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Khotim Hanifudin Najib
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journalbemi@gmail.com
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Gang Semar Purworejo Sukoharjo Kec. Ngaglik, Kab. Sleman. Daerah Istimewa Yogyakarta
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INDONESIA
Bulletin of Educational Management and Innovation
Published by Rafandha Press
ISSN : -     EISSN : 29868688     DOI : https://doi.org/10.56587/bemi
Core Subject : Education,
Education
Bulletin of Educational Management and Innovation is a peer-reviewed and open-access journal that publishes original and significant contributions to educational management, and Innovation, in the broadest sense. Bulletin of Educational Management and Innovation is fundamentally concerned with issues of Education Leadership and Management: theoretical and empirical research studies on Educational Leadership, Educational Policy and Planning, Educational Economics, Educational Politics, Human Resources in Education, Teacher Development, Leadership and management practice, educational organizational behavior, Educational organizational culture, and curriculum management. Learning and Teaching Innovation: theoretical and empirical research studies on the Development of learning content for higher cognitive skills, social and emotional skills, technological skills, digital literacy and competency, employability, etc. Learning methods and pedagogical development such as the opportunity to learn, team teaching, co-teaching, self-paced learning, active learning, e-learning, blended learning, open source learning models, etc. Research on effective learning environments through discussion of applications of design thinking; managing diversity; learning space improvement; physical, verbal, and cyberbullying
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 51 Documents
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Dialogical-transformative academic supervision model in vocational high school: Systematic literature review Ervin Rudi Haryadi
Bulletin of Educational Management and Innovation Vol. 4 No. 1 (2026): Bulletin of Educational Management and Innovation
Publisher : Rafandha Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56587/bemi.v4i1.131

Abstract

Background: Academic supervision at vocational high schools is primarily defined by administrative and compliance-focused methods, which restrict opportunities for teacher reflection, pedagogical innovation, and ongoing professional growth. This circumstance results in a discordance between supervisory techniques and the evolving requirements of vocational education and industry. Purpose: This study seeks to create a dialogic-transformative academic supervision model by including reflective practice, transformative learning, self-determination theory, and instructional leadership in the realm of vocational education. Method: Utilizing the PRISMA framework, this investigation implemented a systematic literature review (SLR). A total of 327 articles were identified, with 16 articles being selected based on the inclusion and exclusion criteria. To develop a conceptual framework and supervision model, data were analyzed using thematic synthesis, axial coding, and open coding.  Findings: The findings show that supervision techniques are fundamentally constrained and hinder reflective and transformative learning. Professional dialogue underpins the study's dialogic-transformative supervision paradigm, which has four interrelated dimensions: reflective, transformational, motivating, and structural. This model theoretically and practically improves vocational school teacher professional development and learning quality through a cycle of reflection, change, and implementation.
Does strategic generative AI learning in higher education trigger job anxiety? An experimental study Kurnadi Gularso; Michael Christian; Guan Nan; LI Jiancheng
Bulletin of Educational Management and Innovation Vol. 4 No. 1 (2026): Bulletin of Educational Management and Innovation
Publisher : Rafandha Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56587/bemi.v4i1.135

Abstract

Background: The use of AI-based instructional videos in higher education is rapidly expanding, offering greater convenience and potential benefits in the learning process. However, alongside these advantages, students are increasingly concerned about the possibility that AI may replace human roles, particularly in the context of future employment. Purpose: This study aims to examine the effects of perceived ease of use (PEU), perceived benefits (PB), and knowledge of generative AI (KAI) on AI job replacement anxiety (REPLC), as well as to test the moderating role of KAI in these relationships. As part of its broader contribution, this study positions AI literacy as a strategic capability shaping workforce readiness. Method: This study employs an explanatory quantitative approach using a quasi-experimental design involving 200 undergraduate students in Jakarta. Respondents were first exposed to an AI-generated lecture video before completing a questionnaire measured on a five-point Likert scale. Data were analysed using Partial Least Squares–Structural Equation Modeling (PLS-SEM) with SmartPLS software.  Findings: The results indicate that PEU and PB are not significant with respect to KAI, while KAI has a positive and significant effect on such anxiety. In addition, KAI has a significant negative effect on PB and PEU. However, the moderating effects are not empirically supported. These findings highlight that AI literacy plays a critical role in shaping students’ awareness of potential job disruption caused by AI technologies. Furthermore, AI literacy can be considered as a strategic competence to prepare students for digital transformation and future workforce issues.
Interactive mathematics learning media based on problem-based learning to enhance students' numeracy skills Kuswari Hernawati; Muhammad Irfan; Rofi Amiyani; Fadilla Zahira Jihan Mentari
Bulletin of Educational Management and Innovation Vol. 4 No. 1 (2026): Bulletin of Educational Management and Innovation
Publisher : Rafandha Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56587/bemi.v4i1.126

