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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 421 Documents
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CampusPlay: Leveraging Community-Based Digital Innovation to Boost University Students' Sports Engagement Ammie Aprilliani; Rachmawati Pertiwi Iriani; Dirrie Nabhila Ginting; 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.v5i1.1593

Abstract

This study aims to develop a community-based digital innovation to enhance university students' participation in sports activities. Despite the widespread use of digital technology, students often struggle with limited information, coordination issues, and a lack of collaborative platforms. Using the design thinking approach, the research focuses on the development of the "CampusPlay" application. The study follows the four stages of design thinking: empathize, define, ideate, and prototype, excluding the testing phase. The findings suggest that students require a digital platform to help find sports partners, manage schedules, and implement a deposit-based payment system to improve commitment. The CampusPlay wireframe incorporates key features, such as "Find Partner" and "Create Match," promoting social collaboration and efficient management of campus sports activities. The design thinking methodology proves effective in creating user-centered, community-driven digital solutions that foster social sustainability within the university context.
Principal Instructional Leadership in Building a Religious School Culture for Students’ Character Development Farwati, Wiwik Wida
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.v4i6.1597

Abstract

This study examines how instructional leadership enacted by madrasah principals strengthens students’ religious character in Islamic primary education. The erosion of religious values among students in the context of globalization and digital culture presents a critical challenge for Islamic schools. Prior studies indicate that character education initiatives often remain fragmented and insufficiently integrated into school culture. This research employed a qualitative case study design at MI Hamzanwadi NW Gelogor, utilizing semi-structured interviews, observations, and document analysis. Data were analyzed through data condensation, display, and verification to ensure analytical rigor. The findings indicate that strengthening religious character begins with participatory program planning informed by contextual needs and collective teacher involvement. Exemplary leadership practices, particularly the principal’s direct engagement in daily religious activities, serve as a key mechanism for internalizing values. Continuous supervision and reflective evaluation further support program sustainability and teacher commitment. These interconnected practices foster a coherent religious school culture that embeds Islamic values into students’ everyday experiences. The study contributes theoretically by framing religious character education as an organizational process mediated by instructional leadership and offers practical guidance for strengthening leadership capacity in Islamic schools. Future research is recommended to employ comparative and longitudinal designs across diverse educational contexts.
Management of OSN Extracurricular Activities in Enhancing Students’ Academic Achievement at Schools YASIN, MUHAMAD NUR; Khoirul Rahmadani; Rosyta Sofiyatun Munawaroh; Kusnul Khotimah; Saveena Meira Iskandar; Desyka Rizky Irmaningtyas
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.v5i1.1602

Abstract

This study aims to analyze the management of the National Science Olympiad (OSN) extracurricular program in improving students’ academic achievement at SMAN 1 Jogorogo. The research employed a qualitative approach with a case study design. Data were collected through in-depth interviews, observations, and documentation involving the school principal, OSN program coordinator, OSN coaches, and participating students. The findings reveal that the management of the OSN extracurricular program is implemented systematically through the stages of planning, organizing, implementation, and evaluation. The transformation of OSN into a continuous extracurricular activity provides wider opportunities for students to receive long-term and structured coaching, which enhances their academic preparedness. Regular and intensive training strengthens students’ analytical skills, self-regulation, and achievement motivation. Nevertheless, several challenges remain, including unequal student interest across subject areas, limited facilities, and increasingly intense competition from other schools. Overall, the study concludes that effective management of the OSN extracurricular program contributes significantly to improving students’ academic achievement and offers a relevant model for the development of competition-based extracurricular programs in secondary schools
Integrating Ecotheology into Organizational Dynamics of Islamic Education: A Conceptual Model Based on Systematic Review hermawan, trian; Hadi, Samsul; Subandi; Syarifudin, Encep
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.v5i1.1603

