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Khotim Hanifudin Najib
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INDONESIA
Indonesian Journal of Educational Management and Leadership
Published by Kuras Institute
ISSN : -     EISSN : 29857945     DOI : https://doi.org/10.51214/ijemal
Core Subject : Education,
Education
Indonesian Journal of Educational Management and Leadership (IJEMAL) is a peer-reviewed journal that aims to contribute to the field of educational management and leadership by providing a platform for scholars, researchers, educators, practitioners, and policymakers to share their research findings, perspectives, and insights. The Indonesian Journal of Educational Management and Leadership (IJEMAL) is a peer-reviewed journal published twice a year, in March and September with the online ISSN 2985-7945. IJEMAL publishes original research articles, literature reviews, conceptual papers, and case studies that explore various aspects of educational management and leadership. The journal covers a wide range of topics including Educational Leadership and Administration, Educational Planning and Resource Management, Curriculum Development and Instructional Leadership, Quality Assurance and Accreditation, Educational Policy and Governance, Educational Research and Data-Driven Decision Making, Organizational Culture in Education, Leadership and Organizational Climate, Organizational Change and Innovation, Organizational Climate and Student Outcomes, Organizational Culture and Professional Development.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 48 Documents
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Higher education exit exams and labor market readiness: A systematic review Teshome, Samson Worku
Indonesian Journal of Educational Management and Leadership Vol. 3 No. 1 (2025): Indonesian Journal of Educational Management and Leadership
Publisher : Kuras Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51214/ijemal.v3i1.1349

Abstract

Purpose − Exit exams are a critical component of higher education systems worldwide, serving as a benchmark for assessing students' readiness for graduation and professional practice. However, the relationship between exit exams and labor market readiness remains underexplored. This systematic literature review aims to examine the role of exit exams in preparing students for the labor market, focusing on their impact on employability, skill acquisition, and career readiness. Method − Using the PRISMA framework and PICO strategy, the researcher conducted a comprehensive search across multiple databases, identifying relevant studies published between 1994 and 2024. The PRIMA framework followed identification, screening, eligibility and inclusion stages. The PICO framework was used to structure the research questions by breaking them down into four components: Population, Intervention, Comparison, and Outcome. The review synthesizes findings from 31 studies, highlighting the dual role of exit exams as both a motivator for academic achievement and a source of labor market preparedness. Findings − The results indicate that while exit exams can enhance educational outcomes, their impact on labor market readiness is influenced by a variety of factors, including the alignment of exam content with industry needs, the level of support provided to students, and the cultural context in which the exams are administered. The discussion section delves into the implications of these findings for educational policy and practice, suggesting strategies to enhance the labor market readiness of graduates. This review underscores the need for a balanced approach to exit exams that prioritizes both academic rigor and career preparedness.
The basis and strategies of gender mainstreaming in Islamic education: A conceptual review Mushodiq, Muhamad Agus; Chaudhary, Muhammad Kasih Majeed
Indonesian Journal of Educational Management and Leadership Vol. 3 No. 2 (2025): Indonesian Journal of Educational Management and Leadership
Publisher : Kuras Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51214/ijemal.v3i2.1347

Abstract

ABSTRACT Purpose − This paper seeks to articulate the foundations and strategies for gender mainstreaming within Islamic education. This topic is urgent, as gender inequality in education continues to be a significant issue today. Furthermore, Islam is frequently viewed as contradictory to the principle of gender equality due to its textual interpretations of the Quran and hadith, which serve as primary sources for Muslims. Method − The researchers conducted a qualitative literature review of various texts related to Islamic education, aiming to gather insights from Muslim philosophers regarding the foundations of gender mainstreaming in education. Data collection involved techniques such as active listening and note-taking. The analysis of the data was carried out in three phases: reduction, presentation, and inductive conclusion Findings − Based on the analysis conducted, it is clear that Islam actively supports gender mainstreaming efforts in education to foster social justice and equality. Islam does not differentiate between men and women in terms of their opportunities to acquire knowledge and become exemplary individuals, or khalifatullah fi al-ardh (stewards of the earth). Muslim philosophers endorse gender equality in education both implicitly and explicitly, with no philosophers advocating for discrimination against either gender in the pursuit of quality education. To effectively implement gender mainstreaming in Islamic education, the following strategies should be adopted: (1) Emphasize the importance of allowing students the freedom to choose their fields of study. (2) Foster collaboration between the state and society—through influential organizations or figures—to advance gender mainstreaming in education. (3) Establish a school environment that is rooted in principles of gender equality. (4) Develop educational practices and school management that are sensitive and responsive to gender considerations. (5) Encourage the government, particularly the Ministry of Religious Affairs, to create model or pilot schools that exemplify gender equality and can serve as examples for replication. (6) Provide intensive training and seminars focused on gender issues for educators within both the Ministry of Education and the Ministry of Religious Affairs.
Gamification in management education: Enhancing MBA student engagement and performance through game-based learning technologies Mohite, Rohit; Chaurasiya, Ravi; Sharma, Sandeep; Akre, Sandesh; Rajawat, Anand; Rodrigus, Kiran
Indonesian Journal of Educational Management and Leadership Vol. 3 No. 2 (2025): Indonesian Journal of Educational Management and Leadership
Publisher : Kuras Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51214/ijemal.v3i2.1502