Abstract

Background: Numeracy skills are one of the essential competencies of the 21st century, but they remain low among Indonesian students, as demonstrated by national assessments and international studies. This situation demands learning innovations that integrate technology and problem-solving-cantered pedagogical approaches. Purpose: This study aims to develop and evaluate interactive mathematics learning media based on Problem-Based Learning (PBL) to improve students' numeracy skills. Method: This study used the Research and Development method with the ADDIE model, which includes analysis, design, development, implementation, and evaluation. The subjects were eighth-grade junior high school students divided into an experimental class and a control class. The research instruments included an expert validation sheet, a student response questionnaire, and a numeracy test. Data analysis was conducted to test the validity, practicality, and effectiveness of the media, and an independent sample t-test was used to examine differences in learning outcomes. Findings: The results indicate that the developed media is highly valid, practical, and effective. Students using the media showed significantly higher improvements in numeracy skills compared to those in the control class. These findings demonstrate that integrating PBL within interactive media provides meaningful learning experiences and enhances students’ ability to apply mathematical concepts in real-life contexts.
Integrating eco-theology into good school governance: Madrasah leadership practices at MIS Norhidayah Pundu Djoko Susilo; Ibnu Elmi A. S. Pelu
Bulletin of Educational Management and Innovation Vol. 4 No. 1 (2026): Bulletin of Educational Management and Innovation
Publisher : Rafandha Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56587/bemi.v4i1.130

Abstract

Background: Environmental degradation calls madrasahs to practice governance that is not only transparent and accountable but also rooted in Islamic eco-theological values. This study focuses on how leadership can integrate Good School Governance with the principles of khalīfah fī al-arḍ and amanah in daily institutional practice. Purpose: This research aims to analyse how eco-theological values are integrated into Good School Governance through the principal’s leadership at MIS Norhidayah Pundu. Method: The study employs a qualitative intrinsic case study design, using participatory observation, semi-structured interviews with the principal and teachers, and analysis of institutional documents related to governance and environmental programs. Findings: The findings reveal four pillars of eco-theology-based GSG: (1) transparency guided by a “Green Madrasah” vision; (2) participatory conservation and waste management practices; (3) accountability through environmentally oriented budgeting, energy conservation, and eco-friendly facilities; and (4) integration of Islamic and environmental values into the curriculum and madrasah culture. Inclusive and spiritually transformational leadership enables governance to move beyond administrative compliance toward sustainability grounded in religious motivation.
The integration of the epistemologies of science and Islam in the development of a curriculum system for modern Islamic boarding schools in Indonesia Iyus Herdiana Saputra; Tobroni Tobroni; Moh Nurhakim; Diah Karmiyati
Bulletin of Educational Management and Innovation Vol. 4 No. 1 (2026): Bulletin of Educational Management and Innovation
Publisher : Rafandha Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56587/bemi.v4i1.132

