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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 715 Documents
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Building an Exemplary School Brand: Strategic Approaches to Enhancing Student Recruitment Riska Meisyi Putri; Wahyu Arohman; Nursalimah; Dismawati; Sugimin; Mardalena; Anggia Pratiwi
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.v5i5.2838

Abstract

This study aims to analyze strategies for building a school brand image to attract prospective students in the context of Islamic secondary education. A qualitative case study approach was employed to gain an in-depth understanding of institutional branding practices. Data were collected through observations, semi-structured interviews, and documentation, and were analyzed using the interactive model of Miles, Huberman, and Saldaña. The analysis was guided by Keller’s Brand Image theory, encompassing the dimensions of strength, favorability, and uniqueness of brand associations. The findings indicate that a positive brand image is developed through consistent academic and non-academic achievements, distinctive religious and character-building programs, qualified teachers, effective use of social media, and support from alumni and the surrounding community. Nevertheless, the institution continues to face challenges, including intense competition among schools, limited effectiveness of digital promotional strategies, insufficient alumni engagement, and persistent public perceptions regarding madrasah education. These findings imply that strengthening strategic branding, expanding digital communication, and fostering sustainable stakeholder collaboration are essential for enhancing institutional competitiveness and increasing prospective students’ enrollment interest in an increasingly competitive educational environment.
Autocratic Leadership, Organizational Culture, and Employee Turnover Intention: Evidence from the Textile Manufacturing Industry Ryan Andriana Putra; Yenny Maya Dora
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.v5i5.2843

Abstract

This study examines the partial and simultaneous effects of autocratic leadership and organizational culture on employee turnover intention. A quantitative descriptive-verificative approach was employed using a survey method. Data were collected from 100 permanent employees selected through simple random sampling from a population of 133 employees. A five-point Likert scale questionnaire was used, and the data were analyzed using validity and reliability tests, classical assumption tests, multiple linear regression, t-tests, and an F-test. The results indicate that autocratic leadership has a positive and significant effect on turnover intention (B = 0.185; t = 3.028; p = 0.003). Organizational culture also has a positive and significant effect on turnover intention (B = 0.211; t = 3.150; p = 0.002). Both variables simultaneously have a significant effect on turnover intention (F = 17.415; p < 0.001) and explain 26.4% of its variance. These findings suggest that organizations should promote participative leadership, strengthen supervisor–employee communication, and foster a supportive organizational culture through fair rewards, career development opportunities, and collaborative work practices to reduce employees’ intention to leave.
An Integrative Management Model for Islamic Boarding Schools: Enhancing Religious Education through Systemic Governance Maisah; Fadlilah; Zulfa Rahmat Hidayati; Muhammad Zaki Rahman
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.v5i5.2844

Abstract

This study aims to analyze pesantren management practices in developing Islamic Religious Education (PAI) and to formulate an integrative management model that enhances the effectiveness and sustainability of PAI implementation in Islamic boarding schools. This research employed a qualitative approach with a case study design. Data were collected through observations, semi-structured interviews, and document analysis. The collected data were analyzed using an interactive analysis model consisting of data condensation, data display, and conclusion drawing and verification. The findings indicate that effective pesantren management is developed through the integration of planning, organizing, implementation, and supervision, supported by curriculum integration, teacher development, student character formation, religious habituation, and educational activities. PAI implementation extends beyond classroom instruction by facilitating the internalization of Islamic values, including faith, worship, morality, discipline, responsibility, and leadership. This study proposes an Integrative Management Model for Islamic Boarding Schools in the Development of Islamic Religious Education, which provides a conceptual and practical framework for strengthening pesantren governance and improving the quality of Islamic Religious Education.
Environmental, Social, and Governance Performance and Stock Investment Risk: The Distinct Role of the Environmental Dimension Gilberth Haris Aditya Parhusip; Wendy; Anwar Azazi; M. Ridwan Ristyawan; Uray Ndaru Mustika
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.v5i5.2849