Abstract

Purpose − This study explores the integration of game-based learning technologies within management education to evaluate their influence on student engagement, motivation, and academic performance. The primary purpose is to assess whether gamification can enhance the learning experience for postgraduate business students by replicating real-world challenges in an interactive environment. Method − A mixed-methods research design was adopted, involving surveys, classroom observations, and academic performance data from 150 MBA students across five Indian business schools. Game-based tools such as simulations, point systems, digital quizzes, and interactive role-play were implemented in subjects including marketing, operations, and strategic management. Quantitative analysis revealed that students exposed to gamified instruction demonstrated improved motivation levels, higher participation rates, and a statistically significant increase in academic scores. Qualitative feedback from focus group discussions further emphasized students’ preference for engaging challenge-based activities over traditional lectures. Findings − The study concludes that gamification fosters active learning, improves conceptual understanding, and contributes to better classroom dynamics. However, it also highlights the need for thoughtful implementation, faculty training, and technological support. It is recommended that management institutes gradually incorporate structured gamified modules aligned with course outcomes and industry applications. Additional data collected includes comparative test scores, student satisfaction ratings, and faculty observations, which support the positive impact of gamification. The findings provide actionable insights for educators, curriculum designers, and academic administrators aiming to modernize MBA pedagogy through technology-enhanced strategies.
Junior high school principals’ perspectives in underdeveloped area on independent curriculum implementation in Indonesia Negara, Kartika Yoga Eka Pratiwi
Indonesian Journal of Educational Management and Leadership Vol. 3 No. 2 (2025): Indonesian Journal of Educational Management and Leadership
Publisher : Kuras Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51214/ijemal.v3i2.1442

Abstract

Purpose − Educational disparities in underdeveloped areas of Indonesia present significant challenges for policy implementation, including the recent introduction of the Independent Curriculum. This study explores how junior high school principals in these regions perceive and implement the curriculum, focusing on their understanding, the obstacles they encounter, and the strategies they adopt. Method − A qualitative research design was employed, with data collected through semi-structured interviews involving principals from several underdeveloped regions. Thematic analysis was conducted to identify recurring patterns and insights. Findings − The findings reveal three major areas of concern: teacher competence, school infrastructure, and parental involvement. Principals reported difficulties in implementing student-centred learning due to limited teacher training, challenges in integrating technology, and increased administrative workloads. Infrastructural limitations, such as unreliable internet access and a shortage of textbooks, further hinder curriculum delivery. Additionally, many parents are unable to support their children's learning due to work demands and unfamiliarity with the curriculum content. In response, principals have initiated various strategies, including providing internet quota assistance, conducting internal teacher training, and collaborating with local organizations. This study highlights the crucial role of school leadership in adapting national educational policies to local contexts. It underscores the need for targeted support systems and infrastructure development and calls for future comparative research across different regional contexts to inform more equitable curriculum implementation.
The Influence of Principal Leadership, Work Motivation and Organizational Culture on Teacher Performance in Junior High Schools in Pundong District, Bantul Wulan, Titik Kartika; Najib, Khotim Hanifudin
Indonesian Journal of Educational Management and Leadership Vol. 3 No. 2 (2025): Indonesian Journal of Educational Management and Leadership
Publisher : Kuras Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51214/ijemal.v3i2.1609

