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Contact Name
Hefniy
Contact Email
ha54nbaharun@unuja.ac.id
Phone
+6281559512029
Journal Mail Official
ha54nbaharun@unuja.ac.id
Editorial Address
Probolinggo East Java
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Jawa timur
INDONESIA
Journal of Educational Management Research
Published by Al-Qalam Institute
ISSN : 29629195     EISSN : 29638992     DOI : -
Journal of Educational Management Research is an international peer-reviewed journal which publishes original and significant contributions to educational management, administration, and leadership, in its broadest sense, from all over the world. This includes primary research projects in schools and further vocational and higher education institutions. This journal encourages contributions that respond to important issues in management education. Contributions may be either conceptual or empirical and are welcomed from any topic area and country so long as they primarily focus on management or organization in education. Although our core areas of interest are organizational behaviour and management in education, we are also interested in leadership, public relation, human resource management, social issues in management, financial management, organizational development, critical management studies, etc. Authors are strongly encouraged to have their work reviewed and evaluated by their colleagues prior to submission for formal editorial review.
Articles 52 Documents
Search results for , issue "Vol. 4 No. 4 (2025)" : 52 Documents clear
Integrating Pesantren Institutional Policies with Teaching Factory to Strengthen Entrepreneurship Education in Faith-Based Vocational Schools Yuliansyah, Akhmad Iqbal; Hadiyati, Ernani; Wijayanti, Tri Cicik
Journal of Educational Management Research Vol. 4 No. 4 (2025)
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jemr.v4i4.1804

Abstract

This study aims to analyze strategies for strengthening entrepreneurship education through the alignment of faith-based institutional policies and the Teaching Factory (TeFa) learning model. A qualitative descriptive approach was employed, with data collected through in-depth interviews, observations, and document analysis. Data were analyzed thematically to capture the dynamics between institutional governance, value systems, and vocational entrepreneurship learning. The findings indicate that institutional policies play a dual role as regulatory constraints and value-reinforcing mechanisms within a protective–educational framework. Key challenges identified include regulatory paradoxes, a persistent gap between theoretical learning and entrepreneurial practice, and an underdeveloped entrepreneurship ecosystem. To address these challenges, the study proposes three strategic approaches: (1) a tripartite collaboration model involving educational institutions, governing authorities, and industry partners; (2) the integration of institution-owned enterprises as a platform for implementing TeFa-based entrepreneurship learning; and (3) a multi-layered supervision system to ensure consistency with institutional values and governance. The study theoretically contributes an integrative model that bridges faith-based institutional values with industry-oriented vocational entrepreneurship education. Practically, it provides strategic insights for developing sustainable, value-based entrepreneurship ecosystems within faith-based vocational education settings.
Institutional Adaptation to Zoning-Based School Admission Policy: A Qualitative Case Study of a Public Senior High School Paiman; Ramadhan, Abdul Malik; Alawiyah, Peti
Journal of Educational Management Research Vol. 4 No. 4 (2025)
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jemr.v4i5.1961

Abstract

This study aims to examine the implementation of a zoning-based school admission policy and its implications for institutional adaptation, leadership practices, and organizational management in public secondary education. The research employed a qualitative case study design. Data were collected through semi-structured interviews with school leaders, teachers, and administrative staff, complemented by observations and document analysis. The data were analyzed using thematic analysis, including coding, categorization, and synthesis to identify patterns of institutional adaptation. The findings reveal three major themes: (1) institutional adaptation through organizational restructuring and strategic leadership, (2) instructional adjustments to address increasingly diverse student characteristics, and (3) stakeholder engagement to sustain institutional legitimacy and public trust. Leadership played a pivotal role in coordinating adaptive strategies, strengthening internal management, and ensuring policy compliance while maintaining educational quality. The study concludes that zoning policy implementation represents a multidimensional institutional transformation process rather than merely an administrative admission mechanism. The findings provide theoretical contributions to the literature on educational policy implementation and offer practical implications for policymakers and school leaders seeking to enhance institutional capacity and promote sustainable educational equity.