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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 728 Documents
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Bridging Policy and Practice: Institutional Support and Program Sustainability for Returned Migrant Workers Hazhiyah Nurina Idzni; Rizki Syafril
Journal of Educational Management Research Vol. 5 No. 4 (2026)
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jemr.v5i4.2791

Abstract

This study aims to analyze the sustainability of return migrant empowerment programs and identify the factors that hinder their long-term implementation. The research employed a qualitative descriptive approach, with data collected through in-depth interviews, observation, and document analysis. The data were analyzed using the interactive model of Miles and Huberman, consisting of data condensation, data display, and verification of findings. The results indicate that the empowerment program has achieved partial sustainability but has not yet developed into a fully integrated and systematic reintegration mechanism. Institutional sustainability remains constrained by dependence on individual actors, limited organizational continuity, and weak cross-sector collaboration. Human resource development has improved participants’ skills; however, the impact remains uneven due to limited post-training mentoring and differences in entrepreneurial capacity. Policy support is relatively strong at the regulatory level but remains limited in operational implementation, particularly regarding sustainable funding and coordinated support systems. The main barriers identified include the absence of continuous programs, weak monitoring mechanisms, unstable participant commitment, and limited private-sector involvement. The study implies that strengthening sustainable reintegration requires institutionalized post-training assistance, formal multi-stakeholder partnerships, and more stable funding mechanisms to ensure that empowerment outcomes become systemic rather than dependent on individual success.
Exploring Students' Cognitive Engagement in English Language Classrooms Through Mobile-Assisted Language Learning (MALL) Qorry Annisa; Maisa; Devi Mulatsih
Journal of Educational Management Research Vol. 5 No. 4 (2026)
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jemr.v5i4.2793

Abstract

This study aimed to explore students' cognitive engagement during the learning of Passive Voice through Educaplay's Froggy Jump feature within a Mobile-Assisted Language Learning (MALL) environment. A qualitative case study design was employed involving five Grade XI students and one English teacher at a senior high school in Cirebon, Indonesia. Data were collected through semi-structured interviews, classroom observations, and document analysis, and analyzed using the interactive model of Miles, Huberman, and Saldaña, including data condensation, data display, and conclusion drawing and verification. The findings revealed four interconnected dimensions of cognitive engagement: deep learning strategies, self-regulation, mental effort and persistence, and strategic problem solving. Students actively analyzed grammatical structures, monitored their understanding, sustained cognitive effort despite learning difficulties, and developed strategies to solve Passive Voice tasks collaboratively. The study concludes that gamified MALL fosters meaningful cognitive engagement when supported by teacher scaffolding and peer interaction. These findings imply that English teachers should integrate gamified mobile learning with reflective and collaborative instructional practices to promote deeper grammar learning and higher-order thinking.
Implementation of Discovery Learning Method in Islamic Religious Education Learning: A Qualitative Study in Madrasah Dewi Anisatur Rohmah; Aminatus Zahroh
Journal of Educational Management Research Vol. 5 No. 5 (2026)
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jemr.v5i5.2489

Abstract

This study aims to analyze the implementation of Discovery Learning in Islamic Religious Education (PAI) learning and examine its contribution to improving student engagement, understanding, and character development. This research employed a qualitative approach with a descriptive design. Data were collected through observation, semi-structured interviews, and documentation, while data analysis involved data condensation, data display, and conclusion verification. The findings reveal that Discovery Learning was implemented through systematic stages, including stimulation, problem identification, data collection, data processing, verification, and generalization. The implementation encouraged students to actively participate, develop independent learning skills, improve conceptual understanding, and strengthen Islamic character values such as responsibility, cooperation, confidence, and discipline. The study also identifies several challenges, including limited learning time, differences in student abilities, and the need for continuous teacher development. The implication of this research highlights that Discovery Learning can serve as an effective alternative strategy for creating meaningful, student-centered, and contextual PAI learning. This study contributes to strengthening innovative practices in Islamic education by demonstrating the integration of cognitive development, active learning experiences, and character formation.
Digital Teaching Readiness among Islamic Education Students: The Role of Competence, Self-Regulation, and Media Use Melly Nuryani; Taufik Hidayat
Journal of Educational Management Research Vol. 5 No. 5 (2026)
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jemr.v5i5.2672

