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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 745 Documents
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Managing Classroom Space Constraints to Support Effective Learning: A Qualitative Study De Elsa Agustiani; Siti Nur Azizah; Ahmad Haikal Mufid; Muhammad Mustafid Haziq; Affa Turrahmah; Deva Devi Anti
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.v4i6.1148

Abstract

This study aims to examine the effects of limited classroom availability on the effectiveness and quality of the teaching and learning process, with particular attention to classroom conditions, their implications for students and teachers, and school efforts to address these challenges. This study employed a qualitative approach with a descriptive research design. Data were collected through interviews, observations, and documentation involving school principals, vice principals, and teachers selected through purposive sampling. Data credibility was established through source and technique triangulation, while data were analyzed using the interactive model of Miles, Huberman, and Saldaña, comprising data reduction, data display, and conclusion drawing. The findings indicate that limited classroom availability leads to shift-based learning, reduced instructional time, lower student comfort and concentration, and difficulties for teachers in managing classrooms and delivering learning materials effectively. Schools respond by optimizing available spaces, reorganizing schedules, maintaining existing facilities, proposing additional classroom construction, utilizing educational technology, and strengthening stakeholder collaboration. The findings highlight the importance of adequate classroom provision and systematic facility management to create effective, comfortable, and conducive learning environments. Strategic resource optimization and collaborative planning are also essential for sustaining learning quality under infrastructure constraints.
From Reactive Discipline to Preventive Management: Integrating Guidance, Coordination, and Student Behavioral Control Ahmad Insan Rahmatan; M. Adzki Haidar Lutfi; Muhammad Zamzami; Nur Afifah; Nike Amalia; Laila Qodri
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.v4i5.1172

Abstract

This study aims to analyze the management of preventive program planning, identify coordination patterns among school personnel, and evaluate the counseling service system in addressing student delinquency and deviant behavior. This study employed a descriptive qualitative method using an intrinsic case study approach. Data were collected through participatory observation, program documentation, and in-depth interviews with student affairs personnel and guidance and counseling teachers. The findings indicate that preventive planning was implemented through four integrated guidance pillars supported by digital mapping of students’ needs. Limited formal counseling hours were addressed through dynamic coordination, including the dual role of counseling teachers as daily duty officers and the use of available classrooms for counseling activities. Periodic evaluation identified challenges related to an imbalanced teacher–student ratio and limited private counseling facilities. These findings imply that strengthening organic partnerships among school personnel and developing sustainable collaboration with external institutions can help overcome internal managerial constraints and improve the effectiveness of student discipline and counseling services.
Maternal Communication and Parenting Knowledge as Predictors of Emotion Regulation in Late Elementary School Children Siti Mutti Sawitri; Yudistira Fauzi Indrawan
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.v5i5.2935

Abstract

This study aims to examine the effects of mothers’ effective communication and parenting knowledge on emotion regulation among late elementary school students aged 11–12 years. This study employed a quantitative approach with a correlational research design. Participants were mothers of late elementary school students selected using total sampling. Data were collected through Likert-scale questionnaires that met validity and reliability requirements and were analyzed using descriptive statistics and multiple linear regression with SPSS Statistics. The findings showed that mothers’ effective communication, parenting knowledge, and students’ emotion regulation were categorized as high. Mothers’ effective communication had a positive and significant effect on students’ emotion regulation (t = 6.037, p < .001), as did mothers’ parenting knowledge (t = 7.046, p < .001). Simultaneously, both variables significantly affected students’ emotion regulation (F = 165.454, p < .001), with an R² of .876. These findings indicate that effective maternal communication and parenting knowledge play important roles in supporting children’s emotion regulation. The study implies the importance of strengthening family communication and parental competence to promote children’s emotional development.
The Transformation of Kiai Authority in Pesantren Governance: The Shift from Charismatic Leadership toward Collective Leadership Fathorrahman; Matlani
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.v5i5.2943

