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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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The Role of Accreditation in Driving Quality Improvement in Higher Education Ridho, Abdussalam; 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.v4i4.1557

Abstract

This study aims to explore the comprehensive process and stages of accreditation in higher education institutions, with particular focus on accreditation as an external quality assurance mechanism. The research also examines strategies to enhance educational quality through institutional accreditation. This paper employs a qualitative approach, utilizing a literature review and document analysis to explore the accreditation process. The study systematically analyzes the stages of preparation, including strengthening the Internal Quality Assurance System (SPMI), digital data management, improving the performance of the tri dharma of higher education, and involving the entire academic community in fostering a quality culture. The findings indicate that accreditation serves not only as an institutional feasibility assessment tool but also as a strategic means to drive continuous improvement. It supports governance enhancement, human resource capacity building, and the development of the tri dharma. The stages of accreditation, from self-evaluation to field assessments and accreditation ranking determination, are critical to institutional progress. This research highlights the importance of accreditation in strengthening higher education institutions' competitiveness, enhancing academic reputation, and ensuring the delivery of high-quality education that adapts to evolving global trends.
Service Quality as a Determinant of Customer Satisfaction in Islamic Education Noor, Asrian; Julaiha, Siti
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.v4i6.1558

Abstract

Quality management and service quality are strategic components in improving customer satisfaction in Islamic educational institutions. This study aims to analyze the contribution of service quality to internal and external customer satisfaction using the SERVQUAL theory in the context of Islamic education. The method used is a literature review of the literature on education quality management, service quality, and customer satisfaction. The results of the study show that five dimensions of service quality, namely physical evidence, reliability, responsiveness, assurance, and empathy, have a significant influence on the level of customer satisfaction. Internal customer satisfaction, especially teachers and education staff, also plays an essential role in supporting sustainable service quality. The implications of this research emphasize the need to develop an integrated quality system, enhance human resource competence, and strengthen communication between educational institutions and customers to deliver superior, responsive Islamic education services that meet the needs of stakeholders.
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.
Interpretation of the Iqra’ Verse as the Foundation of Literacy in the Development of Islamic Education Management Nuraeni, Eva; Anwar, Cecep; Rizkarima; Sriwiguna, Riris
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.v4i4.1561

Abstract

This study explores the integration of the Iqra’ verse (QS. Al-‘Alaq: 1–5) into Islamic educational management, aiming to develop a comprehensive literacy model that enhances leadership in Islamic educational institutions. The research addresses the gap between traditional Islamic values and modern educational management practices, particularly in Indonesia, where secular management models often dominate. By examining the epistemological, operational, and axiological dimensions of the Iqra’ verse, the study proposes a three dimensional literacy cycle for decision-making in educational institutions, emphasizing the importance of trust (amanah), justice, transparency, and consultation (shura). A qualitative, library-based research design with a thematic-tafsir approach was employed to analyze Qur’anic exegesis and contemporary educational management theories. The findings highlight that while existing literature addresses the role of Qur’anic principles in education, it lacks a systematic framework for operationalizing these values in management practices. The study contributes to the field by offering a novel model that bridges Qur’anic exegesis with modern management theory, urging further empirical testing and application in educational leadership.
Teacher Involvement in Parent Collaboration to Foster Social–Emotional Maturity of Early Childhood Group A Learners Inayah, Nur; Lilawati, Agustien; Al Umairi, Mush'ab
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.v4i6.1565

Abstract

Social–emotional maturity in early childhood is shaped through interactions across home and school. This study aims to examine how teachers and parents collaboratively support social–emotional development through structured communication and reinforcement. Using a qualitative descriptive design, data were collected from teachers, parents, and school leaders through interviews, observations of classroom behaviors, and analysis of communication documents. The findings show that teachers strategically initiate collaborative structures, consistent reinforcement between home and school strengthens children’s emotional regulation shown by 82% success in routine-following and 76% non-aggressive conflict resolution and communication barriers reduce the continuity of collaborative developmental support. The study contributes a model positioning teachers as drivers of collaboration, rather than passive partners, in emotional development. The practical implication suggests that schools need systematic and reciprocal communication cycles to sustain parental engagement and prevent fragmented reinforcement of emotional competencies.
Screen Time and Early Childhood Social–Emotional Development Among Children Aged Five to Six Years Sari, Fitria; Lilawati, Agustien; Al Umairi, Mush'ab
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.v4i6.1567

