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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 77 Documents
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Search results for , issue "vol. 5 no. 3 (2026)" : 77 Documents clear
Utilizing Reading Competitions to Foster Academic Skill Development Among Pesantren Students Kulsum, Umi; Arisanti, Kustiana; Kiromi, Ivonne Hafidlatil
Journal of Educational Management Research Vol. 5 No. 3 (2026)
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jemr.v5i3.2212

Abstract

This study aims to examine the role of the kitab reading competition at a pesantren in enhancing students' academic skills, including cognitive abilities and self-management. Using a qualitative approach, data was collected through observations and in-depth interviews with caretakers, committee members, and students. The findings reveal that the competition plays a crucial role in transforming the students' learning processes. Unlike traditional classroom settings that sometimes lead to a decline in motivation, the reading competition, with its lottery-based system and reward incentives, encourages students to engage more seriously and holistically with their studies. Students are not only required to memorize texts but also to critically analyze and apply them in everyday life. This competition, therefore, serves as both an evaluation tool and a platform for fostering academic proficiency, intellectual development, and self-directed learning. The study highlights the effectiveness of this approach in improving students' academic skills and motivation in pesantren settings.
Fostering Religious Character in Early Childhood Through Islamic Values and Daily Habits Mutia, Fhara; Bantali, Ampun
Journal of Educational Management Research Vol. 5 No. 3 (2026)
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jemr.v5i3.2225

Abstract

This study aims to explore the implementation of character education based on Islamic values in shaping the religious attitudes of early childhood students. Using a qualitative case study approach, data were collected through observations, interviews, and documentation, and analyzed via data reduction, data presentation, and conclusion drawing. The findings indicate that internalization of key religious values honesty, discipline, and responsibility is achieved through habit formation, modeling, and integration of these values into daily learning activities. Children’s religious attitudes are observed in behaviors such as performing daily prayers, demonstrating politeness, and showing empathy toward others. Challenges include variations in family backgrounds, which may affect consistency in character development. The study highlights that fostering religious character in early childhood requires a holistic approach involving both family and school, supported by professional educators and institutional policies. The results underscore the importance of creating structured, consistent, and engaging strategies to nurture moral and spiritual growth, ensuring that children not only understand religious teachings but also practice them in daily life, forming the foundation of strong character from an early age.
Enhancing Vocational School Graduates' Work Readiness through Principal Leadership Strategies: A SWOT Analysis Approach Putra, Hendri Jaya; Mohzana; Musifuddin
Journal of Educational Management Research Vol. 5 No. 3 (2026)
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jemr.v5i3.2227

Abstract

This study aims to analyze the principal's leadership strategy based on SWOT analysis to improve the work readiness of vocational high school graduates. A qualitative case study design was employed, with data collected through in-depth interviews, observations, and documentation involving the principal, teachers, school management, industry partners, and alumni. Data were analyzed using Miles and Huberman's model, including data reduction, data display, and conclusion drawing. The findings indicate that the school's strengths lie in transformational leadership, industrial-based learning through internships, and the development of students' work culture. However, weaknesses in students' technical competencies and limited facilities were identified. External opportunities include industry partnerships and government support, while threats involve limited job availability and a mismatch between graduates' competencies and labor market demands. The SWOT-based leadership strategy adopted by the principal proves effective in enhancing soft skills, but less so in improving technical skills. This study contributes to the development of a strategic leadership model in vocational education, particularly in resource-constrained contexts, and emphasizes the importance of aligning school programs with industry needs.
Value-Based Transformation of Islamic Education Management in Strengthening the Governance of Contemporary Islamic Educational Institutions Dazia, Resi; Budiman, Ali Mumin; Aspandi, Ade; Suhendi , Dodi
Journal of Educational Management Research Vol. 5 No. 3 (2026)
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jemr.v5i3.2229

