Garuda - Garba Rujukan Digital

Applying the CIPP Model to Assess the Impact of the Tahfidz Class Program on Quranic Retention Abshor, Muhammad Ulil; Wafiati, Ifadatul; Sorfina, Nur Sabrina; Ma’arif , Samsul
Journal of Islamic Education Management Research Vol. 2 No. 2 (2024): Islamic Education Management 4
Publisher : Islamic Education Management Study Program, Faculty of Tarbiyah and Education State Islamic University (UIN) Sunan Kalijaga Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/jiemr.2024.22-01

Purpose – This study aims to evaluate the effectiveness of the Tahfidz Class Program at MTs Negeri 1 Yogyakarta in improving students' Quran memorization by applying the CIPP (Context, Input, Process, Product) evaluation model. Design/methods– The research adopts a qualitative descriptive approach to provide an in-depth understanding of the program's implementation and outcomes. Data collection methods included structured interviews with program stakeholders, direct observations of program activities, and analysis of institutional records. The CIPP model served as the analytical framework, with data analyzed using the descriptive model by Miles, Huberman, and Saldana, encompassing data condensation, data display, and conclusion drawing. Triangulation of sources was employed to ensure validity and reliability. Findings – The program aligns effectively with institutional goals and employs sufficient resources to enhance Quran memorization. The tikrar method significantly strengthens students' retention of Quranic verses. However, only 20% of participants achieved the target of memorizing four chapters, indicating room for improvement in teaching strategies and resource optimization. The findings also highlight the program's role in fostering both religious and academic excellence, though challenges remain in scaling these successes. Research implications/limitations – The study's scope is limited to a single institution, and its reliance on qualitative data may affect the generalizability of findings. Further research should explore broader implementations across diverse educational settings and examine innovative strategies for enhancing Quran memorization. Practical implications – The study provides actionable insights for improving the Tahfidz Class Program, including better resource allocation, refined teaching methods, and clearer target-setting mechanisms. These findings can inform similar programs in other institutions seeking to balance religious and academic education. Originality/value – This research offers a comprehensive evaluation of a specialized Quran memorization program using the CIPP model, demonstrating its applicability in educational program assessments. It contributes valuable insights into the integration of systematic evaluation frameworks in enhancing both the efficiency and impact of religious education programs.

Academic Infrastructure and Student Satisfaction in Islamic Higher Education: Evidence from a Regression Study at UIN Sunan Kalijaga Arlin Prima Sari; Ambar Wati; Na'im, Zam Zam Nur; Gibran, Mohammad Ghalil
Journal of Islamic Education Management Research Vol. 2 No. 2 (2024): Islamic Education Management 4
Publisher : Islamic Education Management Study Program, Faculty of Tarbiyah and Education State Islamic University (UIN) Sunan Kalijaga Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/jiemr.2024.22-04

Purpose – This study addresses the critical role of academic infrastructure in student satisfaction within Indonesian higher education, a context underexplored in existing literature. It examines whether facility availability at FITK UIN Sunan Kalijaga Yogyakarta significantly impacts student satisfaction, offering empirical insights to guide institutional policies. Key findings reveal infrastructure as a primary determinant of satisfaction, reinforcing its strategic importance in academic environments. Design/methods – A quantitative approach was employed, with data collected via a 5-point Likert-scale questionnaire administered to 83 students (2020 cohort) selected through probability sampling (Slovin formula, 10% margin of error). Validity and reliability were confirmed using Pearson correlation (r-count > 0.1818) and Cronbach’s alpha (α > 0.90). Normality testing (Kolmogorov–Smirnov, p = 0.20) and SPSS v29-supported simple linear regression analyzed the relationship between infrastructure (independent variable) and satisfaction (dependent variable). Findings – Regression analysis demonstrated a significant positive effect (Y = 5.826 + 1.528X, p < 0.001), with infrastructure explaining 70.9% of satisfaction variance. Hypothesis testing confirmed the effect (F-test: p = 0.001; t-test: t-calculated = 14.035 > t-table = 1.664). All instrument items were valid (r-count > 0.1818) and reliable (α = 0.903–0.970). Research implications/limitations – The single-faculty focus and cross-sectional design limit generalizability. Unexplained variance (29.1%) suggests unmeasured factors (e.g., teaching quality) may influence satisfaction, warranting broader variable inclusion in future studies. Practical implications – Institutions should prioritize infrastructure investment, aligning development with student feedback and enrollment growth. Policymakers can leverage these findings to enhance institutional competitiveness and retention, integrating facility upgrades into budget planning. Originality/value – This study contributes novel empirical evidence from Indonesia’s Islamic higher education context, employing robust methodological rigor. It underscores infrastructure’s strategic value, proposing longitudinal, multi-institutional research to validate findings and explore non-material satisfaction drivers.

