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Manajia: Journal of Education and Management
Published by Perkumpulan Dosen Fakultas Agama Islam Indramayu
ISSN : -     EISSN : 30218543     DOI : https://doi.org/10.61166/manajia.v1i2.12
Core Subject : Religion, Economy, Education, Social,
Religion Economics, Econometrics & Finance Education Social Sciences
The word Manajia comes from the Arabic مناجيا which means survivor, safe, or successful. The use of the name Manajia for the journal means articles written describing survivor and success in management, managerial in educational institutions and others. Manajia: Journal of Education and Management is a peer-reviewed, open access journal publish by Perkumpulan Dosen Fakultas Agama Islam Indramayu that provides articles in all areas of Educational Administration and Management and related disciplines. The scope of Educational Management including leadership, education planning, human resources, education finance, curriculum, facilities and infrastructure, public relations, student affairs, learning process, education management, organizations, quality assurance, and education policy.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 10 Documents
 1 
Search results for , issue "vol. 4 no. 3 (2026)" : 10 Documents clear
Development of a Canva-Based E-Module as Digital Learning Media Desri Rahmadani; Nurdin; Suci Adelia Pujianti
Manajia: Journal of Education and Management Vol. 4 No. 3 (2026)
Publisher : Perkumpulan Dosen Fakultas Agama Islam Indramayu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58355/manajia.v4i3.156

Abstract

The digital transformation in education demands learning media that are not merely informative, but also capable of stimulating active student engagement. This systematic literature review critically examines the potential, relevance, and challenges of developing Canva-based e-modules as digital learning media for Islamic Religious Education (PAI) at the junior high school level within the framework of the Merdeka Curriculum. The review was conducted through a systematic literature study of indexed journal articles, policy documents, and research findings published between 2019 and 2024. The findings reveal that the Canva platform offers accessible visual design tools that enable PAI teachers to create aesthetically appealing, interactive, and contextual e-modules without specialized design expertise. Theoretically, the development of Canva-based e-modules is grounded in Vygotsky's social constructivism and the principles of differentiated learning that underpin the Merdeka Curriculum. This review also identifies critical success factors for implementation, including teachers' digital competence, infrastructure availability, and content alignment with Phase D Learning Achievement Standards. The article recommends further Research and Development (R&D) studies to produce empirically validated and effective Canva-based PAI e-modules.
The Evolution of Artificial Intelligence Research in Islamic Education: A Bibliometric Review Ali Akhmadi
Manajia: Journal of Education and Management Vol. 4 No. 3 (2026)
Publisher : Perkumpulan Dosen Fakultas Agama Islam Indramayu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58355/manajia.v4i3.159

Abstract

The development of Artificial Intelligence (AI) has driven significant transformation across various fields of education, including Islamic education. The rising number of scholarly publications on AI indicates that this technology is not only being utilized to enhance learning effectiveness but is also raising strategic issues regarding ethics, governance, and the integration of Islamic values. This study aims to analyze the developments, trends, intellectual structure, and research trajectory concerning AI in Islamic education using a bibliometric approach. The study employs bibliometric analysis, utilizing data sourced from Google Scholar based on the keywords "Artificial Intelligence" and "Islamic Education" for the period 2020–2026. A total of 100 publications were analyzed using *Publish or Perish* (PoP) software to derive bibliometric indicators, and VOSviewer to map collaboration networks, keyword co-occurrence, thematic evolution (overlay visualization), and research density (density visualization). The results indicate a significant increase in publications regarding AI in Islamic education, amassing a total of 1,225 citations, an h-index of 19, and a g-index of 32, reflecting the field's high academic impact. Visualization analysis reveals that keywords such as "Indonesia," "innovation," "adoption," "utilization," "ethics," and "Islamic Religious Education" are the most dominant themes; meanwhile, recent research has begun to shift toward issues such as ethical challenges, Islamic AI ethics, bibliometric analysis, and the integration of AI with *maqāṣid al-syarī'ah* (objectives of Sharia) principles. These findings demonstrate that research on AI in Islamic education has evolved from a focus on technological implementation toward a more comprehensive approach that integrates pedagogical, ethical, and governance aspects with Islamic values. The study concludes that the future of Islamic education necessitates the development of an AI-based educational ecosystem (Smart Islamic Education Ecosystem) capable of balancing technological innovation, digital literacy, adaptive learning, and Islamic values. Future research is encouraged to develop models for Islamic AI ethics, Explainable Artificial Intelligence (XAI), and AI governance that support the development of learners' character, spirituality, and competitiveness in the digital era.
The Implementation of Punishment as an Educational Method to Shape the Disciplined Character of Female Students at the Temulus Mantingan Islamic Boarding School Isma Leila; Difa Rahma Melati; Faridatul Hasanah; Ihwan Mahmudi; Abu Darda
Manajia: Journal of Education and Management Vol. 4 No. 3 (2026)
Publisher : Perkumpulan Dosen Fakultas Agama Islam Indramayu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58355/manajia.v4i3.176