Abstract

This study aims to examine the effect of Environmental, Social, and Governance (ESG) performance on stock investment risk and to investigate the moderating role of market capitalization in the relationship between ESG performance and stock investment risk. Panel data regression analysis was employed using the Common Effect Model (CEM), Fixed Effect Model (FEM), and Random Effect Model (REM). Model selection was conducted through the Chow, Hausman, and Lagrange Multiplier tests, with the Random Effect Model identified as the most appropriate estimation model. The findings reveal that overall ESG performance has no significant effect on stock investment risk. Likewise, the interaction between ESG performance and market capitalization does not significantly moderate the relationship. Further analysis of ESG dimensions shows that the Environmental dimension has a negative and statistically significant effect on stock investment risk at the 10% significance level, while the Social and Governance dimensions do not exhibit significant effects. These findings imply that aggregate ESG performance has not yet become a strong determinant of stock investment risk, although environmental performance may contribute to reducing investment risk. The results provide insights for investors and corporate managers regarding the importance of strengthening environmental practices as part of long-term risk management strategies.
Constructing Character: The Implementation of Constructivist Learning in Islamic Moral Education Afida Fitrotul Mu'afah; Moh. Irmawan Jauhari; Ahmad Khoirul Mustamir; Fadhil Akbar; Aji Wahyudin
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.v5i5.2852

Abstract

This study aimed to examine how constructivist learning was planned, implemented, and evaluated in Akidah Akhlak instruction and how it contributed to students’ character formation. Moral education remains dominated by memorization, creating a gap between religious knowledge and conduct. Constructivist pedagogy offers contextual, dialogic, and reflective learning for developing moral reasoning and value internalization. A qualitative single-case study was conducted at Madrasah in east Java. Data were collected through nonparticipant observations, semi-structured interviews, and document analysis, then analyzed using condensation, display, and verification. Findings showed that moral dilemmas activated prior knowledge and increased participation. Collaborative discussion enabled students to compare perspectives and justify moral choices. Teacher scaffolding deepened reasoning, although direct explanation occasionally reappeared. Reflection connected classroom concepts with personal commitments, but its depth varied. Institutional policies and learning documents supported value-oriented instruction. However, uneven planning, broad assessment indicators, limited professional development, and partial coordination constrained consistency. Theoretically, the study advances an integrated model linking experience, dialogue, scaffolding, reflection, and institutional support. Practically, it highlights the need for structured facilitation, authentic assessment, and cross-context reinforcement to sustain character development.
Pedagogical Strategies of Islamic Religious Education Teachers in Developing Students' Higher Order Thinking Skills (HOTS) Ulul Azmi Al ghozi; Kustiana Arisanti; Ummi Lailia Maghfiroh
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.v5i5.2909

Abstract

This study aims to examine the instructional strategies employed by Islamic Religious Education (PAI) teachers to develop Higher Order Thinking Skills (HOTS) and to identify the supporting and inhibiting factors influencing their implementation. A qualitative case study was conducted at Madrasah. Data were collected through non-participant observation, semi-structured interviews, and document analysis, and were analyzed using the interactive model of Miles, Huberman, and Saldaña. The findings reveal six key instructional strategies: active learning, higher-order questioning, contextual learning, interactive discussion, diverse learning resources, and HOTS-based assessment. The implementation of these strategies was supported by teachers' pedagogical competence, adequate instructional resources, and a conducive learning environment, while limited instructional time, heterogeneous student readiness, and conventional teaching practices emerged as major constraints. The study concludes that the successful development of HOTS requires an integrated instructional approach combining planning, implementation, classroom interaction, and authentic assessment. This research contributes a comprehensive pedagogical framework for HOTS-oriented Islamic Religious Education and provides practical recommendations for teachers, school leaders, and policymakers to strengthen instructional quality.
Determinants and Challenges of SAK EMKM Implementation in MSME Financial Reporting: A Systematic Literature Review Lazarus Suyatno Vianney; Debi Dince Yoweni; Cliford Racelino Ratulang; Matilda Serfi Desta; Raymond Piring
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.v5i5.2910