Abstract

This study aims to find out and analyze the influence of principals' leadership, work motivation and organizational culture together on teacher performance at the Pundong Bantul Sub-District Middle School. This study began with data collection using questionnaires carried out. The population of this study was all junior high school / MTs teachers amounting to 150 people with sampling using Slovin method taken as many as 110 respondents. Analysis of the data used is the validity and reliability test then testing the assumption test with normality test, heteroscedasticity test and multicollinearity test. Only after that is done a multiple linear regression test. The results of the study, from the regression analysis showed that the three independent variables, namely the principal's leadership, work motivation and organizational culture together had a significant effect on teacher performance in the Pundong Bantul Sub-District Middle School. From partial correlation analysis Most teachers perceive the Principal Leadership in Junior High Schools in Pundong Bantul Subdistrict is still normal, most teachers perceive Organizational Culture in Junior Secondary Schools in Pundong Bantul Subdistrict as usual, most teachers perceive teacher work motivation in Secondary Schools First, the Pundong Bantul Subdistrict is at an ordinary level, most teachers are perceived to have high levels of performance and together leadership, organizational culture and work motivation have a significant influence on teacher job satisfaction in the Pundong Bantul Sub-District Middle School. This is proven from the ANOVA test in the first regression obtained by the F value of 72.552 with a significant level of 0.000
Transforming pesantren educational management through religious moderation in the era of technological disruption Aryati, Ani; Mustofa, Mustofa; Jemain, Zulkipli; Azizah, Nur; Suradi, A
Indonesian Journal of Educational Management and Leadership Vol. 4 No. 1 (2026): Indonesian Journal of Educational Management and Leadership (in Press)
Publisher : Kuras Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51214/ijemal.v4i1.1874

Abstract

Purpose − Technological disruption has posed both challenges and opportunities for Pesantren as Islamic educational institutions rooted in tradition. On the one hand, rapid digital transformation demands managerial adaptation and innovation; on the other hand, Pesantren bear a strategic responsibility to cultivate religious moderation amid the proliferation of exclusive and intolerant religious narratives in digital spaces. This study aims to analyze the transformation of Pesantren educational management based on religious moderation in response to technological disruption through the POAC management framework (planning, organizing, actuating, controlling) Method − Employing a qualitative approach with a case study design, data were collected through in-depth interviews, observations, and document analysis. Findings − The findings reveal that the transformation of Pesantren educational management occurs in a systematic and contextual manner. At the planning stage, religious moderation is integrated into the vision, mission, and strategic educational policies. At the actuating stage, Pesantren mobilize educational resources adaptively by combining traditional learning methods with selective and value-oriented use of digital technology. Meanwhile, at the controlling stage, evaluation is conducted holistically by assessing not only academic achievement but also the internalization of moderate religious attitudes and digital ethics among students. The novelty of this study lies in the development of an integrated Pesantren educational management model that embeds religious moderation across all POAC functions within the context of technological disruption. This study contributes to the advancement of Islamic educational management scholarship and offers a practical framework for managing Pesantren in an adaptive, moderate, and sustainable manner in the digital era.
Continuity and transformation of Islamic educational institutions in Palembang’s Malay Civilization (1900–Present) Dewi, Nurfitria
Indonesian Journal of Educational Management and Leadership Vol. 4 No. 1 (2026): Indonesian Journal of Educational Management and Leadership (in Press)
Publisher : Kuras Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51214/ijemal.v4i1.1880

Abstract

Purpose − This study examines the continuity of Islamic educational institutions within the context of Palembang Malay civilization from 1900 to the present. This study aims to analyze the ongoing role of Islamic educational institutions in shaping and preserving Malay Islamic civilization in Palembang through a multitemporal review, from the Dutch colonial era to the contemporary era. Method − Using historical research methods with a qualitative approach, data were collected through heuristics, source criticism (external and internal), and in-depth interviews with key figures and alumni. Findings − The research findings indicate a significant shift in the role of Palembang's Islamic educational institutions, from a focus on ideological and cultural resistance during the colonial period to a focus on developing superior human resources today. During the colonial era, Islamic educational institutions served as a bulwark against Westernization, with the curriculum dominated by religious knowledge to instill anti-colonial values. Post-Independence, this role transformed into formal consolidation and institutionalization through state recognition and the establishment of Islamic universities (such as UIN Raden Fatah). Today, Islamic educational institutions firmly integrate religious and general knowledge, with an orientation toward producing professionals with noble character who can compete in the era of globalization. Despite this shift in focus, elements of continuity are found in the commitment of Islamic educational institutions to the fundamental values of wasathiyah (moderate) Islam and the preservation of Malay customs. This ongoing role confirms that Islamic educational institutions are adaptive agents of historical change and guardians of civilizational identity in Palembang.
Commodifying learning? Ethical communication violations and professional boundaries of Indonesian influencer lecturers on social media Robby Aditya Putra; Dete Konggoro; Maulida Fitri; Osman Koroglu
Indonesian Journal of Educational Management and Leadership Vol. 4 No. 1 (2026): Indonesian Journal of Educational Management and Leadership (in Press)
Publisher : Kuras Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51214/ijemal.v4i1.1870