Qur’anic Foundations of Strategic HRM: Applying Makki and Madani Verses in Islamic Educational Institutions Jamaludin, Muhamad; Rahmadi Bagus Wijaya
Journal of Islamic Education Management Research Vol. 2 No. 2 (2024): Islamic Education Management 4
Publisher : Islamic Education Management Study Program, Faculty of Tarbiyah and Education State Islamic University (UIN) Sunan Kalijaga Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/jiemr.2024.22-02

Purpose – This study aims to integrate Islamic spiritual values into strategic Human Resource Management (HRM) practices within Islamic educational institutions by contextualizing Makki and Madani Qur’anic verses. It introduces a dual-framework model that enhances managerial effectiveness through spiritual grounding and normative regulation. Design/methods – Utilizing a qualitative literature-based methodology, this research applies content and thematic analysis to both Qur’anic texts and institutional HRM policies. Makki verses, which emphasize moral development and spirituality, are interpreted as foundations for character-building, while Madani verses, with their legalistic and regulatory content, guide institutional governance. Data triangulation, expert validation, and inter-coder reliability checks are employed to ensure analytical rigor. Findings – The study reveals that HRM strategies grounded in the Makki-Madani framework support a balanced approach to managing personnel by fostering ethical conduct (Makki) and enforcing structured policies (Madani). Institutions adopting this approach demonstrate higher adaptability to external changes and stronger internal cohesion. However, the lack of empirical data remains a limitation, suggesting the need for further field-based validation. Research implications/limitations – While this model offers theoretical advancement in integrating Islamic principles into HRM, its reliance on qualitative sources and the absence of quantitative evidence limit the generalizability of the findings. Future studies should include case studies, performance metrics, and stakeholder interviews for broader validation. Practical implications – Educational institutions can apply the Makki-Madani framework to improve staff development, policy formation, and organizational resilience. This duality fosters a sustainable work culture rooted in spiritual ethics and adaptive governance, enabling effective responses to regulatory and moral challenges. Originality/value –This is your opportunity to provide readers with an analysis of the value of your results. It’s a good idea to ask colleagues whether your analysis is balanced and fair, and again, it is important not to exaggerate. You can also conjecture what future research steps could be.

Moral Values in Digital Learning: Applying Thomas Lickona’s Framework in Online Higher Education Prabowo, Cahyaningtias Dwi
Journal of Islamic Education Management Research Vol. 2 No. 2 (2024): Islamic Education Management 4
Publisher : Islamic Education Management Study Program, Faculty of Tarbiyah and Education State Islamic University (UIN) Sunan Kalijaga Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/jiemr.2024.22-07

Purpose – This study investigates the integration of Thomas Lickona’s moral values of respect and responsibility into online character education at Siber Muhammadiyah Yogyakarta University, addressing the gap where digital learning prioritizes knowledge over attitudinal development. It evaluates how these values are embedded institutionally and pedagogically, offering insights into balancing cognitive and ethical growth in digital higher education. Design/methods – A qualitative case study was conducted during the 2024 even semester, employing interviews with lecturers and students, non-participant observations of online interactions, and analysis of syllabi, learning matrices, and institutional documents. Data were coded using Creswell’s six-phase model and triangulated across sources (participants, methods) to ensure validity. Findings – Responsibility was systematically integrated via structured curriculum design, task-based assessments (e.g., quizzes, UCPMK exams), and progress-tracking tools (e.g., LMS dashboards). However, respect remained implicit, lacking explicit learning outcomes or evaluative metrics. Collaborative stakeholder engagement and flexible learning systems reinforced responsibility, but respect relied on informal practices like motivational discussions, with no formal assessment. Research implications/limitations – The single-institution focus limits generalizability, and potential respondent bias (e.g., reliance on self-reported data) may affect findings. Qualitative methods prioritized depth over breadth, warranting future quantitative validation. Practical implications – The university’s responsibility-centric model offers a blueprint for online institutions to formalize moral education through academic planning and digital tools. To cultivate respect, recommendations include integrating peer collaboration projects, ethical scenario-based modules, and explicit respect-related competencies into syllabi. Stakeholder training on intergenerational value modeling could further enhance cultural alignment. Originality/value – This study uniquely applies Lickona’s framework to online higher education, revealing how digital environments can operationalize moral values through curriculum design. It bridges theoretical discourse on character education with practical strategies for hybrid learning contexts, offering actionable pathways to harmonize cognitive and ethical development in rapidly evolving educational landscapes.