Abstract

This study aims to develop a conceptual model of organizational dynamics for environmentally oriented Islamic educational institutions grounded in Islamic ecotheology. Using a Systematic Literature Review (SLR), publications from 2010 to 2025 were examined across major academic databases, including Scopus, Web of Science, ScienceDirect, SpringerLink, Taylor & Francis, SAGE, DOAJ, SINTA, GARUDA, and Moraref. The review followed the PRISMA 2020 framework and resulted in the inclusion of 32 eligible articles. The findings reveal that ecological transformation within Islamic educational institutions relies on the coherence of four interrelated elements: the internalization of ecotheological values within institutional vision and strategy, prophetic-transformational leadership that drives organizational change, structural and policy frameworks that institutionalize sustainability principles, and a participatory organizational culture that cultivates an ecological habitus among institutional members. These elements interact dynamically to shape sustainable institutional practices. The proposed conceptual model contributes theoretically to the discourse on sustainable Islamic educational management and provides practical guidance for pesantren, madrasahs, and Islamic higher education institutions in their transition toward becoming Islamic Green Institutions.
Strengthening Impact-Oriented Madrasahs: A Critical Analysis of Principal Leadership in Teacher Supervision Rahmat Yahya; Badrul Mudarris
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.v5i1.1608

Abstract

This study aims to examine the role of madrasah principal leadership and teacher supervision in shaping instructional quality at Madrasah Tsanawiyah (MTs) NU 2 Maron. Employing a qualitative descriptive approach, the research utilizes empirical data collected through semi-structured interviews with the madrasah principal, supervisory staff, and teachers, complemented by classroom observations and analysis of institutional documents. Data were analyzed using systematic triangulation to ensure credibility and analytical consistency. The findings reveal that the principal’s leadership extends beyond administrative functions toward an instructional orientation characterized by strategic decision-making, clear academic direction, and continuous support for teachers’ professional development. Teacher supervision is implemented as a formative and reflective process rather than a procedural requirement, emphasizing dialogic feedback, reflective practices, and structured follow-up actions that directly influence classroom instruction. These practices result in measurable improvements in teaching strategies, classroom management, and teacher accountability. The study further indicates that strong alignment between leadership vision and supervision practices is crucial for sustaining instructional improvement. The findings imply that leadership development programs for madrasah principals should prioritize instructional leadership competencies and context-sensitive supervision models to enhance learning quality and foster a responsive educational environment that meets students’ academic and developmental needs
A Managerial Model for Digital Curriculum Design Based on Islamic Values and Local Wisdom Noqti Nuril Khovi; Moh. Rifa`i
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.v5i1.1609

Abstract

This study aims to develop an integrated digital curriculum model for Madrasah Ibtidaiyah that harmonizes technological innovation with Islamic values and local wisdom through a participatory management approach. A descriptive qualitative research design was employed, involving in-depth interviews with school leaders, teachers, and community representatives, supported by participatory observation and document analysis. Data were analyzed using the interactive model of Miles and Huberman, encompassing data reduction, data display, and conclusion drawing, with credibility ensured through source and methodological triangulation. The findings reveal five key outcomes: (1) digital learning practices are systematically integrated with Islamic values; (2) local wisdom is sustained through the incorporation of religious and communal traditions into digital learning content; (3) teachers play a strategic mediating role between curriculum policy, digital pedagogy, and students’ cultural contexts; (4) community collaboration strengthens the sustainability of value-based digital learning; and (5) participatory management is manifested through the active involvement of all madrasah stakeholders. The study implies that effective digital curriculum design in Islamic primary education requires managerial integration of technology, religious values, local culture, and community participation to ensure adaptive, innovative, and culturally responsive educational practices.
Artificial Intelligence-Based Learning Management to Improve the Effectiveness of the Independent Curriculum Haris, Yusman; Fransiska, Jenny; Kosmanto, Didi; Arianto, Repi; Asha, Lukman; Sutarto; Fakhruddin; Destriani
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.v5i1.1614

