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Khotim Hanifudin Najib
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Kuras Institute. Banjar Sari Village, North Metro, Metro City, Lampung, Indonesia
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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 35 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 (in Press)
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 (in Press)
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 (in Press)
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 (in Press)
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

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