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Journal of Educational Management Research
Published by Al-Qalam Institute
ISSN : 29629195     EISSN : 29638992     DOI : -
Core Subject : Humanities, Education, Social,
Humanities Education Social Sciences
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.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 60 Documents
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Search results for , issue "Vol. 5 No. 1 (2026)" : 60 Documents clear
Revitalizing Teacher Leadership in Secondary Schools Through a Values and Culture Approach: Towards Schools with a Collaborative and Adaptive Culture Yanti, Hidayah
Journal of Educational Management Research Vol. 5 No. 1 (2026)
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jemr.v5i1.858

Abstract

Educational transformation in the era of digital disruption requires schools to build collaborative and adaptive cultures, which strongly depend on the quality of teacher leadership as instructional and learning leaders. However, many secondary schools still demonstrate weak teacher leadership due to hierarchical cultures and administrative, top-down approaches that restrict creativity and professional autonomy. This study aims to analyze the revitalization of teacher leadership based on school values and culture as a strategy for establishing a collaborative and adaptive learning ecosystem. The research employed a Systematic Literature Review (SLR) through structured searches of national and international scientific sources, followed by rigorous screening based on relevance criteria and thematic analysis to identify patterns and formulate conceptual synthesis. The findings indicate that professional values (trust, responsibility, collaboration, and innovation) and school culture serve as strategic foundations for strengthening teacher leadership, distributed leadership, and school transformation. The implications highlight the importance of teacher empowerment, participatory organizational restructuring, and the development of collective learning culture. In conclusion, revitalizing teacher leadership grounded in values and culture is essential for sustainable school transformation, and further empirical research is required to validate and operationalize its implementation in diverse secondary school contexts.
The Impact of Artificial Intelligence Integration on Enhancing Lecturers' Pedagogical Competencie Rumia Rosmery Simorangkir, Melda; Deliviana, Evi; Sinaga, Dameria
Journal of Educational Management Research Vol. 5 No. 1 (2026)
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jemr.v5i1.1241

Abstract

Higher education faces challenges in adapting to technological advancements, particularly the integration of Artificial Intelligence (AI) in teaching. This study aims to examine the impact of AI utilization and its integration into the curriculum on lecturers' teaching skills. The research employed a quantitative approach using a structured questionnaire and analyzed data with multiple linear regression. The findings reveal that AI integration into the curriculum has a significantly stronger impact on enhancing lecturers' teaching skills compared to the mere frequency of AI usage. Specifically, the integration of AI into curriculum design and instruction leads to more personalized, adaptive, and effective teaching practices. The study provides empirical evidence of the importance of embedding AI in curricula to foster pedagogical innovation. The research contributes to the ongoing discourse on AI in education by highlighting the need for structured AI-based pedagogical frameworks. It also calls for further research to explore the long-term effects of AI integration in diverse educational settings and to address the ethical implications of AI in educationt.
Enhancing Employee Performance through Human Capital and Educational Management: Evidence from a State Detention Center Moch. Akbar Dwiyanto; Kusmiyanti
Journal of Educational Management Research Vol. 5 No. 1 (2026)
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jemr.v5i1.1289

Abstract

Human resources are a strategic asset that fundamentally determines organizational success across both public and private sectors. Effective management and development of human capital are essential for enhancing institutional performance and sustaining organizational competitiveness. This study investigates the impact of human capital on employee performance at the State Detention Center. Using a quantitative approach, data were collected from 80 employees selected through probability sampling based on the Krejcie and Morgan formula. A structured questionnaire consisting of 46 items was administered via Google Forms. Data analysis, conducted using IBM SPSS version 25, involved normality tests, simple linear regression, significance tests, and determination analysis. The findings reveal that human capital significantly influences employee performance (p = 0.000 < 0.05), with an R-square value of 0.715, indicating that 71.5% of performance variance is explained by human capital. The study underscores the crucial role of continuous learning, competency development, and educational management strategies in optimizing workforce performance within correctional institutions. These results provide valuable insights for human resource and educational managers to design more effective training and development programs that foster professional growth and institutional excellence.
The Influence of Learning Style and Interest on Students' Cognitive Ability in Entrepreneurship Courses Amima, Sharfina; Rahmattullah, Muhammad; Lasiani
Journal of Educational Management Research Vol. 5 No. 1 (2026)
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jemr.v5i1.1425