Abstract

Purpose − This study explores the phenomenon of the commodification of learning by influencer lecturers in Indonesia using social media. The main objective of this study is to analyze how lecturers’ practices in sharing content on social media can trigger ethical communication violations, blur professional boundaries, and affect students’ learning experiences as well as the protection of their rights in the digital era. Method − This study adopts a qualitative research design to examine the phenomenon of influencer lecturers in Indonesia, focusing on the commodification of learning, ethical communication violations, and professional boundaries on social media. Data was collected through a literature review and digital observation of lecturers’ activities on platforms such as Instagram, TikTok, and YouTube during the period from 2022 to 2025. A purposive sampling technique was used to select lecturers who actively produce educational content and demonstrate significant audience engagement. The research data consists of publicly available posts, videos, captions, and interactions, which were analyzed using iterative thematic analysis. The main themes identified include the commodification of learning, ethical communication violations and the blurring of professional boundaries. Ethical considerations were maintained by anonymizing all observed accounts. The analysis of this study is based on the Source Credibility Model, Kantian communication ethics, and professional Stephen J. Ball’s concept of performance. Findings − The findings reveal that the commodification practices of influencer lecturers are concretely manifested through packaging students’ expressions, emotions, and interactions as digital content oriented toward attention. This condition reduces the fundamental values of education. As a result, the use of social media by influencer lecturers not only has the potential, but clearly leads to violations of communication ethics, blurred professional boundaries, and a decline in academic credibility. This study emphasizes the urgent need for a clear separation between the role of lecturers as educators and as public figures. Influencer lecturers are required to consciously establish, internalize, and maintain clear ethical boundaries to uphold professionalism and academic integrity.
The implementation of the merdeka curriculum: A study of educational management at secondary schools in Mataram, Indonesia Muhammad Makki; Mohamad Mustari; Mansur Hakim; Muhammad Fachry
Indonesian Journal of Educational Management and Leadership Vol. 4 No. 1 (2026): Indonesian Journal of Educational Management and Leadership (in Press)
Publisher : Kuras Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51214/ijemal.v4i1.1871

Abstract

Purpose − The Merdeka Curriculum provides greater flexibility for schools to design, implement, and evaluate learning programs according to their contextual needs. However, its successful implementation requires effective school management practices. This study aims to explore how school management functions are implemented in the process of adopting the Merdeka Curriculum in secondary schools in Mataram City, Indonesia. Method − The study employed a qualitative case study approach involving six secondary schools consisting of three senior high schools and three junior high schools. Data were collected through observations, semi-structured interviews with principals, teachers, and school staff, as well as document analysis. The data were analyzed using the Miles and Huberman interactive model, including data reduction, data display, and conclusion drawing. Findings − The findings reveal that school management in implementing the Merdeka Curriculum is carried out through four key stages: planning, organizing, implementation, and monitoring. In the planning stage, schools conduct curriculum planning meetings, diagnostic assessments, and teacher training programs. The organizing stage involves the establishment of curriculum development teams and teacher performance assessment teams. During implementation, teachers apply teaching modules aligned with the Merdeka Curriculum while schools conduct workshops and professional development activities to strengthen teachers’ competencies. Monitoring and evaluation are conducted through summative assessments, the National Assessment (ANBK), and the use of educational report data. These findings highlight the crucial role of school leadership and collaborative management in ensuring the effective implementation of the Merdeka Curriculum. The study contributes to the understanding of school-level management practices that can support curriculum reform in the Indonesian education system.
Multicultural awareness and citizenship identity formation in higher education: A phenomenological study of civic education students Permatasari, Futika; Mutmainnah, Fitri; Sugara, Harry; Iswahyudi, Eko; Mustaghfiroh, Sunniyyatul
Indonesian Journal of Educational Management and Leadership Vol. 4 No. 1 (2026): Indonesian Journal of Educational Management and Leadership (in Press)
Publisher : Kuras Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51214/ijemal.v4i1.1879

Abstract

Purpose - This study aims to phenomenologically explore the experiences of Civic Education students regarding multicultural awareness in the university setting, as well as the complex processes involved in the formation of their civic identity. Method - This study uses a phenomenological approach with qualitative methods that aim to describe the construction of student identity and multicultural awareness. The type of phenomenology employed is social phenomenology based on Alfred Schutz’s perspective. This approach was chosen to examine how individuals subjectively construct meaning within the lifeworld. The primary focus of this study is on the aspect of intersubjectivity—specifically, how interpretations of citizenship identity and multicultural awareness are formed through interactions and typification schemes prevalent within specific social groups. The data collection methods in this study are observation and in-depth interviews. Findings - The results show that the construction of student citizenship identity is demonstrated through several stages, namely externalization, objectification, and internalization. Meanwhile, the multicultural awareness of students in the Civic Education Study Program, based on Robert Hanvey's cross-cultural awareness theory, has reached the stage of the intellectual & empathy stage. They are able to critically examine their own culture and view the world from others’ perspectives (cross-cultural empathy) as the essence of civic maturity. This understanding arises from habits and experiences when interacting with students from different cultures.

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