Reassessing Strategic Identity: Academic Perceptions of UIN Sunan Kalijaga’s Vision, Mission, and Objectives Munthe, Bermawy; Satibi, Ibi
Journal of Islamic Education Management Research Vol. 2 No. 2 (2024): Islamic Education Management 4
Publisher : Islamic Education Management Study Program, Faculty of Tarbiyah and Education State Islamic University (UIN) Sunan Kalijaga Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/jiemr.2024.22-06

Purpose – This study aimed to assess the perceptions of the academic community regarding the relevance, strengths, and weaknesses of the vision, mission, and objectives of Universitas Islam Negeri (UIN) Sunan Kalijaga Yogyakarta and to propose strategic recommendations for their refinement. Design/methods – A qualitative research design was employed, utilizing in-depth interviews with selected faculty leaders, literature studies, and document analysis of institutional records to ensure a comprehensive and triangulated understanding. Data were manually coded and thematically analyzed to identify major patterns and critical areas for improvement. Findings – The findings reveal that UIN Sunan Kalijaga possesses strong institutional pride, iconic status, inclusive and integrative core values, significant academic achievements, and extensive collaborations. However, deficiencies were identified in the clarity, dissemination, and operationalization of its vision and mission, along with a need for greater strategic alignment with contemporary global academic trends. Research implications/limitations – The purposive sampling method and focus on a limited timeframe may affect the generalizability of the findings. Additionally, the qualitative nature of the study limits the scope for broader quantitative validation across the institution's diverse academic population. Practical implications – Strengthening participatory governance in updating the vision and mission, enhancing curriculum relevancy, and reinforcing international collaboration mechanisms are critical steps to positioning UIN Sunan Kalijaga as a globally competitive institution. Originality/value – This research provides one of the first comprehensive qualitative mappings of internal academic perceptions two decades after the formulation of UIN Sunan Kalijaga’s strategic identity, offering empirical recommendations crucial for guiding future institutional development within the global higher education landscape.

Professional Competence and Pedagogical Challenges: A Systematic Study of Non-Degree Teachers in Indonesia Yulianika
Journal of Islamic Education Management Research Vol. 2 No. 2 (2024): Islamic Education Management 4
Publisher : Islamic Education Management Study Program, Faculty of Tarbiyah and Education State Islamic University (UIN) Sunan Kalijaga Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/jiemr.2024.22-08

Purpose – This study analyzes Indonesia’s policy of recruiting non-degree teachers in remote schools and its effects on professional competence and educational quality. It aims to assess whether addressing teacher shortages through such policies compromises instructional standards in underserved areas. Design/methods – A systematic literature review was conducted, synthesizing scholarly articles, policy documents, and empirical studies from 2010 to 2024. Database searches applied strict inclusion criteria focusing on teacher qualifications and student outcomes. Thematic analysis identified key patterns regarding pedagogical skills, curriculum implementation, and assessment practices among non-degree teachers. Findings – Non-degree teachers help alleviate staffing shortages but exhibit gaps in lesson planning, curriculum delivery, and assessment competencies. These deficiencies correlate with reduced student achievement and inconsistent educational quality, especially in remote areas. Resource limitations and minimal professional development further exacerbate these challenges. Research implications/limitations – The study's reliance on secondary data and its focus on Indonesia’s rural contexts limit broader applicability. Variability in methodologies among the sources also affects interpretation consistency. Future research should incorporate field studies to validate and expand upon these findings. Practical implications – This study recommends implementing competency-based recruitment, mandatory professional development, and digital training integration. Policymakers should incentivize certified teachers' placement in remote areas and align recruitment policies with international competency standards. Originality/value – This study systematically maps the professional challenges faced by non-degree teachers and provides evidence-based recommendations. It contributes valuable insights for policymakers aiming to ensure quality education while addressing staffing gaps in remote regions.

