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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 509 Documents
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Innovation and Continuous Improvement in Islamic Education: A Literature Review on Concepts, Implementation, and Challenges in the Digital Era Prasasti, Weni Febriliani Eka; Julaiha, Siti
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.v4i4.1537

Abstract

This study aims to examine the concepts, implementation, and challenges of innovation and continuous improvement in Islamic education in the digital era through a literature review. The research method involves systematic searches of national and international journal databases, followed by thematic analysis to synthesize key findings. The results show that: (1) Islamic education innovation includes curriculum updates, interactive teaching methods, and the use of digital technology; (2) continuous improvement in schools/madrassas is often implemented through Total Quality Management (TQM) principles and the PDCA cycle; (3) digital technology expands access and enhances teaching methods but presents challenges in terms of human resources, infrastructure, and policy; (4) successful implementation depends on Leadership, teacher training, and stakeholder collaboration. The study concludes that integrating quality management strategies, technological capacity, and contextual approaches to the curriculum is crucial for sustainable innovation. The study provides recommendations for policymakers, educational managers, and researchers to develop implementation models responsive to local conditions.
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.
Evaluating the BBAQ Program as a Strategy for Enhancing Quranic Education Quality: A CIPP Model Analysis Firdaus, Muhammad; Julaiha, Siti
Journal of Educational Management Research Vol. 4 No. 5 (2025)
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jemr.v4i5.1541

Abstract

This study aims to evaluate the Bina Baca Al-Qur'an (BBAQ) program at school as an effort to improve the quality of Quranic education in elementary schools. The research focuses on analyzing the program's foundation, resource readiness, activity mechanisms, and student outcomes. The study's objects include Quranic teachers, control books, memorization targets per grade level, and the implementation of reading and memorization activities held Monday through Thursday. The study uses the CIPP evaluation model, which assesses the context, input, process, and product through document review and activity observation. The results indicate that the BBAQ program aligns with the school's needs, effectively addressing the variation in students' reading abilities and supporting the school's religious vision. Regarding input, the school has provided adequate supporting components; however, teacher competence and documentation consistency need improvement. The implementation process is routine but inconsistent due to teacher rotation, time constraints, and varying student abilities. In terms of product, the program shows strong memorization outcomes, with many students completing Juz 30, while reading achievements remain uneven due to the lack of clear achievement standards per grade level.
Risk Management in Islamic Education Based on ISO 31000 and Maqasid al-Shariah Nur Aini, Anisyah; Siti Julaiha
Journal of Educational Management Research Vol. 4 No. 6 (2025)
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jemr.v4i6.1543

Abstract

Islamic educational institutions increasingly face academic, administrative, financial, and safety challenges that require formal risk management to ensure sustainability. This research aims to analyze how ISO 31000 can be integrated with Maqasid al-Shariah to construct a risk governance model that is both technically effective and ethically grounded. Using a library research methodology, relevant books, international journal articles, previous studies, and risk management documents were critically analyzed through content analysis to identify conceptual patterns and gaps. Findings reveal three major results: first, risk governance is implemented using dual filters technical feasibility and Sharia ethical compliance; second, ISO-driven mitigation supports institutional sustainability through strong documentation, audits, and follow-up actions; third, holistic risk mapping aligns risk priorities with the five Maqasid dimensions, ensuring that mitigation protects religion, life, intellect, progeny, and property. This study contributes a hybrid risk management framework that transcends procedural compliance by embedding Islamic ethical imperatives. It implies that the sustainability of Islamic education depends on institutionalizing continuous evaluation and value-based decision-making.
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.
Enhancing the Effectiveness of Islamic Education through Quality Management Practices in Schools Rasyid, Kamaruddin; Julaiha , Siti
Journal of Educational Management Research Vol. 4 No. 5 (2025)
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jemr.v4i5.1552

Abstract

This study aims to evaluate the quality management of Islamic Education (PAI) learning at school. In the face of modernization and globalization, enhancing the quality of education is essential. This research employs a qualitative method, focusing on PAI teachers and students across various class levels as the study's subjects. Data collection techniques include interviews, observations, and documentation. The findings indicate that the quality management of PAI learning at school has been well-implemented in terms of planning, execution, and supervision. However, improvements are still needed in the organizational aspect to optimize and ensure the sustainability of the educational quality. The results of this study suggest that schools should focus on strengthening organizational management to improve the long-term quality of PAI learning and ensure its ongoing development.
Implementing Total Quality Management (TQM) to Enhance the Quality of Islamic Education: A Library Research Study Aini, Qurrotul; Julaiha , Siti
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.v4i4.1553