Abstract

This study aims to examine the transformation of Islamic Education Management based on values through the integration of the principle al-muhāfaẓah ‘alā al-qadīm aṣ-ṣāliḥ wa al-akhdzu bi al-jadīd al-aṣlaḥ in strengthening the governance of contemporary Islamic educational institutions. This research employs a qualitative approach with a library research design combined with a phenomenological perspective to understand the practical meaning of value implementation in institutional contexts. Data were collected from classical and contemporary literature, as well as reflections on management practices in Islamic educational institutions. Data analysis was conducted using content analysis and thematic analysis to identify patterns of integration between traditional values and modern innovation. The findings reveal that the principle has strong relevance as an operational foundation in managerial decision-making, enabling a balance between preserving Islamic values and adopting modern innovations. Value-based management transformation contributes to more transparent, accountable, and sustainable governance, while fostering a hybrid management model integrating normative, adaptive, and transformational dimensions. This study offers a conceptual contribution to the development of integrative Islamic Education Management and provides practical implications for maintaining institutional relevance and competitiveness in the digital era.
Enhancing Biotechnology Learning Through PRA-Driven Hydroponic Technology Oktariyati, Saidah; Safitri, Yulia; Siregar, Kardina Engelina
Journal of Educational Management Research Vol. 5 No. 3 (2026)
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jemr.v5i3.1183

Abstract

This study aims to investigate the application of appropriate hydroponic technology as a learning tool in biotechnology education, focusing on its impact on students’ theoretical understanding, practical skills, and collaborative abilities. The study employed socialization and mentoring based on Participatory Rural Appraisal (PRA) to actively involve students in the learning process. Data were collected through literature review and structured observations, then analyzed qualitatively to identify key outcomes and patterns. The results indicate that integrating hydroponic technology in biotechnology education effectively enhances students’ comprehension of concepts while providing hands-on experience. Students demonstrated increased independence, improved peer collaboration, and the ability to implement environmentally friendly and efficient planting practices. Moreover, the approach facilitated the development of adaptive and sustainable problem-solving skills. These findings suggest that appropriate hydroponic technology can serve as an innovative and practical pedagogical tool in biotechnology education, fostering both cognitive and experiential learning. Future research is recommended to explore long-term impacts on student performance and to refine the integration of PRA-based methods in science curricula.
Integrating Nationalism Values Through Al-Islam and Kemuhammadiyahan in High School Education Based on the Merdeka Curriculum Firdaus; Muntohar; Hermawan
Journal of Educational Management Research Vol. 5 No. 3 (2026)
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jemr.v5i3.1398

Abstract

This study aims to examine the implementation model and strategies for internalizing nationalistic values through the Al-Islam and Kemuhammadiyahan (AIK) curriculum in line with the Merdeka Curriculum’s goal of shaping faithful, devout, and leadership-oriented students. A qualitative field research method was employed, involving key informants such as school leaders and AIK teachers. The findings reveal the use of the Three Pillars of Ideological Integration Model, which effectively embeds nationalism into the formal AIK curriculum, non-formal student organization activities, and overall school culture. The primary strategy identified was identity synchronization, achieved by aligning AIK content with the Pancasila Student Profile (P5) framework of the Merdeka Curriculum. The model successfully fosters Amaliyah Nationalism (practical nationalism) based on Islam Wasathiyyah (Moderate Islam), framing contribution to the nation as an act of worship. Strong institutional ideology serves as a key supporting factor, while exposure to unchecked digital information represents a significant challenge. These findings provide a practical framework for integrating moral, religious, and nationalistic values in secondary education and suggest strategies for enhancing student character development in contemporary curricula. *
Exploring Speech Act Patterns in Lecturer–Student Online Interactions Nurfadilah; Hasbi, Muh.; Abidin, Aslan
Journal of Educational Management Research Vol. 5 No. 3 (2026)
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jemr.v5i3.1659

Abstract

This study aims to investigate the types of illocutionary speech acts most frequently produced by lecturers and students during online classroom interactions. Focusing on the illocutionary dimension, the study explores how language is used to convey intentions, requests, and social interactions in educational settings. A descriptive qualitative approach was employed, analyzing interactions based on Searle and Yule’s speech act theories. Data were collected from recorded online class sessions, transcribed, and systematically coded to identify patterns of speech acts. The findings indicate that directive acts are the most dominant, reflecting attempts by speakers to elicit actions from others. Assertive acts, which demonstrate the speaker’s authority and provide information, were the second most frequent. Expressive acts, conveying emotions, attitudes, or respect, appeared less frequently, while commissive acts, related to commitments to future actions, were the least observed. These results highlight the central role of directive and assertive speech in managing online classroom interactions and facilitating effective communication. The study suggests that awareness of speech act patterns can enhance teaching strategies, improve student engagement, and reduce miscommunication in online learning environments.
Digitalization of Management and Correlation With The Quality of Student Administration Services Khairunnisa, Mila; Hidayat, Wahyu; Gustini, Neng
Journal of Educational Management Research Vol. 5 No. 3 (2026)
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jemr.v5i3.1668