Abstract

This study aims to examine the influence of digital competence and learning regulation on digital teaching readiness through digital media utilization among preservice teachers in an Islamic teacher education program. A quantitative explanatory design was employed, involving 50 undergraduate students selected through a saturated sampling technique. Data were collected using closed-ended Likert-scale questionnaires and analyzed with Partial Least Squares–Structural Equation Modeling (PLS-SEM). The findings indicate that digital competence and learning regulation positively and significantly influence digital media utilization. Digital competence also has a positive and significant direct effect on digital teaching readiness, whereas learning regulation does not show a significant direct effect. Furthermore, digital media utilization significantly enhances digital teaching readiness but does not significantly mediate the relationships between digital competence, learning regulation, and digital teaching readiness. The structural model explains 26.6% of the variance in digital media utilization and 43.2% of the variance in digital teaching readiness. These findings imply that teacher education programs should prioritize strengthening students’ digital competence and expanding meaningful digital media utilization to better prepare future teachers for effective digital teaching in contemporary educational environments.
Development Strategies for Sharia-Based Early Childhood Educational Institutions: A Strategic Management Approach to Institutional Quality Maulani Khairunnisa Pulungan; Isra Hayati
Journal of Educational Management Research Vol. 5 No. 4 (2026)
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jemr.v5i4.2792

Abstract

This study aims to analyze the development strategies of Sharia-based educational institutions by examining strategic management practices, curriculum implementation, human resource development, organizational culture, and quality improvement efforts. This study employed a qualitative descriptive approach. Data were collected through observation, semi-structured interviews, and documentation involving participants who were directly engaged in institutional management and educational implementation. The data were analyzed using an interactive model consisting of data condensation, data display, and conclusion verification. The findings reveal that the development of Sharia-based educational institutions is implemented through systematic strategic planning, the integration of Islamic values into curriculum and learning activities, continuous teacher professional development, and the strengthening of an Islamic organizational culture. The study also found that leadership commitment, teacher competence, parental involvement, and effective communication contribute significantly to improving educational quality. The implication of this study is that strategic management based on Islamic values can serve as a sustainable framework for strengthening institutional quality, improving educational services, and supporting the development of Sharia-based educational institutions in response to contemporary educational challenges.
Exploring EFL Learners' Experiences of Using English Movies to Enhance Listening Skills Siti Nurhaliza; Devi Mulatsih; Nunung Nurjannah
Journal of Educational Management Research Vol. 5 No. 4 (2026)
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jemr.v5i4.2794

Abstract

This study aimed to explore EFL learners’ experiences of using English movies to enhance their listening skills, identify the benefits they gained, and examine the challenges they encountered during the learning process. A qualitative descriptive approach was employed to provide an in-depth understanding of learners’ experiences. The participants consisted of three undergraduate EFL students purposively selected from a private university in Indonesia. Data were collected through semi-structured interviews and analyzed using thematic analysis. The findings revealed that watching English movies significantly contributed to the improvement of learners’ listening skills by enhancing their comprehension of authentic spoken English, pronunciation, vocabulary acquisition, and awareness of various English accents. Furthermore, the participants reported increased motivation, confidence, and enjoyment in learning English through authentic audiovisual materials. Despite these benefits, they experienced several obstacles, including rapid speech, unfamiliar accents, connected speech, and limited vocabulary. To address these challenges, they adopted various learning strategies such as using subtitles, replaying difficult scenes, and inferring meaning from context. The study implies that integrating English movies into EFL instruction can provide an engaging and authentic learning environment that effectively supports listening development while fostering learners’ motivation and autonomous learning skills.
Adaptive Hybrid Archival Management and Educational Personnel Performance: Evidence from a Pesantren-Based Madrasah in Indonesia Fanita Ayuwandira; Ismatul Izzah; Nur Fitri Amalia
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.v5i3.2795