Abstract

This study aims to examine the contribution of Artificial Intelligence (AI)-based learning management to improving the effectiveness of the Independent Curriculum, which emphasizes flexibility, differentiated instruction, and continuous assessment in authentic educational contexts. Employing a qualitative case study design, data were collected from school leaders, teachers, and academic coordinators involved in curriculum implementation through semi-structured interviews, non-participant observations, and document analysis to explore AI-supported instructional planning, learning implementation, and assessment practices. The findings reveal that AI-based learning management enhances instructional effectiveness by facilitating differentiated learning, enabling real-time monitoring of student progress, supporting evidence-based decision-making, and reducing teachers’ administrative workload. These results demonstrate that AI functions not merely as a pedagogical tool but as an integrated learning management system that strengthens curriculum implementation. The study implies that the strategic integration of AI into learning management practices can support the sustainability and effectiveness of the Independent Curriculum, provided that institutional readiness, clear management strategies, and continuous professional capacity development are adequately addressed
The Influence of Psychological Empowerment on Workforce Agility in Employees: A Lesson in Improving Human Resource Quality Fadhila Berliana Cahya Asih; Umi Anugerah Izzati
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.v5i1.1620

Abstract

Dynamic changes in government policies and public assignments require employees of State-Owned Enterprises (BUMN) with Public Service Obligations to demonstrate a high level of adaptive capacity. This condition positions workforce agility as an important capacity in supporting work effectiveness within a continuously changing bureaucratic environment. This study aims to examine the effect of psychological empowerment on workforce agility within a public sector organization characterized by policy driven task dynamics. The study employed a quantitative method with a simple linear regression design. The research participants were 82 employees of BUMN X, collected using a convenience sampling technique. The results indicate that psychological empowerment has a significant effect on workforce agility, with a coefficient of determination of 0.292, indicating a moderate strength of influence. These findings suggest that strengthening psychological empowerment can serve as a strategic basis for human resource policies, employee development programs, and managerial practices aimed at enhancing workforce agility in BUMN organizations with public service mandates
Strengthening the Quality of Islamic Education through Ihsan-Based Management Strategies Yuli Maulana; 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.v5i1.1622

Abstract

The transformation and increasing demands for quality improvement in Islamic education require a management model that extends beyond structural and administrative orientations to incorporate spiritual and ethical values. Ihsan, as a fundamental Islamic principle, offers a relevant foundation for educational management practices. This study aims to analyze the implementation of ihsan-based management strategies in improving the quality of Islamic education at Madrasah Diniyah Takmiliyah (MDT) Al-Hidayah Pasir Biru, Cibiru District, Bandung City. Employing a qualitative approach with a field research design, data were collected through in-depth interviews with institutional managers and key stakeholders. The data were analyzed thematically based on established indicators of Islamic education quality, including teacher professionalism, curriculum and learning processes, facilities and infrastructure, as well as learning evaluation and assessment. The findings reveal that ihsan-based management is systematically implemented and functions as a managerial ethos that promotes continuous and holistic quality improvement. Core values such as responsibility, trustworthiness, sincerity, and fairness underpin institutional management practices and contribute positively to both graduate quality and public trust. The study implies that ihsan-based management can be operationalized as a sustainable, context-sensitive strategy for enhancing the quality of Islamic education and may serve as a conceptual model for similar Islamic educational institutions
The Role of Madrasah Principal Leadership in Enhancing Institutional Quality in Islamic Senior High Schools Muli Prima Aldi M; Tika Widiyan; Juni Erpida Nasution; Leni Fitrianti; Farida Nur 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.v5i1.1624

Abstract

This study aims to analyze the leadership of madrasah principals in improving institutional quality at Islamic senior high schools. A qualitative descriptive approach was employed, with data collected through observations, in-depth interviews, and document analysis. The findings indicate that the principal’s leadership was categorized as optimal, achieving a performance score of 78.57%, which reflects effective practices in curriculum development, teacher supervision, school management, and student development programs. Supporting factors for institutional quality improvement include the principal’s strong commitment to quality enhancement, effective communication, and collaborative relationships within the madrasah community. However, several challenges were identified, particularly limited educational facilities, constraints in human resources, and insufficient monitoring of teacher performance. The implications of this study suggest that strengthening leadership capacity, improving resource allocation, and implementing systematic teacher performance evaluation are essential strategies for enhancing institutional quality in Islamic senior high schools. These findings contribute to the understanding of effective madrasah leadership practices and provide practical insights for policymakers and school leaders seeking to improve educational quality in Islamic educational institutions.

Page 34 of 43 | Total Record : 421

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