Abstract

Forming disciplinary morals is an important thing that an educator must pay attention to, because students who are able to implement disciplinary morals will be better prepared to face life in society. However, in an era that has been mixed with social media and rapid technological developments, the disciplined morals of santri tend to decline, one of which occurs in female santri at the Temulus Mantingan Islamic Boarding School, Ngawi, East Java. One educational method that can help shape the disciplined morals of female students is punishment. This research aims to determine the implementation of punishment as an educational method in forming students' disciplinary morals, as well as supporting and inhibiting factors. The research uses descriptive qualitative methods with the type of field research. Data collection was carried out through interviews, observation, and documentation, then analyzed interactively through the stages of data collection, data reduction, data presentation, and drawing conclusions from the Miles and Huberman model, and verified using source triangulation and technical triangulation. The results of the research show that the punishments applied are in accordance with the values ​​of Islamic education, based on written regulations, proportional to the level of error, determined fairly and consistently, and paying attention to the psychological aspects of the students. Islamic boarding schools implement an educational punishment system such as memorizing the Koran and Nazam, as well as avoiding physical punishment, with implementation classified into three levels, namely light, medium and heavy. The evaluation shows that the majority of students do not repeat the offense after receiving punishment, although there are still a number of students who are less affected. Supporting factors include strict supervision, clear regulations, and awareness of students, while inhibiting factors include difficulties for students receiving punishment, fines that are less effective for students from well-off families, and parents' lack of understanding of the boarding school disciplinary system. This research recommends that boarding schools review the effectiveness of fines and continue to improve educational approaches in implementing penalties.
Analysis and Evaluation of the Digitalization Policy for Islamic Education through Madrasah Digital Hidayatullah; Ikhsan; Gia Sarahayu; Muhammad Solihin; Jamrizal
Manajia: Journal of Education and Management Vol. 4 No. 3 (2026)
Publisher : Perkumpulan Dosen Fakultas Agama Islam Indramayu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58355/manajia.v4i3.154

Abstract

This study analyzes and evaluates the digitalization policy of Islamic education through the Madrasah Digital program by examining the relationship among data governance, administrative services, learning, human-resource capacity, equitable access, and digital ethics. It applies qualitative policy document analysis to regulations, guidelines, official platforms of the Ministry of Religious Affairs, and empirical studies published between 2018 and 2026. The data were coded using six criteria: policy coherence, effectiveness, pedagogical relevance, equity, data governance, and sustainability. The findings show that madrasah digitalization has developed through EMIS 4.0, e-RKAM/EDM, the Madrasah Digital Report Card, Pusaka SuperApps, and diverse learning innovations. The policy's main strengths lie in data standardization, reporting efficiency, and broader service coverage. However, the policy remains fragmented, is stronger in administration than in instructional transformation, lacks tiered readiness standards, and has not fully addressed infrastructure gaps and uneven teacher competence. The study recommends an integrated policy architecture, readiness mapping, needs-based capacity development, system interoperability, data protection, and evaluation centered on learning outcomes and Islamic values.
Implementation of the Secilo Framework in Building a Learning Organization Culture in Jurisprudence Learning at MAN 3 Karawang Sarnubi; Titi Hendrawati
Manajia: Journal of Education and Management Vol. 4 No. 3 (2026)
Publisher : Perkumpulan Dosen Fakultas Agama Islam Indramayu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58355/manajia.v4i3.160