Adaptive Leadership and Institutional Development in Islamic Education: A Case Study of Madrasah Diniyah At-Ta’abud Wonokromo In, Khurun; Dasuki, Qurrotul A’ Yuni; Nurwahid, Arif
Journal of Islamic Education Management Research Vol. 2 No. 2 (2024): Islamic Education Management 4
Publisher : Islamic Education Management Study Program, Faculty of Tarbiyah and Education State Islamic University (UIN) Sunan Kalijaga Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/jiemr.2024.22-09

Purpose – This study investigates the adaptive leadership model at Madrasah Diniyah At-Ta’abud to understand its role in strengthening organizational structures, enhancing curriculum development, improving internal communication, and fostering student potential in a pesantren-based Islamic education context. Design/methods – A qualitative descriptive approach was employed, using observations, structured and unstructured interviews, and document analysis. Data were analyzed inductively through condensation, display, and conclusion verification, with triangulation applied to ensure validity and reliability. Findings – The leadership approach successfully integrated traditional Islamic values with modern administrative practices, resulting in a clarified organizational hierarchy, dynamic curriculum reforms, participatory governance, and innovative student admissions systems. Challenges identified include difficulties in internal team coordination and inconsistency in digital communication responsiveness. Research implications/limitations – Limitations stem from reliance on a single case study setting, affecting the generalizability of findings; additionally, the varied responsiveness to digital coordination tools among staff presented unforeseen interpretive challenges. Practical implications – This study underscores the necessity of adaptive, inclusive, and technologically literate leadership models to sustain and advance the relevance of Islamic educational institutions in contemporary contexts. Findings suggest that similar institutions can benefit from blending traditional and modern strategies in governance and administration. Originality/value – By providing a detailed analysis of adaptive leadership practices in an under-researched Islamic education setting, this study offers new insights for leadership development, institutional resilience, and educational reform within the pesantren system and beyond.

Leadership Dynamics and Organizational Advancement in Non-Formal Education: A Case Study of PKBM Karya Manunggal Nurazizi, Najwa; Sari, Della Puspita; Akmalina, Habillah Safira
Journal of Islamic Education Management Research Vol. 2 No. 2 (2024): Islamic Education Management 4
Publisher : Islamic Education Management Study Program, Faculty of Tarbiyah and Education State Islamic University (UIN) Sunan Kalijaga Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/jiemr.2024.22-10

Purpose – This study examines leadership practices at PKBM Karya Manunggal to understand how leadership influences the success of non-formal education institutions. Design/methods – A qualitative case study approach was used, employing in-depth semi-structured interviews with the head of the institution. Data were analyzed thematically, and member checking was applied to ensure data validity and reliability. Findings – Inclusive and participatory leadership practices contributed to operational development, improved facilities, increased student enrollment to 78, and graduate success, despite challenges such as low student engagement, accreditation difficulties, and limited tutor involvement. Research implications/limitations – The focus on a single institution limits the generalizability of the results, suggesting the need for broader comparative studies across non-formal education centers. Practical implications – The findings highlight the importance of professional development, technological integration, curriculum enhancement, community engagement, and alumni network development to strengthen institutional sustainability. Originality/value – This study offers original insights into leadership strategies in Indonesian non-formal education and provides actionable recommendations for strengthening educational equity and institutional resilience.

Consultative Leadership and Ethical Governance in Non-Formal Islamic Education: A Case Study of Musyawarah Practice Inayati, Evi Sovia; Faiza, Gilang Rakha; Dewi, Wahyuningsih Saputri
Journal of Islamic Education Management Research Vol. 2 No. 2 (2024): Islamic Education Management 4
Publisher : Islamic Education Management Study Program, Faculty of Tarbiyah and Education State Islamic University (UIN) Sunan Kalijaga Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/jiemr.2024.22-03

Purpose – This study explores the leadership style and decision-making process at Madrasah Diniyah Al Munajah, focusing on how musyawarah (consultative deliberation) is practiced under the leadership of Principal A. It addresses the gap in empirical research on Islamic educational leadership by examining how ethical and inclusive leadership can sustain institutional resilience in a community-based madrasah. The study argues that culturally rooted leadership, grounded in collaboration and moral responsibility, is key to overcoming challenges in non-formal educational settings. Design/methods – A qualitative case study design was adopted, with data collected through semi-structured interviews, document analysis, and field observations. Thematic analysis was used to identify patterns related to leadership behavior, decision-making strategies, financial management, and stakeholder engagement. The study employed manual coding, analytical memos, and member checking to ensure the validity and reliability of the results. Findings – The study found that Principal A’s leadership emphasized inclusive participation in institutional decision-making, empathetic financial practices, and constructive responses to organizational challenges. Collaborative governance helped sustain the madrasah through transparent tuition policies, external donor engagement, and mutual trust between staff and stakeholders. Despite institutional limitations and policy-induced challenges, ethical leadership anchored in musyawarah promoted adaptability and commitment to the madrasah’s mission. Research implications/limitations – The findings are limited by the single-case design focused on one leader and institution, which restricts generalizability. The context-specific nature of the case suggests that broader applicability requires caution. Practical implications – The study offers a model for educational leaders in religious or community-based schools facing resource constraints and policy transitions. It underscores the importance of integrating spiritual ethics, participatory governance, and community collaboration into leadership development frameworks. Originality/value – This research contributes original empirical insight into Islamic educational leadership, showing how musyawarah-based governance sustains institutional integrity and relevance. It invites further research on similar leadership models across diverse cultural and educational environments.