Abstract

This study aims to analyze the partial influence of Learning Styles (Visual, Auditory, Kinesthetic/VAK) and Learning Interest on students' cognitive abilities in Entrepreneurship courses, focusing on the Wetland Entrepreneurship context at FKIP ULM. The primary objective is to identify how these factors impact students' higher-order cognitive skills (analysis, evaluation, creation), particularly given the high failure rate (78.5% failed pre-test). This quantitative study employs an explanatory correlation design with a case study approach, involving 94 students from the Wetland Entrepreneurship course at FKIP ULM, selected via purposive sampling. Data were gathered through questionnaires (Learning Styles and Interest) and cognitive tests/course scores (Cognitive Ability). Analysis was conducted using One-Way ANOVA for Learning Styles and Simple Regression (t-test) for Learning Interest. The results indicate no significant difference in cognitive abilities across VAK learning style groups (Sig. 0.503 > 0.05). However, Learning Interest emerged as a significant partial predictor of cognitive ability (Sig. 0.000 < 0.05), explaining 51.8% of the variance (R² = 0.518). The study's implication is that enhancing students' cognitive performance should focus on strategies that foster Learning Interest, rather than prioritizing VAK learning style preferences, which were found to be insignificant in predicting cognitive outcomes. Future research should explore context-based learning models that increase student engagement within the wetland environment.
A Comprehensive Literature Analysis of the Implementation of the Merdeka Curriculum and Its Impact on Learning Innovation Across Educational Levels Supri Hartini; Mashruhim, Amir; Komariyah, Laili; Abdunnur
Journal of Educational Management Research Vol. 5 No. 1 (2026)
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jemr.v5i1.1449

Abstract

Education serves as a foundational pillar in developing learners’ potentials to become individuals who are faithful, ethical, competent, creative, and responsible, as mandated by Indonesia’s Law No. 20 of 2003. In response to evolving educational needs, the curriculum has continuously undergone reforms, culminating in the introduction of the Merdeka Curriculum. This curriculum emphasizes student-centered learning, flexibility, and the strengthening of the Profil Pelajar Pancasila. This study aims to analyze how the implementation of the Merdeka Curriculum across various educational levels influences learning innovation. Using a literature review approach, the study synthesized findings from national and international publications focusing on curriculum reform, project-based learning, teacher competency development, and the Merdeka Belajar Kampus Merdeka (MBKM) policy in higher education. The review indicates that the Merdeka Curriculum has encouraged notable improvements in educators’ pedagogical competencie
Managing Student Stress in English Language Learning: A Case Study at Sunan Doe Institute Assasaki, Bayu Islam
Journal of Educational Management Research Vol. 5 No. 1 (2026)
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jemr.v5i1.1535

Abstract

This study investigates the significant sources of stress experienced by students learning English in a non-English-speaking academic environment. Previous research indicates that English learners in EFL settings often encounter psychological, linguistic, and sociocultural barriers that impede the development of proficiency, particularly when institutions mandate English as the medium of instruction. In line with this context, the Sunan Doe Institute has implemented intensive English policies, yet many learners continue to report anxiety and performance pressure. This mixed-method study involved 150 students at three proficiency levels and 10 English lecturers, employing surveys, interviews, focus group discussions, and classroom observations to obtain comprehensive data. Quantitatively, the results reveal that fear of negative evaluation, low self-efficacy, and peer comparison are the most significant psychological stressors. Linguistic challenges, particularly pronunciation accuracy, grammatical mastery, and limited vocabulary, emerged as additional pressure points. Environmental and cultural factors, including limited English exposure, unfamiliar cultural references, and insufficient interactive practices, further elevate students’ anxiety. Qualitative findings reinforce these patterns, showing that low confidence and constrained opportunities for authentic communication hinder progress across proficiency levels. The study contributes to a deeper understanding of stress dynamics in EFL contexts and recommends culturally responsive, supportive, and interaction-rich pedagogical strategies to strengthen learner motivation and well-being.
The Role of Quality Assurance Certification Institutions in Islamic Religious Education Nur Salsabila, Urwatul Wusqo; Julaiha, Siti
Journal of Educational Management Research Vol. 5 No. 1 (2026)
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jemr.v5i1.1540