Abstract

Digital exposure has become a dominant part of early childhood routines and increasingly influences social–emotional development. This study aims to analyze the relationship between screen time, peer interaction, emotional regulation, and parental mediation in children aged 5–6 years. Using a qualitative case study, data were collected from six children, two teachers, and four parents through interviews, observations, and documentation. The findings show that high screen exposure triggers weakened emotional regulation, reflected in frequent tantrums, low frustration tolerance, and abrupt mood shifts. Excessive screen time also reduces peer interaction, indicated by 52% low group participation, 48% reluctance to share, and 43% preference for solitary play. Conversely, parental mediation improves social–emotional development by reinforcing cooperation, conflict resolution, and verbal expression. The novelty of this study lies in demonstrating that screen time becomes beneficial only when accompanied by active parental guidance. The results recommend collaborative screen management between schools and families to optimize children’s social–emotional growth.
The Assessment Center Strategy in Educator Selection to Improve the Quality of Education in New Schools Wahyuningsih, Sri Wulan; Khikmah, Siti Futukhatul; Harliawan; Muazza; Aprillitzavivayarti
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.v4i6.1568

Abstract

This study analyzes the use of the Assessment Center strategy to select educators and strengthen the quality of human resources in new schools. The recruitment of qualified teaching staff is crucial, yet conventional selection methods, such as administrative reviews and general interviews, often fail to assess the holistic competencies required of professional educators. This literature-based study synthesizes findings from scientific journals, books, and academic reports to examine the effectiveness of Assessment Center components, including competency-based interviews, teaching simulations, and group discussions. Using a descriptive analysis approach, the study evaluates how these components assess cognitive, pedagogical, social, and personality competencies in an integrated manner. The findings show that Assessment Centers provide a more objective, valid, and comprehensive evaluation compared to traditional methods. They enable schools to identify prospective educators whose skills, values, and behavioral characteristics align with institutional needs and cultural expectations. This strategy enhances the accuracy of recruitment decisions and supports the development of a professional, collaborative, and reflective teaching workforce. The study concludes that Assessment Centers are an effective tool for improving the quality of educator selection and can serve as a strategic foundation for building quality-oriented education in new schools.
The Strategic Role of Information Professionals in Advancing Digital Transformation in Educational Institutions Reza Fachlevi, Akhmed; Wardhana, Kautsar Eka; Solekhin, Muhammad
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.v4i6.1574

Abstract

Digital transformation in the education sector has become an inevitable challenge alongside rapid advancements in information technology. This study aims to examine the strategic role of information professionals in supporting digital transformation within educational institutions. Using a qualitative approach supported by a comprehensive literature review, the study analyzes how these professionals contribute to planning, implementing, and sustaining digital initiatives. The findings indicate several key barriers, including limited budgets, resistance to change, skill gaps, and inadequate technological infrastructure. Despite these constraints, information professionals play a critical role as change agents who drive innovation, enhance administrative efficiency, and strengthen the alignment between digital solutions and institutional goals. The study implies that developing professional competencies, improving digital literacy among stakeholders, and fostering stronger collaboration between information personnel and institutional leaders are essential strategies for achieving sustainable digital transformation in education. This research contributes to a deeper understanding of human resource readiness in digital initiatives and offers practical insights for policymakers and educational administrators.
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.
Designing a Point-Based Skincare Packaging Recycling Model Through Design Thinking: Implications for Educational Management Hana Rania Shaliha; Ichwan, Dinda Azahra; Nurul Fitri Tiara; Asep Taryana
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.v5i1.1588

Abstract

This study aims to design a point-based skincare packaging recycling model using the Design Thinking approach to address the persistent intention–action gap in consumer recycling behavior. The research also explores how circular business practices can be integrated into educational management, particularly in sustainability education and green campus initiatives. A mixed-methods design was employed, combining a survey of 60 consumers with semi-structured interviews involving local skincare SMEs. The Theory of Planned Behavior and circular economy principles were used to analyze the roles of awareness, perceived ease, incentives, and behavioral intention. Results indicate that although environmental awareness is high (≈95%), actual recycling participation is low (16%). Accessibility barriers and insufficient incentives emerged as the strongest predictors of participation intention. Through iterative Design Thinking stages, this study developed the Circular Chain Return & Reward (CCRR) model, which incorporates QR-based tracking, drop-point networks, point rewards, and transparent digital reporting. Simulation findings show that more than 90% of respondents would participate when convenience and tangible rewards are provided. The model offers managerial implications for skincare SMEs and educational institutions by strengthening sustainability management, increasing stakeholder engagement, and supporting curriculum or program development related to environmental responsibility.

Page 32 of 51 | Total Record : 509

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