Tauhid-Based Student Management in Islamic Schools: A Case Study at SDIT Hidayatullah Yogyakarta Ihsannudin , Arif; Syifana, Najwa; Mutiah, Nurul
Journal of Islamic Education Management Research Vol. 2 No. 2 (2024): Islamic Education Management 4
Publisher : Islamic Education Management Study Program, Faculty of Tarbiyah and Education State Islamic University (UIN) Sunan Kalijaga Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/jiemr.2024.22-05

Purpose – This study explores the implementation of tauhid-based student management at SDIT Hidayatullah Yogyakarta, aiming to understand how Islamic spiritual values are embedded within the Integral Program Based on Tauhid (PIBT) and how they contribute to character formation and educational quality. This research addresses a growing need for value-oriented governance in Islamic schools, proposing a comprehensive model that merges religious values with contemporary educational practices. Design/methods – Employing a descriptive qualitative methodology and single-case study design, the research gathered data through semi-structured interviews, direct observation, and document analysis. Data were analyzed using Miles, Huberman, and Saldaña’s interactive model involving data reduction, display, and conclusion drawing, supported by source triangulation and member checking to ensure validity. Findings – The study found that tauhid-based student management at SDIT Hidayatullah encompasses integrated systems in planning, admissions, grouping, attendance, discipline, evaluation, and character development. The PIBT framework enables the school to holistically instill tauhid values into academic and non-academic activities, leading to high student retention, strong character growth, and institutional trust. Research implications/limitations – As a context-specific case study, the findings may be limited in generalizability beyond similar Islamic school environments. The single-site focus and cultural specificity should be considered when applying the model to broader contexts. Practical implications – The results present a replicable model for Islamic educational institutions seeking to integrate spiritual identity into student governance systems. This research supports policy development, curriculum design, and institutional reform in Islamic education aimed at cultivating moral and academic excellence. Originality/value – This paper provides empirical evidence on how tauhid-based frameworks can be effectively operationalized in student management systems, offering new insights into the synergy between spiritual vision and educational leadership in Islamic primary schools.

Home Page

OAI Link

Editorial Team

Contact

Reviewer

Google Scholar

Contact Name
Nora Saiva Jannana

Contact Email
nora.jannana@uin-suka.ac.id

Phone
+6285879883473

Journal Mail Official
jiemr@uin-suka.ac.id

Editorial Address
Journal of Islamic Education Management Research Gedung Fakultas Ilmu Tarbiyah dan Keguruan, Rumah Jurnal Lantai 2 UIN Sunan Kalijaga Yogyakarta Jl. Laksda Adisucipto, Papringan, Caturtunggal, Kec. Depok, Sleman, DIY

Location
Kab. sleman,

Daerah istimewa yogyakarta

INDONESIA

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Home Page

OAI Link

Editorial Team

Contact

Reviewer

Google Scholar

Contact Name Nora Saiva Jannana

Contact Email nora.jannana@uin-suka.ac.id

Phone +6285879883473

Journal Mail Official jiemr@uin-suka.ac.id

Editorial Address Journal of Islamic Education Management Research Gedung Fakultas Ilmu Tarbiyah dan Keguruan, Rumah Jurnal Lantai 2 UIN Sunan Kalijaga Yogyakarta Jl. Laksda Adisucipto, Papringan, Caturtunggal, Kec. Depok, Sleman, DIY

Location Kab. sleman, Daerah istimewa yogyakarta INDONESIA

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Contact Name
Nora Saiva Jannana

Contact Email
nora.jannana@uin-suka.ac.id

Phone
+6285879883473

Journal Mail Official
jiemr@uin-suka.ac.id

Editorial Address
Journal of Islamic Education Management Research Gedung Fakultas Ilmu Tarbiyah dan Keguruan, Rumah Jurnal Lantai 2 UIN Sunan Kalijaga Yogyakarta Jl. Laksda Adisucipto, Papringan, Caturtunggal, Kec. Depok, Sleman, DIY

Location
Kab. sleman,

Daerah istimewa yogyakarta

INDONESIA