Abstract

This study analyzes the transformation of kiai authority in pesantren governance, particularly the shift from personal-charismatic toward collective-collegial leadership, and its implications for institutional sustainability, scholarly traditions, and student character formation. The study was conducted at Pesantren Annuqayah, Guluk-Guluk, Sumenep, comprising 19 branch areas under one foundation. Using a qualitative descriptive case study design, data were collected through observation, semi-structured interviews with masyayikh and pesantren community members, and document analysis. Data were analyzed using the interactive model of Miles, Huberman, and Saldaña through data condensation, display, and conclusion drawing and verification. The findings show that the transformation did not eliminate charismatic leadership but reconfigured authority within a collective governance structure. Initially, authority centered on the kiai, whose legitimacy was rooted in personal spirituality and charisma. Increasing institutional complexity encouraged the establishment of the Dewan Masyayikh, strengthening collective-collegial leadership. This model synthesizes spiritual charisma and managerial rationality, preserving moral legitimacy and scholarly traditions while strengthening governance, institutional continuity, and students’ moral character formation.
Father–Child Emotional Attachment and Paternal Involvement as Predictors of Adolescent Emotion Regulation Fikri Fathul Islam; Yudistira Fauzi Indrawan
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.v5i5.2944

Abstract

This study aimed to examine the effects of father–child emotional attachment and paternal involvement in parenting on adolescents’ emotion regulation, both individually and simultaneously. A quantitative correlational-predictive design was employed with Grade IX students as participants, selected through total sampling. Data were collected using validated and reliable five-point Likert-scale questionnaires measuring father–child emotional attachment, paternal involvement in parenting, and emotion regulation. Multiple linear regression was used to examine the partial and simultaneous effects of the predictor variables. Father–child emotional attachment had a positive and significant effect on students’ emotion regulation (β = 0.654, t = 10.956, p < 0.001). Paternal involvement in parenting also had a positive and significant effect (β = 0.636, t = 10.667, p < 0.001). Simultaneously, both predictors significantly explained variation in emotion regulation (F = 117.011, p < 0.001), accounting for 83.3% of its variance. The findings highlight that emotional security and active paternal involvement are complementary factors in adolescents’ emotional development. Strengthening father-focused parenting practices and family–school collaboration may support adolescents’ capacity for adaptive emotional regulation.
From Growth Mindset to Academic Resilience: Grit as a Mediator and Academic Stress as a Boundary Condition Enah Pahlawati; Allyssa Nayyara Ardiansyah Putri; Muhamad Putra Ramadhan; Efrita Norman
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.v5i5.2950

Abstract

This study examines how growth mindset contributes to academic resilience by investigating grit as a mediating mechanism and perceived academic stress as a moderating condition in the grit–resilience relationship. The study integrates Conservation of Resources Theory and Broaden-and-Build Theory to explain how resources operate under demands. A quantitative explanatory design with a cross-sectional survey was conducted among 210 university students. Participants were selected using criterion-based purposive sampling. Data were collected through a questionnaire and analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) with 5,000 bootstrap resamples. Growth mindset positively predicted academic resilience (β = 0.368, p < 0.001) and grit (β = 0.609, p < 0.001), while grit positively predicted academic resilience (β = 0.412, p < 0.001). Grit significantly mediated the relationship between growth mindset and academic resilience (β = 0.251, p < 0.001), indicating partial mediation. Perceived academic stress negatively affected resilience (β = −0.120, p = 0.022), whereas its interaction with grit was positive and significant (β = 0.103, p = 0.025). The findings indicate that academic resilience is strengthened through the combination of beliefs and persistence, while grit becomes more important under academic stress. Universities should therefore integrate growth mindset, persistence strategies, and stress-management support.
Teacher Capacity Management and Family Partnership for Early Childhood Nutrition via Local Fish Utilization Eny Nur Aisyah; Fatchur Rohman; Heni Masruroh; Tuti Mutia; Alfi Sahrina; Choirul Anam; farizaika cahyani; Triata Mahendra Pesona Putra; Sandy Tegariyani Putri Santoso
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.v5i5.3040