Abstract

This study aims to analyze the implementation of the SECILO framework (Socialization, Externalization, Combination, Internalization Learning Organization) in developing a learning organization culture in Fiqh learning at MA Negeri 3 Karawang. This research employed a qualitative approach using a case study method with data collected through observation, in-depth interviews, and documentation involving the head of the madrasah, curriculum coordinator, Fiqh teachers, and students. The findings indicate that the implementation of SECILO is carried out through knowledge and experience sharing (socialization), documentation of best learning practices (externalization), integration of various knowledge sources and learning technologies (combination), and application of new knowledge in teaching practices (internalization). The SECILO framework contributes to the development of a collective learning culture, strengthens teacher collaboration, enhances professional competence, and encourages innovation in Fiqh learning. This study confirms that SECILO can serve as a strategic approach for developing a learning organization in madrasahs through sustainable knowledge management to improve learning quality and strengthen the capacity of Islamic educational institutions.
Efforts by Guidance and Counseling Teachers to Shape Student Discipline at SMPN 1 Pabuaran Hanifatun Nisa; Yogi Damai Syaputra; Monalisa
Manajia: Journal of Education and Management Vol. 4 No. 3 (2026)
Publisher : Perkumpulan Dosen Fakultas Agama Islam Indramayu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58355/manajia.v4i3.163

Abstract

This study aims to describe the role of Guidance and Counseling (BK) teachers in shaping the discipline of students at SMPN 1 Pabuaran. It employs a descriptive qualitative approach, with data collected through observation, interviews, and documentation. The study participants consisted of two Guidance and Counseling teachers and three eighth-grade students. The results indicate that these teachers help improve student discipline by providing guidance, counseling, direction, motivation, and supervision. Student discipline still requires improvement, particularly regarding punctuality, neatness in attire, and adherence to school rules. In carrying out their duties, the teachers collaborate with the school principal, homeroom teachers, student affairs staff, and parents. Factors supporting the development of disciplined character include cooperation among the school community and school programs that foster discipline. Meanwhile, obstacles include a lack of parental attention and supervision, as well as peer influence. Overall, the efforts of the Guidance and Counseling teachers in shaping student discipline are commendable, although cooperation and support from various parties remain essential.
Ethics of Interaction Between Ustadz and Santri at the Nashriyah NW Sekunyit Islamic Boarding School Fatmawati; Abd. Latif Manan
Manajia: Journal of Education and Management Vol. 4 No. 3 (2026)
Publisher : Perkumpulan Dosen Fakultas Agama Islam Indramayu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58355/manajia.v4i3.168

Abstract

The interaction between teachers (ustadz) and students (santri) within Islamic boarding schools (pesantren) constitutes an educational relationship that transcends the mere transmission of knowledge, serving fundamentally as a locus for character formation and moral development. This study aims to analyze the forms of interaction ethics between ustadz and santri, alongside the factors influencing their implementation, at Pondok Pesantren Nashriyah NW Sekunyit, Central Lombok, West Nusa Tenggara. Employing a descriptive qualitative approach, research subjects comprising school administrators, male teachers, female teachers, and students were selected via purposive sampling. Data were collected through in-depth interviews, participant observation, and documentary analysis, subsequently analyzed using Miles and Huberman’s interactive model, and validated through source, technique, and temporal triangulation. The findings indicate that teacher student interaction ethics manifest across five primary dimensions: exchanges of greetings and courteous conduct, the use of refined language, expressions of deference (ta'dzim), compliance with institutional rules and seeking permission, and adherence to modest dress codes alongside gender-segregated interaction boundaries. The implementation of these ethics is facilitated by institutional pesantren culture, pedagogical role modeling, and religious comprehension, yet challenged by diverse familial backgrounds, social media exposure, and variations in student character. The novelty of this research lies in its specific mapping of interaction ethics within a localized Lombok pesantren that integrates tahfidz (Quranic memorization) with classical Islamic texts (kitab kuning), demonstrating that ethical formation operates predominantly through habituation and social modeling rather than mere adherence to codified regulations. These insights underscore the necessity of enhancing pedagogical role modeling and digital literacy among students as sustainable strategies for character education.
Dormitory Supervisor Management in Fostering Student Discipline Regarding the Rules of the Hikmatusysyarief NWDI Islamic Boarding School (Salut, Selat, Narmada) Winda Ayu Setiya Ningrum; Syamsul Rizal; Muhammad Yani
Manajia: Journal of Education and Management Vol. 4 No. 3 (2026)
Publisher : Perkumpulan Dosen Fakultas Agama Islam Indramayu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58355/manajia.v4i3.170