Abstract

The uneven distribution of educational quality in Indonesia remains a serious challenge, particularly due to the inconsistent implementation of the National Education Standards (SNP) across regions. This disparity impacts the quality of learning, including in Islamic Religious Education (PAI), which demands both academic achievement and character building. This study aims to analyze the role of educational quality assurance certification institutions in improving PAI quality through monitoring, coaching, and evaluation mechanisms. The method used was a qualitative study based on a literature review, with data sources consisting of regulations, institutional reports, and national and international scientific publications. The results indicate that certification institutions play a crucial role in ensuring compliance with quality standards, providing mentoring, and strengthening the integration of spiritual values ​​in PAI learning. However, implementation gaps between regions and variations in audit quality were identified that need to be addressed. This study concludes that PAI quality assurance requires a holistic approach encompassing both academic and spiritual aspects. The contribution of this research lies in strengthening educational quality assurance theory and in developing a new understanding of the integration of Islamic values into certification mechanisms.
Deep Learning-Based Intelligent Recommendation System and Management for Personalized Islamic Religious Education Materials Fauzi Iqbal Amali; Nur Aisyah
Journal of Educational Management Research Vol. 5 No. 1 (2026)
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jemr.v5i1.1551

Abstract

The purpose of this study is to examine the strategic role of information professionals in supporting digital transformation within educational institutions. Using a qualitative research design supported by a comprehensive literature review, this study analyzes how information professionals contribute to the planning, implementation, and sustainability of digital initiatives. The results reveal several major barriers to digital transformation, including limited budgets, resistance to change, inadequate skills, and insufficient technological infrastructure. Despite these challenges, information professionals serve as key change agents who promote innovation, improve administrative efficiency, and ensure stronger alignment between digital systems and institutional objectives. The findings imply that developing professional competencies, increasing digital literacy among stakeholders, and strengthening collaboration between information personnel and institutional leaders are essential for achieving sustainable digital transformation. This research contributes to a deeper understanding of human resource readiness for digital initiatives and offers practical insights for policymakers and educational leaders.
Accreditation Preparation and Implementation: A Study on Quality Assurance in Secondary Education Muhidin, Muhidin; Julaiha, Siti
Journal of Educational Management Research Vol. 5 No. 1 (2026)
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jemr.v5i1.1559

Abstract

Education quality has become a critical priority in many countries as schools are increasingly required to demonstrate accountability and provide learning experiences that prepare students for future challenges. Accreditation serves as a key quality assurance mechanism to evaluate institutional performance comprehensively and transparently. This study aims to analyze the preparation and implementation processes of accreditation in secondary education institutions as an effort to improve educational quality. Using a descriptive qualitative design and a library research method, data were collected from scientific literature, government policies, and official BAN-S/M accreditation documents. The findings reveal that systematic preparation through team establishment, document management, training, and structured self-evaluation plays a decisive role in accreditation success. The study also identifies supporting factors such as leadership, teamwork, infrastructure, and community involvement, along with barriers including administrative overload, limited resources, and weak documentation systems. Theoretically, the research strengthens the framework of quality assurance by emphasizing readiness and collaboration, while practically providing guidance for policy and school improvement planning. It concludes that accreditation should function not merely as compliance but as a continuous quality development process.
Ontological Balance in Educational Management and Its Impact on Educational Service Quality Suhertini, Heni; Irawan; Rohmat Mulyana Sapdi
Journal of Educational Management Research Vol. 5 No. 1 (2026)
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jemr.v5i1.1579

Abstract

This study aims to examine how educational managers’ ontological balance influences the quality of educational services, with a specific focus on the integration of professional responsibilities and spiritual values in madrasah governance. A mixed-methods case study design was employed, combining quantitative surveys of managers, teachers, and students with in-depth interviews and document analysis. Quantitative data were analyzed using descriptive statistics, while qualitative data were processed through thematic analysis. The findings show that the level of ontological balance among educational managers is high, although variations appear across spiritual, value-oriented, and professional dimensions. Educational service quality is generally rated good, yet inconsistencies remain in implementation practices and feedback mechanisms. The analysis indicates a significant positive relationship between ontological balance and service quality, particularly in exemplary behavior, policy integrity, and communication practices. The study implies that strengthening managers’ ontological balance through value-based leadership development, structured professional reflection, and continuous capacity-building can meaningfully enhance madrasah service quality.

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