Abstract

Micro, Small, and Medium Enterprises (MSMEs) play an important role in supporting economic development; however, the effectiveness of their financial governance remains a major concern, particularly regarding the implementation of the Financial Accounting Standards for Micro, Small, and Medium Entities (SAK EMKM). This study aims to examine the implementation of SAK EMKM among MSMEs, identify the main challenges affecting its adoption, and formulate strategies to strengthen financial reporting practices. This study employed a Systematic Literature Review (SLR) approach by analyzing relevant scientific articles related to SAK EMKM implementation and the factors influencing its adoption. The findings reveal that although MSMEs have increasingly recognized the importance of financial record-keeping, the implementation of SAK EMKM remains limited because many businesses still rely on simple bookkeeping practices. The main challenges include inadequate accounting literacy, limited human resource competence, insufficient training and mentoring, low utilization of information technology, and weak institutional support. This study implies that improving SAK EMKM implementation requires integrated strategies involving accounting education, continuous assistance, digital financial management adoption, and stronger collaboration among stakeholders to enhance the quality of MSME financial reporting and business sustainability.
Managing an Integrated Curriculum to Foster Students' Entrepreneurial Mindset: A Qualitative Study Aziz Rofi'i; Ali Rohmat; Dahlia
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.v5i5.2912

Abstract

This study aims to examine and describe the management of an integrated curriculum combining the national and local curricula in fostering students’ entrepreneurial mindset, as well as to identify the supporting and inhibiting factors affecting its implementation. This study employed a qualitative field research design. Data were collected through observations, in-depth interviews, documentation, and questionnaires involving school leaders, teachers, administrators, and students. Data were analyzed using the interactive model of Miles and Huberman, including data reduction, data display, and conclusion drawing, while data credibility was ensured through source triangulation. The findings reveal that the integrated curriculum management was implemented through the POAC management functions (Planning, Organizing, Actuating, and Controlling) by integrating the national curriculum, religious education, and local wisdom. The curriculum was delivered through contextual learning, project-based activities, entrepreneurship practices, and the utilization of local environmental resources. Students demonstrated positive responses toward entrepreneurship programs, particularly in creativity, practical experience, entrepreneurial interest, discipline, teamwork, and future orientation. The study implies that integrated curriculum management provides an effective strategy for developing students’ entrepreneurial character, life skills, and independence. Schools are encouraged to strengthen teacher capacity and diversify entrepreneurship programs to better accommodate students’ interests and talents.
Internalization of Moral Values through Hidden Curriculum in Character Building of Students Yogi Teguh Wahyudi; Nur Fatimah; Ummi Lailia Maghfiroh
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.v5i5.2913

Abstract

This study aims to examine the strategic implementation of hidden curriculum in internalizing moral (akhlak) values and fostering students’ character development at MTs Miftahul Jannah. This research employed a descriptive qualitative approach using observations, semi-structured interviews, and document analysis involving the principal, Islamic Religious Education teachers, homeroom teachers, and students selected through purposive sampling. Data were analyzed using Miles, Huberman, and Saldaña’s interactive model consisting of data condensation, data display, and verification, while credibility was ensured through triangulation of sources and techniques. The findings show that hidden curriculum is implemented through three main forms: teacher role modeling, religious habituation, and school discipline culture. The internalization process occurs through value transformation, transaction, and transinternalization, which strengthen students’ religious commitment, social behavior, discipline, and responsibility. The study concludes that hidden curriculum effectively transforms moral values into daily practices. The implication emphasizes the need to strengthen school culture, teacher exemplarity, and collaboration among stakeholders to develop sustainable Islamic character education in educational institutions.
Transforming Arabic Language Learning Through Digital Pedagogy: Integrating Web-Based Media in the Society 5.0 Era Muhammad Lanri Siregar; Ahmad Masruri
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.v5i5.2914

Abstract

This study aims to analyze the digital pedagogical strategies employed by Arabic language teachers in integrating web-based media to support learning in the Society 5.0 era. A qualitative library research approach was adopted by reviewing relevant scientific journal articles, books, and scholarly documents. The collected data were analyzed using content analysis to identify key patterns and strategies in digital pedagogy for Arabic language learning. The findings reveal three major strategies: (1) the implementation of Blended Learning and Flipped Classroom models to promote flexible and student-centered learning; (2) the integration of interactive web-based media, such as Kahoot, Quizizz, Wordwall, and online language learning platforms, to enhance learner engagement and participation; and (3) the application of digital assessments that emphasize Higher Order Thinking Skills (HOTS). These strategies contribute to improving learning effectiveness, increasing student motivation, and fostering digital competencies alongside Arabic language proficiency. The study implies that strengthening teachers' digital literacy and expanding technological infrastructure are essential to achieving effective and sustainable Arabic language learning in the Society 5.0 era.

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