Abstract

Background: The dichotomy between religious studies and science remains a major issue in the Islamic education system, particularly in modern Islamic boarding schools, necessitating an epistemological integration model capable of uniting revelation, reason, and empiricism within a single scientific framework. Purpose: This study aims to analyze the epistemological integration of science and Islam in the development of the curriculum system for modern Islamic boarding schools in Indonesia, using a case study of Trensains Muhammadiyah Sragen. Method: This study employs a qualitative approach with an intrinsic case study design. Data were collected through in-depth interviews, participant observation, and document analysis, and were subsequently analyzed using the Miles, Huberman, and Saldaña interactive model. Findings: The results indicate that epistemological integration is substantively achieved through the reconstruction of the relationship between revelation, reason, and empiricism within the framework of tawhid. This integration is manifested in an integrated curriculum as well as learning practices based on ayat kauniyah, inquiry-based learning, and scientific research by students. The findings also indicate that this integration contributes to the development of students’ holistic competencies, encompassing critical thinking skills, scientific understanding, and spiritual awareness. However, implementation still faces challenges regarding teacher competencies and the availability of integrative teaching materials. The novelty of this study lies in the formulation of an operational epistemological integration model within the curriculum system and pedagogical practices of modern Islamic boarding schools.
Religious moderation as pedagogical habitus in Islamic religious education: A case study of internalization and character formation Imam Hanafie; Khojir Khojir; Shafa Shafa; Taufikin Taufikin; Mohammad Taqi Fakhlaei
Bulletin of Educational Management and Innovation Vol. 4 No. 1 (2026): Bulletin of Educational Management and Innovation
Publisher : Rafandha Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56587/bemi.v4i1.134

Abstract

Background: Religious moderation has become a strategic issue in education amid rising signs of intolerance and radicalism among adolescents, particularly at the secondary school level, which is a crucial phase in identity formation. Although the value of moderation has been integrated into the Islamic Religious Education curriculum, its implementation remains largely normative and has not yet fostered a deep internalization process within learning practices. Purpose: This study aims to analyse how the values of religious moderation are constructed and internalized in Islamic Religious Education learning and how they contribute to the formation of students’ attitudes. Method: This study employs a qualitative approach with a case study design, conducted at a high school in Indonesia. Data were collected through observation, in-depth interviews, and document analysis, and were analysed using inductive thematic analysis. Findings: The results indicate that religious moderation is not merely taught as a value but is formed as a pedagogical habitus through the interaction between the curriculum structure, teacher role modelling, and repeated social practices. The internalization process occurs through the mechanisms of role modelling, reflective dialogue, and habituation, resulting in social empathy, self-control, and harmony in diversity. These findings offer a new conceptual contribution by positioning religious moderation as a pedagogical habitus in education.
Improving students' understanding of fraction concepts and arithmetic operations after learning using bingo media Ariep Mulyadi; Muhajir; Nuril Huda
Bulletin of Educational Management and Innovation Vol. 4 No. 1 (2026): Bulletin of Educational Management and Innovation
Publisher : Rafandha Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56587/bemi.v4i1.137

Abstract

Background: Some studies show that maths instruction in fractions in elementary schools still suffers from low conceptual understanding and arithmetic skills of the students. This is because the use of conventional learning methods which do not encourage students to learn also requires media that are more innovative and interactive. Purpose: This study aims to determine the effect of using bingo learning media on students' understanding of concepts and arithmetic operations of fractions. Method: An experimental design with non-equivalent control group design was employed. This research was conducted on an experimental class and a control class, both consisting of 52 students. Multiple-choice and essay were the tests to collect data that subsequently analyzed in independent sample t-test, MANOVA respectively. Findings:  The average conceptual understanding of the experimental class was obtained at 87.31, while that of the control class was 58.08 so as to produce a significance value of 0.000; thus, H0 is rejected and Ha is accepted. The ability to operate fractions was also better in the experimental class with an average of 80.96 compared to the control class at 51.15, with a significance value of 0.000. The MANOVA test results showed a significance value of 0.000, which indicated a simultaneous effect. These findings indicate that bingo media is effective in increasing student engagement, strengthening conceptual understanding, and practicing procedural skills in fraction material.
Comparing team accelerated instruction and jigsaw in mathematics: Effects on students’ learning interest and computational thinking skills Darmaji Darmaji; Edy Widayat; Sucipto Sucipto
Bulletin of Educational Management and Innovation Vol. 4 No. 1 (2026): Bulletin of Educational Management and Innovation
Publisher : Rafandha Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56587/bemi.v4i1.138