Abstract

Santri discipline toward pesantren regulations is strongly shaped by the effectiveness of dormitory supervisor (pembina asrama) management, yet studies specifically examining supervisor management in small, community based pesantren, beyond the large pesantren that dominate existing literature, remain limited. This study aims to describe the planning, analyze the implementation, and identify the supervision and evaluation practices of dormitory supervisors in shaping santri discipline at Pondok Pesantren Hikmatusysyarief NWDI Salut, Selat, Narmada, West Nusa Tenggara. A qualitative approach with a phenomenological design was employed. Data were collected through in-depth interviews with supervisors and santri, participatory observation, and documentation study, then analyzed using the Miles and Huberman interactive model and validated through source, technique, and time triangulation. Findings show that planning is carried out through cross-unit deliberation, rule drafting and socialization, daily activity scheduling, task distribution, and categorization of santri by discipline level. Implementation is realized through persuasive guidance, habituation of daily routines, exemplary conduct by supervisors, and graduated, non-violent sanctions. Supervision and evaluation are conducted through attendance checks, tiered evaluation, violation records, digital coordination via messaging groups, and regular meetings, although constrained by supervisors' limited time and an unbalanced supervisor to santri ratio. The novelty of this study lies in the tiered coaching pattern based on santri discipline categories and the use of digital communication as a collaborative supervision instrument between supervisors and student organizers. This study recommends strengthening the supervisor ratio and standardizing violation-documentation systems to sustain pesantren discipline management.
Implementation of Integral Interconnective Leadership in Strengthening the Management of Effective and Impactful Learning Strategies Sigit Apriyanto; Adelina Anum
Manajia: Journal of Education and Management Vol. 4 No. 3 (2026)
Publisher : Perkumpulan Dosen Fakultas Agama Islam Indramayu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58355/manajia.v4i3.199

Abstract

This study aimed to analyze the implementation of integral-interconnective leadership in strengthening the management of effective and impactful learning strategies at the study-program level. A descriptive qualitative approach was employed with 13 heads of study programs as the main informants. Data were collected through semi-structured interviews, open-ended questionnaires, and document analysis covering academic planning documents, semester learning plans, learning evaluation reports, meeting minutes, and quality-assurance records. Data trustworthiness was strengthened through source and technique triangulation, while analysis followed an interactive process of data condensation, data display, and conclusion drawing and verification. The findings reveal six key dimensions of integral-interconnective leadership: integration of vision and values, learning leadership, cross-actor collaboration, data-based supervision and evaluation, adaptive-digital leadership, and learning-impact orientation. Effective implementation operates through a cycle of needs diagnosis, program alignment, strategy design, collaborative implementation, supervision and feedback, and impact evaluation. The findings indicate that strengthening learning management requires strong connections among leadership decisions, pedagogical practices, lecturer development, technology use, and evidence of learning outcomes. The proposed framework provides a managerial basis for developing learning that is more coherent, adaptive, measurable, and impact-oriented.
Islamic Religious Education Teachers' Strategies for Addressing Student Learning Difficulties Regarding the Fiqh Topic of Rukhsah in Grade VII Elisya Auliya; Imam Syafi'i
Manajia: Journal of Education and Management Vol. 4 No. 3 (2026)
Publisher : Perkumpulan Dosen Fakultas Agama Islam Indramayu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58355/manajia.v4i3.206

Abstract

This study aims to identify the challenges faced by 7th-grade students at SMPN 48 Surabaya in understanding Fiqh material regarding rukhsah (religious concessions), the underlying causes of these challenges, and the strategies employed by Islamic Religious Education (PAI) teachers to address them. The study employs a qualitative approach with a descriptive design and was conducted at SMPN 48 Surabaya, involving PAI teachers and 7th-grade students as subjects. Data were collected through observation and interviews to gather information on the difficulties in understanding rukhsah, the contributing factors, and the teachers' strategies for overcoming these issues. The collected data were analyzed descriptively, and their validity was verified through triangulation. The results indicate that students still struggle to grasp the concept of rukhsah, distinguish between rukhsah and azimah (general rulings), understand Fiqh terminology, and apply the material to their daily lives. These challenges stem from factors such as low student learning interest, varying levels of comprehension ability, a lack of variety in teaching methods, and limited instructional media. To address these issues, PAI teachers implement strategies such as using simple language, providing concrete examples, employing diverse teaching methods, offering motivation, and adopting an individualized approach with students. These strategies assist students in understanding the rukhsah material within the PAI curriculum.

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