Abstract

This study aims to analyze the implementation of Total Quality Management (TQM) to enhance the quality of Islamic Education using a library research approach. By reviewing accredited journals, books, proceedings, and relevant documents, TQM is explored as a strategic approach to improving Islamic Education effectiveness through principles of continuous improvement, customer focus (students), process strengthening, and human resource empowerment. The findings indicate that TQM implementation positively impacts the quality of Islamic Education, teacher professionalism, classroom management, and the development of students' religious character. The study also identifies supporting factors such as Leadership commitment, a quality culture, and data-driven evaluation systems. At the same time, challenges include a limited understanding of TQM concepts and the lack of measurable quality standards for Islamic Education. Literature synthesis emphasizes that integrating TQM into Islamic Education has significant potential to comprehensively enhance Islamic education when applied consistently, collaboratively, and contextually. This research is expected to serve as a conceptual reference for educational institutions in developing TQM-based quality strategies for Islamic Education.
Improving the Quality of Islamic Education through the Implementation of Integrated Quality Management Nur Azizah, Reyhana; Nisa Ulyantika, Sofia; Wijaya Putri, Melyna; Kholid, Idham; Yuniar
Journal of Educational Management Research Vol. 4 No. 6 (2025)
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jemr.v4i6.1554

Abstract

The implementation of Total Quality Management (TQM) in Islamic education has become a crucial issue for improving service quality, learning, and institutional governance amid the challenges of globalization and the digital era. This study aims to explore the implementation of TQM in Islamic educational institutions and identify the barriers and their contribution to improving educational quality. The research method is a descriptive, qualitative approach, using in-depth interviews, participant observation, and document analysis across several Islamic schools and madrasas that have implemented TQM. The results show that although TQM has excellent potential to improve educational quality, its implementation is still hampered by a hierarchical organizational culture, a mismatch between modern managerial principles and Islamic educational culture, and limited infrastructure and human resources. This study concludes that to increase the effectiveness of TQM in Islamic education, there needs to be a more contextual and adaptive adjustment to the management model, as well as the strengthening of the integration of Islamic values across all managerial aspects. The contribution of this research is the development of a TQM model grounded more in Islamic moral and spiritual values.
The Role of Islamic Religious Education in Enhancing Primary School Accreditation: A Library Research Analysis of Preparation and Implementation Stages Pebriana, Risma; Julaiha , Siti
Journal of Educational Management Research Vol. 4 No. 5 (2025)
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jemr.v4i5.1555

Abstract

This study aims to examine the concepts, implementation, and challenges of innovation and continuous improvement in Islamic Education (IE) in the digital era through a literature review. A systematic search of national and international journal databases was conducted, followed by thematic analysis to synthesize key findings. The results indicate that: (1) Islamic Education contributes to the development of learning documents aligned with the National Education Standards, such as lesson plans, teaching modules, and competency-based assessments; (2) interactive, values-based Islamic Education fosters a culture of mutual respect and strengthens the school environment; (3) the use of digital technology in evaluation and documentation supports accreditation instruments; and (4) the success of accreditation improvement is influenced by leadership, teacher competency in Islamic Education, and a continuous academic supervision system. This study concludes that optimizing Islamic Education through enhancing process standards, student character, and innovative teaching media is crucial in improving primary school accreditation outcomes. Recommendations are made for educational institutions and policymakers to develop integrated Islamic Education strategies within quality assurance systems.
Challenges of Economics Teachers in Implementing the Merdeka Curriculum Muhammad Muhlis; Ulfa, Noviana Mariatul; Cahyono, Arie Eko
Journal of Educational Management Research Vol. 4 No. 6 (2025)
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jemr.v4i6.1556

Abstract

The Independent Curriculum aims to provide greater learning flexibility by accommodating students’ individual needs and potential. However, its implementation often poses challenges for teachers, particularly in adapting pedagogical practices to the demands of the curriculum. This study analyzes the difficulties economics teachers face in implementing the Independent Curriculum within the Jember Regency Economics MGMP forum. This research employed a descriptive qualitative approach. Four informants were selected, consisting of the MGMP Chair, the Deputy Chair of the Development Division, and two economics teachers. Data were collected through interviews, observations, and documentation, then analyzed through data collection, validation, presentation, and conclusion drawing. Triangulation was used to ensure data validity. Findings show that teachers experience several obstacles, including limited understanding of differentiated instruction, difficulties adapting learning materials, challenges developing appropriate assessment methods and curriculum-aligned learning tools, constraints on integrating the Pancasila Student Profile into project-based themes, and suboptimal use of the Merdeka Teaching Platform. These challenges reflect gaps in curriculum readiness, teacher competency development, and institutional support. Strengthening continuous professional development, intensive mentoring, and school-level facilitation is essential to improve curriculum implementation.

Page 31 of 51 | Total Record : 509

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