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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 4 Documents
 1 
Search results for , issue "vol. 4 no. 4 (2026)" : 4 Documents clear
The Role of Full-Day Schooling in Improving the Academic Achievement of SMP IT Nurul Fikri Selong Students Neli Anggraeni; Ahmad Subyanto; Murshidin
Manajia: Journal of Education and Management Vol. 4 No. 4 (2026)
Publisher : Perkumpulan Dosen Fakultas Agama Islam Indramayu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58355/manajia.v4i4.184

Abstract

This study aims to (1) describe the implementation of full day school at SMP IT Nurul Fikri Selong, (2) analyze its role in improving student learning achievement, and (3) identify the supporting and inhibiting factors of its implementation. A qualitative case study approach was employed. Data were collected through in-depth interviews with the principal, teachers, and students, supported by field observation and documentation, and analyzed using the interactive model of Miles and Huberman (1992), covering data reduction, data display, and conclusion drawing. The findings indicate that full day school at SMP IT Nurul Fikri Selong is not merely an extension of school hours but is structured to support academic learning, religious habituation, character formation through teacher exemplary behavior, talent development, and dedicated coaching for high-achieving students. This role is reflected in improved literacy and numeracy outcomes and student achievements in provincial-level science competitions. The main supporting factor is institutional commitment and teacher exemplarity, while the main constraints relate to student fatigue in the afternoon A decline in concentration following participation in various activities, alongside the need for adjustment among new students who were previously unaccustomed to a full-day learning system and the adaptation process for new students. The novelty of this study lies in the finding that the effectiveness of full day school is determined more by the quality of time management and variation in teaching methods than by the duration of instruction alone, thereby reinforcing and extending Time on Task Theory and Carroll's (1963) Model of School Learning within the context of integrated Islamic schools in Indonesia.
PAI Teachers' Strategy in Resolving the Phenomenon of Correct Greetings in Students at IT Dhiya'ul Falah Middle School Lendang Nangka Utara Derizki Husada; Ahmad Subyanto; Murshidin
Manajia: Journal of Education and Management Vol. 4 No. 4 (2026)
Publisher : Perkumpulan Dosen Fakultas Agama Islam Indramayu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58355/manajia.v4i4.185

Abstract

This study aims to describe the phenomenon of greeting (salam) practices among students, analyze the strategies used by Islamic Religious Education (PAI) teachers in correcting students' understanding and practice of salam in accordance with Islamic law, and identify the obstacles faced by PAI teachers at SMP IT Dhiya'ul Falah Lendang Nangka Utara. This research employed a qualitative case study approach. Data were collected through participatory observation, structured interviews with the PAI teacher, the school principal, and students, as well as documentation studies, and were analyzed using the Miles and Huberman interactive model, with credibility verified through source, technique, and time triangulation. The findings indicate that the practice of greeting and responding to salam has become an embedded habit among students, expressed both verbally and through respectful attitudes, as part of the pesantren-based educational culture. The PAI teacher applies strategies of routine habituation, exemplary modeling, instruction on proper procedures and rulings of salam, supervision, reminders, and reinforcement through religious activities. The obstacles identified were relatively minor and situational, including student forgetfulness, distraction with peers, being in a hurry, shyness outside the classroom, and the transitional adjustment period of seventh grade students. This study confirms that the success of salam habituation depends on the synergy between teacher exemplification, sustained supervision, and the support of a pesantren based school ecosystem, while also offering a mapping of situational obstacles that has been underexplored at the Integrated Islamic Junior High School level.
Differentiated Islamic Religious Education (PAI) for Students with Special Needs at the Junior High Level (SMPLB): Implementation, Challenges, and Teacher Strategies at the Special School (SLB) in East Lombok Nurul Hidayah; ST. Nurul Fitriani; Khairul Hapizin
Manajia: Journal of Education and Management Vol. 4 No. 4 (2026)
Publisher : Perkumpulan Dosen Fakultas Agama Islam Indramayu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58355/manajia.v4i4.186

Abstract

This study aims to describe the implementation of Islamic Religious Education (IRE) learning for children with special needs at the junior secondary special school (SMPLB) level, identify the challenges encountered by teachers, and describe the strategies employed to address these challenges. The study was conducted at SLB Negeri 3 Lombok Timur, focusing on the SMPLB level, which comprises students with three types of disabilities: intellectual disabilities, hearing impairments, and visual impairments. Islamic Religious Education at this level is not taught by a designated IRE teacher; instead, it is directly delivered by classroom teachers (homeroom teachers) according to the classes and types of disabilities for which they are responsible. This study employed a qualitative approach using a descriptive-exploratory multiple-case study design. Data were collected through participant observation, in-depth semi-structured interviews, and documentation. The data were analyzed using the interactive model of Miles, Huberman, and Saldaña, which involves data condensation, data display, and conclusion drawing and verification. Data trustworthiness was ensured through source and technique triangulation. The findings indicate that the implementation of Islamic Religious Education learning has been carried out through simplified and adapted stages of planning, implementation, and evaluation according to the types of disabilities, with variations in teaching methods and learning media across classes. The challenges encountered by teachers stem from the diverse characteristics of students' disabilities and the limited background in special education among some teachers. The strategies employed are both individual and collective-institutional in nature. Individual strategies include adapting teaching methods and learning media, while collective-institutional strategies involve teacher learning communities and classroom rotation across different types of disabilities. This study concludes that the success of Islamic Religious Education learning for children with special needs depends not only on teachers' ability to make individual adaptations but also on systemic support from the school.
The Principal's Strategy for Fostering Religious Tolerance Among Students at SDN 2 Kayu Putih, Gerung, West Lombok Regency Hayyu Lucyana Novianthi; Abd. Latif Manan
Manajia: Journal of Education and Management Vol. 4 No. 4 (2026)
Publisher : Perkumpulan Dosen Fakultas Agama Islam Indramayu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58355/manajia.v4i4.207

Abstract

Educational institutions play a strategic role in shaping students' character to foster tolerance and respect for diversity. In this context, the principal's leadership is a crucial factor, requiring specific strategies to create a harmonious and inclusive learning environment. This study aims to identify the strategies employed by the principal of SDN 2 Kayu Putih, Gerung (West Lombok Regency), to build religious tolerance among students. A qualitative approach utilizing a case study design was adopted for this research. Data collection involved interviews, observation, and document analysis. Data analysis followed the Miles and Huberman framework, comprising data condensation, data display, and conclusion drawing. The findings indicate that the principal fosters religious tolerance among students by utilizing school artifacts, introducing cultural elements through national holiday celebrations, and actively engaging teachers, families, and the community.

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