Abstract

Background: Enhancing students’ learning interest and computational thinking skills has become a critical objective of 21st-century education. Nevertheless, conventional instructional approaches often fail to optimally develop these competencies, necessitating the implementation of more effective cooperative learning models. Purpose: This study aims to compare the effects of the Team Accelerated Instruction (TAI) and Jigsaw learning models on students’ learning interest and computational thinking skills. Method: This study employed a quasi-experimental design using a non-equivalent control group design involving 56 tenth-grade students. Data were collected through a learning interest questionnaire and a computational thinking skills test. The data were analyzed using the Mann–Whitney U test with the assistance of SPSS version 25. Findings: The findings revealed that the Team Accelerated Instruction (TAI) model was more effective than the Jigsaw model in enhancing both students’ learning interest and computational thinking skills. The mean rank of computational thinking skills in the TAI group was 16.71, compared to 11.46 in the Jigsaw group, with a statistically significant difference (p < .05). Similarly, the mean rank of learning interest was higher in the TAI group (21.21) than in the Jigsaw group (15.25), and the difference was also statistically significant (p < .05). These findings indicate that the TAI model is more effective than the Jigsaw model in improving students’ learning interest and computational thinking skills.
The impact of contextual teaching and learning on elementary students’ ability to solve mixed arithmetic word problems Titik Rahmawati; Sucipto; Yuni Listiana
Bulletin of Educational Management and Innovation Vol. 4 No. 1 (2026): Bulletin of Educational Management and Innovation
Publisher : Rafandha Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56587/bemi.v4i1.139

Abstract

Background: The challenges of Mathematics learning in elementary schools include both the conceptual understanding and students capacity to solve a word problems. The solution can thus be through contextualised and meaningful models of learning that help students understand. Purpose: This research aims to examine the effect of the Contextual Teaching and Learning (CTL) model on understanding concepts and solving story problems in mixed arithmetic operations. Method: This study was an experimental study with unequal control group (52 students). Data were collected as result of the tests, and subsequently analyzed using the Wilcoxon test to verify any differences before and after treatment. Findings:  There was a statistical significant improvement in multiple areas after the CTL model has been initiated. The average conceptual understanding improved from 63.85 to 84.62 with p value0.000 (<0.05) Next, for the skill to solve mathematical problems gradually increased from 10.00 to 13.62 with a significancy value of 0.000 These results show that the CTL model has a very good effect on the development of students' conceptual understanding and mathematical problem solving abilities.
Teacher Professionalism: Effects of AI Literacy, Coaching, and Motivation in Islamic Schools Noor Lailie; Kaniati Amalia; Mohammad Syahidul Haq; Amrozi Khamidi; Syunu Trihantoyo; Andi Kristanto
Bulletin of Educational Management and Innovation Vol. 3 No. 2 (2025): Bulletin of Educational Management and Innovation
Publisher : Rafandha Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56587/bemi.v3i2.143

Abstract

Background: The rapid transformation of education in the Society 5.0 era requires teachers to integrate Artificial Intelligence (AI) into pedagogical practices while maintaining professional and ethical standards. In Mojokerto’s Integrated Islamic Elementary Schools (SDIT), teachers face challenges such as digital anxiety, administrative burdens, and limited managerial support, which hinder their ability to adapt to AI-driven learning environments. Purpose: This study investigates the influence of AI literacy, coaching, and work motivation on teacher professionalism in SDIT schools across Mojokerto, both individually and collectively Method: Employing a quantitative causal design, the research involved 114 SDIT teachers selected through total sampling. Data were collected using validated Likert-scale questionnaires and analyzed with multiple linear regression via SPSS, supported by classical assumption tests to ensure model reliability. Findings: Results demonstrate that AI literacy, coaching, and work motivation significantly and simultaneously affect teacher professionalism (F-value = 28.452; Sig < 0.001). Among these, work motivation emerged as the most dominant predictor. The findings underscore the necessity of a holistic approach that combines technological proficiency, managerial empowerment through coaching, and psychological reinforcement via motivation to enhance teacher professionalism in Islamic elementary education.

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