Abstract

This study aims to examine how capacity management of Early Childhood Education (PAUD) educators and family partnership management can strengthen early childhood nutrition through the optimal utilization of local fish resources. A qualitative case study employed a Community-Based Participatory Action Research (CBPAR) approach involving 30 purposively selected informants, comprising 10 PAUD educators and 20 parents of children aged 4–6 years. Data were collected through participatory observation, in-depth interviews, and focus group discussions across four stages: needs analysis, nutrition education, tuna croquette-making training, and collaborative evaluation. Data were analyzed thematically and validated through triangulation. The findings indicate improved nutritional literacy, increased participant engagement in practical food processing, strengthened educator capacity as community nutrition change agents, and the development of sustainable family–school partnerships grounded in local wisdom. The tuna croquette product was perceived as nutritious, healthy, and appealing to young children, demonstrating the feasibility of integrating local food resources into child nutrition practices. The study contributes a context-responsive model linking educator capacity management, family partnerships, and local food optimization to early childhood nutrition improvement. Educational and local authorities should institutionalize local-food-based nutrition programs and strengthen multisectoral collaboration to support sustainable implementation and replication.
Unveiling Gen-Z Investment Intention: An Integrated TPB and Social Cognitive Theory Approach with Financial Literacy Moderation Tri Nanda Anugrah Hutasoit; Wendy; Anggraini Syahputri; Mustaruddin; Helma Malini
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.v5i5.3044

Abstract

This study examines the determinants of Gen-Z investment intention by integrating financial capacity, risk perception, self-efficacy, and peer influence, while investigating the moderating role of financial literacy. It also highlights the educational management dimension by considering how financial education and learning management can support informed investment decision-making among young adults. Method: A quantitative expl anatory design was employed using survey data from 404 Gen-Z respondents aged 20–29 years. Data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM), including outer-model, inner-model, moderating-effect, and Multi-Group Analysis (MGA) procedures. Results: Financial capacity, risk perception, self-efficacy, and peer influence significantly influence investment intention. The model explains 78.1% of the variance in investment intention. Financial literacy significantly strengthens the relationship between financial capacity and investment intention but does not significantly moderate the relationships involving risk perception, self-efficacy, and peer influence. Implications: The findings suggest that financial education should be managed beyond knowledge transmission by integrating financial capability, cognitive confidence, risk awareness, and social learning. Educational management can therefore play a strategic role in developing more objective, adaptive, and responsible investment decision-making among Gen-Z.
Digital Consumption and Generation Z: The Roles of Digital Payment, Social Media, Financial Literacy, and Self-Control Velisia; Ramadania; Uray Ndaru Mustika; M. Ridwan Ristyawan; Anggraini Syahputri
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.v5i5.3045

Abstract

This study aims to examine the effects of digital payment, social media, and financial literacy on the excessive purchasing behavior of Generation Z, as well as to investigate self-control as a moderating variable. This study employed a quantitative approach using a questionnaire distributed to Generation Z respondents. Respondents were selected using purposive sampling with a non-probability sampling technique. A total of 212 respondents were determined using the Slovin formula. The data were analyzed using Structural Equation Modeling–Partial Least Squares (SEM-PLS) with SmartPLS. The findings indicate that digital payment, social media, and financial literacy significantly affect consumptive behavior. Self-control does not moderate the effects of digital payment and social media on consumptive behavior. However, self-control significantly moderates the relationship between financial literacy and consumptive behavior. These findings highlight the importance of strengthening financial literacy and self-control among Generation Z to encourage more responsible purchasing behavior and reduce excessive consumption in the digital era.
The Four Domain Qur’anic Character Ecosystem: A Framework for Holistic Islamic Education Management Musthofa
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.v5i5.3050

Abstract

This study aims to formulate The Four-Domain Qur’anic Character Ecosystem as a conceptual framework for managing Qur’an-based character education. The study employs a qualitative approach using library research and a descriptive-analytical method. Data were obtained from the Qur’an, Hadith, Qur’anic commentaries, books, and scholarly journal articles relevant to Qur’anic character education, Islamic education management, and ecological education. The data were analyzed using qualitative content analysis and thematic analysis through data reduction, categorization, interpretation, and conceptual synthesis. The findings indicate that the development of Qur’anic character is not limited to personal and spiritual dimensions but is also influenced by the educational environment, community, and nature. Based on the literature synthesis, this study identifies four interconnected domains: the student domain, educational environment domain, community domain, and nature domain. The student domain serves as the center of Qur’anic value internalization; the educational environment domain provides a space for habituation and exemplary practice; the community domain facilitates the actualization of social responsibility; and the nature domain supports the development of ecological responsibility. These four domains constitute an integrated character ecosystem that connects the processes of knowing, being, and doing. This framework provides a conceptual contribution to the development of holistic, contextual, socially responsible, and ecologically oriented character education management in Islamic education.

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