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Didik Himmawan
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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 130 Documents
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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.
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.
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.
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.
Digitalization of Islamic Education at MA Syaikh Daud Al-Masrur: A Policy Evaluation Shanya Marsela; Umi Afifah; Muhammad Sholihin; Sony Yuda
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.v4i4.157

Abstract

This study evaluates Indonesia’s Islamic education digitalization policy by examining the implementation of the Digital Madrasah ecosystem at MA Syaikh Daud Al-Masrur, a private Islamic senior secondary school under the Syaikh Daud Al-Masrur Islamic Boarding School in Bungo Regency, Jambi. A qualitative descriptive-evaluative design was used. Data were drawn from official policy documents, recent research literature, and contextual field observation, then analyzed through William N. Dunn’s six policy criteria: effectiveness, efficiency, adequacy, equity, responsiveness, and appropriateness. The findings show that EMIS 4.0, e-RKAM, digital learning services, and the Indonesian Madrasah Competency Assessment have strengthened administrative order, communication, and data-based management. At the school level, however, unstable connectivity, limited shared devices, uneven teacher competence, and maintenance costs restrict pedagogical use. Administrative objectives are therefore achieved more consistently than instructional transformation. The study recommends needs-based infrastructure support, sustained teacher mentoring, low-bandwidth learning options, user-centered technical assistance, and the integration of Islamic digital ethics into school policy and classroom practice.
Integration of Hadith Values into the Islamic Education Curriculum Ismail Pane; Hasan; Siti Aisyah; Syarifah Laili; Sustikasari
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.v4i4.158

Abstract

This study aims to analyze the integration of hadits values into the Islamic education curriculum as an effort to develop learners with strong character, noble morals, and a balanced spiritual, intellectual, and social personality. The rapid advancement of technology, globalization, and social transformation requires the Islamic education curriculum to emphasize not only knowledge acquisition but also the internalization of prophetic values derived from the Qur’ân and Hadits. This study employed the Systematic Literature Review (SLR) method by examining relevant scholarly articles, books, and academic documents related to Islamic education, curriculum development, and the implementation of hadits values. The data were analyzed through the processes of identification, selection, synthesis, and interpretation to obtain a comprehensive understanding of the integration model of hadits values within the Islamic education curriculum. The findings reveal that hadits values can be integrated through four main dimensions: the development of educational objectives oriented toward character and moral formation, the strengthening of learning content based on prophetic values, the implementation of teaching strategies that emulate the educational methods of Prophet Muhammad (peace be upon him), and an assessment system that balances cognitive, affective, and psychomotor domains. Furthermore, the successful implementation of hadits value integration requires exemplary educators, a religious school culture, and the wise utilization of digital technology as a learning medium. This study proposes the Hadits Values Integrated Islamic Curriculum (HVIIC) as a conceptual framework that positions Hadits as the philosophical, pedagogical, and ethical foundation for Islamic curriculum development. The proposed model is expected to strengthen the quality of Islamic education by enabling it to respond to contemporary challenges while preserving the authentic values of Islamic teachings.

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