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Khotim Hanifudin Najib
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journalijemal@gmail.com
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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 55 Documents
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Reconstructing a model of Islamic education management based on the didactic values of Sheikh Muhammad Azhari al-Palimbani’s poetry Edi Ramlan; Munir Munir; Abdurrahmansyah Abdurrahmansyah; Mohammad Syawaludin; Wijaya Wijaya
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.v4i1.2037

Abstract

Purpose – Strengthening students’ character remains a major challenge in the management of Islamic education amid ongoing social and moral changes. The didactic values embedded in the poetry of Sheikh Muhammad Azhari al-Palimbani offer a relevant philosophical foundation for the development of Islamic education management. This study aims to reconstruct an Islamic education management model based on the didactic values of Sheikh Muhammad Azhari al-Palimbani and to analyze its implementation in the management of character education in Islamic educational institutions. Method – This study employs a qualitative approach with a field study design. The research was conducted at several madrasahs and Islamic boarding schools (pesantren) in Palembang that implement character education grounded in Islamic values and local wisdom. Data were collected through in-depth interviews with school principals, teachers, and pesantren administrators; observations of educational activities; and document analysis. The data were analyzed using the interactive model developed by Miles, Huberman, and Saldaña, which consists of data condensation, data display, and conclusion drawing. Findings – The findings indicate that the values of etiquette and moral character are the most dominant in educational management practices, followed by monotheism, spirituality, knowledge, and social responsibility. These five values were reconstructed into an Islamic education management model comprising value-based planning, exemplary leadership-based organization, character-building-oriented implementation, spiritual awareness-based supervision, and social responsibility-based evaluation. The model was found to support the strengthening of students’ religious culture, discipline, and sense of responsibility, while fostering a more integrated system of character education governance through greater school community engagement, consistency in religious practices, and enhanced students’ social awareness.
Madrasah based management through the implementation of ISO 21001:2018: A case study at Madrasah Istiqlal Jakarta Mufassirul Alam; Aas Siti Sholichah; Ahmad Solihin; Sarwenda Sarwenda; M. Taufiqurrahman
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.v4i1.1996

Abstract

Purpose – The purpose of this study is to examine the implementation of Madrasah-Based Management through the adoption of the ISO 21001:2018 Educational Organizations Management System at Madrasah Istiqlal Jakarta and to evaluate its contribution to strengthening institutional governance and improving the quality of educational services. Method – This study employed a qualitative case study design. Data was collected through observations, semi-structured interviews, document analysis, and an examination of institutional policies related to the implementation of ISO 21001:2018. Data was analyzed using the interactive model of data reduction, data display, and conclusion drawing. Findings – The findings indicate that the implementation of Madrasah-Based Management through ISO 21001:2018 strengthened organizational governance, enhanced the effectiveness of educational services, improved human resource professionalism, and fostered a sustainable quality culture. Specifically, the study found that (1) standardized operating procedures were implemented across all academic and administrative units, improving consistency, transparency, and institutional accountability; (2) Key Performance Indicators (KPIs), periodic internal quality audits, and evidence-based decision-making were systematically integrated into performance evaluation and continuous quality improvement; and (3) stakeholder participation—including teachers, administrative staff, parents, and the madrasah committee—increased substantially through structured planning, evaluation, and institutional decision-making processes. These empirical findings demonstrate that ISO 21001:2018 has enabled Madrasah Istiqlal Jakarta to establish a structured, accountable, learner-centered, and adaptive management system while preserving its Islamic educational values
The Transforming traditional Islamic boarding schools into modern educational institutions: a Systematic Literature Review Muhammad Saefullah; Raharjo Raharjo; Fihris Fihris; Muammar Sabiq Mulsyah; Satria Kharimul Qolbi
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.v4i1.2001

