and further enhance professional cooperation among teachers, particularly in high-load teaching environments.
Human Resources and Digital Transformation in Education: Driving Innovation and Sustainability Reyhana Nur Azizah; Sofia Nisa Ulyantika; Melyna Wijaya Putri; Junaidah Junaidah; Septuri Septuri
Managere: Indonesian Journal of Educational Management Vol. 8 No. 2 (2026)
Publisher : Universitas Nurul Jadid

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52627/managere.v8i2.2263

Abstract

This research is motivated by the increasing need for educational institutions to carry out digital transformation effectively, while its success is still highly dependent on the readiness of human resources. This research aims to analyze the role of teachers, education staff, and school managers in encouraging innovative and sustainable digital transformation in schools. The research uses a qualitative, case-study approach. Data is collected through semi-structured interviews, observations, and documentation, then analyzed through data condensation, data reduction, data presentation, and verification. The study's results show that digital transformation is effective when human resources possess digital literacy, pedagogical awareness, adaptability, and institutional support. The use of LMS, e-learning, interactive media, and AI is not even necessary, as there are still differences in competencies among educators. In conclusion, technology cannot be the main driver of change without adequate human capacity. Theoretically, these findings expand the study of digital education management by placing human resources at the center of innovation success, rather than just technology users. This research contributes to strengthening the human-centered perspective on digital transformation in education and provides a practical basis for developing continuing education innovations in modern Islamic boarding school-based schools.
Mapping the Landscape of Human Resource Management in Education: A Bibliometric Review of Teacher Performance Aulia Silmi; Hasbiyallah Hasbiyallah; Raudhaturrahima Raudhaturrahima
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.v8i1.1942

Abstract

Human resource management (HRM) is one of the key factors that determine the sustainability and success of the education system. However, in reality, human resource management (HRM) research in education still faces several academic gaps that warrant serious attention. This study aims to analyze the development and scientific underpinnings of Human Resource Management (HRM) in education and identify its implications for improving teacher performance. The approach was a bibliometric analysis of publications indexed in Scopus using VOSviewer. Data were analyzed using word co-occurrence techniques to identify relationship patterns, research clusters, and key trends in the HRM literature. The visualization results show that HRM occupies a central position and is closely connected to performance, leadership, competence, and training, indicating the dominance of the strategic human resource management (SHRM) perspective in the research. In addition, research explicitly linking HR practices to teacher performance at the school level remains relatively rare. These findings confirm the existence of research practice gaps and research opportunities, especially in the context of context-specific HRM in schools in developing countries. This study contributes an integrated map of the field and identifies opportunities for context-sensitive research in underrepresented regions. It also offers direction for designing coherent, ethical, and sustainable teacher-management policies.
From Touch to Literacy: Multisensory and Collaborative Pathways to Braille Readiness Upendo Gabriel Komba; Theodora Bali; Reuben Sungwa
Managere: Indonesian Journal of Educational Management Vol. 8 No. 2 (2026)
Publisher : Universitas Nurul Jadid

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52627/managere.v8i2.1976

Abstract

This study examined teaching strategies for developing readiness skills among Braille beginners in special pre-primary schools. Braille readiness requires tactile, motor, auditory, spatial, cognitive, and communicative foundations before literacy begins. Yet limited curricula, materials, support, and contextual evidence may weaken preparation. A qualitative phenomenographic design involved three special pre-primary schools. Data from 30 participants were collected through interviews, focus groups, and observations, then analyzed thematically. First, structured and individualized instruction strengthened tactile tracking, listening, memory, confidence, and independence. Direct teaching, additional time, questioning, repetition, and feedback supported differentiated progression. Second, multisensory and experiential activities developed tactile discrimination, concept formation, spatial awareness, and motor coordination. Real objects, songs, movement, and role-play linked experience with Braille symbols. Third, collaborative learning promoted cooperation, orientation, problem-solving, and social-emotional readiness. Its effectiveness depended on motivated teachers, materials, assistive technologies, flexible timetables, manageable class sizes, individualized support, and parental involvement. The study conceptualizes Braille readiness as an ecological capability emerging from instructional, sensory, relational, and institutional conditions. The findings inform curriculum development, teacher preparation, resource allocation, and inclusive early-literacy planning.

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