Abstract

Archival management is essential to governance because records support accountability, institutional memory, and service quality. However, pesantren-based madrasahs often face fragmented procedures, limited storage, and uneven digital capacity. This study aims to analyze archival management and its contribution to personnel performance at Madrasah. A qualitative descriptive design was employed using purposive sampling. Data were collected through interviews, observation, and document analysis, then analyzed using the Miles, Huberman, and Saldaña interactive model. The findings show that archival planning is adaptive and based on needs. Records are classified by type and year, but written SOPs are unavailable. Archival implementation combines manual and digital systems, creating a hybrid model. Collaborative task distribution supports administrative continuity. Periodic supervision improves document order, although evaluation remains informal. Organized archives accelerate retrieval, improve information accuracy, and support BOS reporting, examinations, accreditation, and services. Nevertheless, limited storage, incomplete digitization, and uneven digital competence reduce efficiency. The study implies that hybrid archival governance can sustain performance under resource constraints. Strengthening SOPs, staff competence, digital integration, and evaluation is essential for accountable and sustainable madrasah administration.
Exploring the Role of TED Talks in Developing EFL College Students' Critical Listening Skills Yuni Permata sari; Maisa; Farah Sukmawati Wahidah
Journal of Educational Management Research Vol. 5 No. 4 (2026)
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jemr.v5i4.2796

Abstract

This study aimed to explore how TED Talks contribute to the development of EFL college students' critical listening skills by examining their learning experiences and perceptions of analyzing, interpreting, and evaluating authentic spoken English. A qualitative descriptive design was employed involving 26 undergraduate English Education students at an Indonesian university. Data were collected through Likert-scale and open-ended questionnaires, followed by semi-structured interviews with five purposively selected participants. The data were analyzed using Miles, Huberman, and Saldaña's interactive model supported by descriptive statistics. The findings revealed four interconnected themes: TED Talks promoted analytical listening by improving students' ability to identify main ideas and discourse organization; enhanced interpretation of spoken messages through contextual reasoning and repeated listening; encouraged critical evaluation by examining arguments and supporting evidence; and fostered self-regulated learning through strategic use of subtitles, replaying videos, and vocabulary searches. Overall, TED Talks functioned as authentic digital learning resources that strengthened critical listening and learner autonomy. These findings imply that integrating TED Talks into EFL listening instruction can effectively promote higher-order thinking and independent learning.
Educational Assistance Program Management: An Integrated Approach to Planning, Implementation, Monitoring, and Evaluation Annisa; Zainullah; Nur Hayati
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.v5i3.2797

Abstract

This study aims to analyze the management of the Program Indonesia Pintar (PIP) by examining the processes of planning, implementation, monitoring, and evaluation within an educational institution. A qualitative descriptive research design was employed to obtain a comprehensive understanding of program management practices in their natural setting. Data were collected through observations, semi-structured interviews, and document analysis involving school administrators, program operators, teachers, parents, and student beneficiaries. The data were analyzed through data condensation, data display, and conclusion verification to identify patterns and themes related to program implementation. The findings reveal that the program has been managed systematically through beneficiary identification, administrative verification, coordinated fund distribution, and continuous monitoring of fund utilization. Nevertheless, several challenges remain, including delays in fund disbursement, incomplete administrative records, limited parental understanding of program procedures, and coordination issues among relevant stakeholders. The study implies that strengthening data management, improving stakeholder coordination, expanding communication with parents, and reinforcing monitoring and evaluation mechanisms are essential to enhance the effectiveness, transparency, and accountability of educational assistance program management.
Exploring Value-Based Leadership in Fostering a Religious School Culture Through Character-Oriented Educational Practices Khoirun Nisak; Abdul Hamid; Hemas Haryas Harja Susetya
Journal of Educational Management Research Vol. 5 No. 4 (2026)
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jemr.v5i4.2798

Abstract

This study aimed to analyze the implementation of value-based leadership in fostering a religious school culture, identify the factors that support and hinder its implementation, and examine its implications for developing students' religious character. A qualitative case study approach was employed to obtain an in-depth understanding of leadership practices within an Islamic junior secondary school. Participants included the principal, vice principal, teachers, administrative staff, and students, who were selected through purposive sampling. Data were collected using semi-structured interviews, observations, and document analysis, and were analyzed following the interactive model of Miles and Huberman, consisting of data reduction, data display, and conclusion drawing. The findings revealed that value-based leadership was implemented through exemplary leadership, the habituation of religious practices, the reinforcement of Islamic values, and the integration of religious programs into daily school activities. Its implementation was supported by a conducive Islamic boarding school environment, institutional commitment, and structured religious programs, while differences in students' motivation and limited instructional time emerged as the primary challenges. The study implies that value-based leadership serves as an effective strategy for cultivating a sustainable religious school culture by strengthening character formation, promoting moral responsibility, and fostering the internalization of religious values within educational institutions.

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