Abstract

This study examines the correlation between management digitalization and the quality of student administration services at Senior High Schools. Digital management involves leveraging technology to transform educational resources from analog to digital, including attendance, e-report cards, and learning platforms, and to enable AI for personalization, data storage, and IoT for facility monitoring. Student administration encompasses planning, student admissions, attendance, discipline, and the Student Council (OSIS). A quantitative, descriptive correlational approach was used with 261 eleventh-grade students selected using the Slovin formula. Data were obtained through a Likert-scale questionnaire and analyzed using instrument testing (validity and reliability), classical assumption tests (normality and linearity), and correlation/determination tests. The results indicate a high level of management digitalization (average 3.97) and high service quality (3.85). There was a strong and significant positive correlation (r = 0.806, p = 0.001 < 0.05), with digitalization explaining 65% of the variation in service quality (R² = 0.650). In conclusion, optimizing digitalization improves efficiency, transparency, and responsiveness, although improvements in response speed, assurance, and empathy are needed for staff. Findings were limited to this school.
Addressing Burnout Through Spiritual Mentorship: Enhancing Motivation and Well-Being of Islamic Education Teachers Paramita, Laura; Jannah, Fathul; Malik, Lina Revilla
Journal of Educational Management Research Vol. 5 No. 3 (2026)
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jemr.v5i3.1758

Abstract

This study aims to analyze the implementation of spiritual mentoring as an effort to address burnout among Islamic Education teachers, with specific attention to its forms, mechanisms, and impact on teachers’ psychological well-being. Using a qualitative case study approach, data were collected through in-depth interviews, participatory observation, and documentation involving Islamic Education teachers, school leaders, and relevant stakeholders. The data were analyzed using thematic analysis to identify recurring patterns related to spiritual mentoring practices and teacher burnout. The findings reveal that spiritual mentoring was implemented through structured and routine activities, including collective dhikr, Qur’anic recitation, morning spiritual gatherings, and ruhiyah mentoring integrated into the school culture. These practices contributed to reducing emotional exhaustion, fostering inner calm, strengthening professional motivation, and helping teachers rediscover deeper meaning in their educational roles. The success of the program was supported by spiritually oriented leadership, a supportive organizational culture, and institutional commitment to teacher well-being. Theoretically, this study reinforces the relevance of tazkiyatun nafs within Islamic psychotherapy as a holistic framework for addressing burnout, while also expanding the discourse on the integration of spirituality and educational psychology. Practically, the findings imply that Islamic educational institutions should systematically incorporate spiritual mentoring into human resource management to enhance teachers’ well-being, resilience, and professionalism.
Exploration of Teachers' Competencies in Welcoming Deep Learning Based on Mindful, Meaningful, and Joyful Learning (MMJ) Makarim, Helwiyah; Haryanto, Yusuf; Ratnasari, Ana; Fakhrunnisa, Resya
Journal of Educational Management Research Vol. 5 No. 3 (2026)
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jemr.v5i3.1869

Abstract

This study aims to explore teachers’ competencies in addressing students’ learning needs within the implementation of the Kurikulum Merdeka and to identify essential competencies for supporting deep learning practices. The study employed a mixed-method approach with exploratory qualitative dominance. Data were collected through closed-ended questionnaires administered to 40 teachers, in-depth interviews with 5 teachers, and a literature review examining trends in the implementation of the Kurikulum Merdeka. The findings reveal that teachers positively perceive the flexibility offered by the curriculum; however, they still encounter difficulties in designing learning experiences that integrate mindful, meaningful, and joyful learning principles. The study identified six key competencies that need strengthening to support effective deep learning implementation: critical thinking, empathy, reflection, collaboration, adaptation, and humanization. These findings indicate that teachers require a more contextual, reflective, and value-based competency development approach. The study proposes the BERKAH framework as a conceptual model for strengthening teacher competencies in deep learning practices. The implications of this study highlight the importance of developing teacher professional training programs grounded in the BERKAH framework to enhance the quality of elementary education. Further research is recommended to validate and test the effectiveness of the framework in broader educational contexts.

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