Abstract

Purpose – Traditional Islamic boarding schools (pesantren) are required to adapt to educational modernization, technological advancement, and changing societal needs while preserving their Islamic identity. This study aims to analyze the transformation of traditional pesantren into modern educational institutions and to develop a conceptual synthesis of the relationships among Islamic educational transformation, institutional transformation, educational quality, and student well-being. Method – This study employed a Systematic Literature Review (SLR) following the PRISMA 2020 guidelines. Literature was retrieved from the Scopus and Google Scholar databases. Eligible studies were critically appraised using the Joanna Briggs Institute (JBI) Critical Appraisal Checklist, resulting in 27 articles that were analyzed through thematic analysis. Findings – The synthesis identified five major themes: Islamic educational transformation, institutional transformation, the modernization of pesantren, educational quality, and student well-being. The findings indicate that the transformation of pesantren is a gradual, multidimensional, and integrated process in which educational transformation serves as the foundation for institutional strengthening, governance modernization, educational quality improvement, and the enhancement of student well-being. Rather than replacing traditional Islamic values, modernization integrates Islamic educational traditions with the demands of contemporary education. The novelty of this study lies in the development of a comprehensive conceptual synthesis that integrates these five dimensions into a unified framework, providing a more holistic perspective on the transformation of pesantren than previous studies.
The effects of workload and work-life balance on teacher performance: A meta-analysis study Lilis Badriah; Widodo Widodo; Merry Lapasau; Hendro Prasetyono; Rozita Che Rodi
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.v4i1.2047

Abstract

Purpose – This study examines how workload and work-life balance affect teacher performance. Due to these limitations, it is difficult to draw general conclusions about the strength of the relationships among the variables under study. The purpose of this study is to examine in greater depth how workload and work-life balance affect teacher performance by drawing on the findings of previous empirical studies. Method – The study method used meta-analysis to analyze the effects of workload and work-life balance on teacher performance. A systematic search through the DOAJ and Google Scholar databases was conducted. After selection using the PRISMA protocol and inclusion criteria, 14 studies were obtained, consisting of 7 studies on the effect of workload on teacher performance and 7 studies on the effect of work-life balance on teacher performance. A random-effects meta-analysis was performed using JASP and effect sizes were retrieved as correlation coefficients (r). Findings – The results of the meta-analysis indicate that the workload variable has a positive and significant relationship with teacher performance. Work-life balance variable has a positive and significant relationship with teacher performance. These findings underscore the importance of ensuring that teachers’ workloads are distributed proportionally. Teachers’ work-life balance must also be carefully considered in relation to their rights and responsibilities in order to encourage improved teacher performance and thereby continue to enhance the quality of education.
Inclusive education management: A case study on planning and organizing at Syuhada Mosque primary school Desmutri Hasanawati; Akbar Al Masjid; Elyas Djufri; Dinar Westri Andini
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.v4i1.2048

Abstract

Purpose – Inclusive education is a form of equitable education that seeks to provide equal educational opportunities and services for all pupils. The successful implementation of inclusive education is influenced by various aspects of school management, including planning and organizing. This study aims to describe the planning and organizing of inclusive education at Masjid Syuhada Primary School. Method – This study employed a qualitative approach with a case study design. The research was conducted at Masjid Syuhada Primary School, which implements inclusive education. Five participants were involved in the study, comprising the headteacher, teachers, and school staff who are involved in the management of inclusive education at the school. Data were collected through in-depth interviews and analyzed using thematic analysis, involving a process of coding, categorization, and theme development based on the approach proposed by Braun and Clarke. Findings – The thematic analysis identified two main themes: (1) assessment- and pupil-needs-based planning for inclusive education, and (2) organizing inclusive education through collaboration and role-sharing. In addition to these two main themes, an inclusive school culture emerged as a cross-cutting theme. The findings indicate that the management of inclusive education is implemented through planning based on assessment results and pupils’ needs, as well as organization supported by multi-stakeholder collaboration and a structured division of roles. An inclusive school culture serves as a key reinforcing factor underpinning the overall implementation process.

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