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Nora Saiva Jannana
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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
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Daerah istimewa yogyakarta
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Journal of Islamic Education Management Research
Published by Universitas Islam Negeri Sunan Kalijaga Yogyakarta
ISSN : ""     EISSN : 30326869     DOI : 10.14421/JIEMR
Core Subject : Religion, Humanities, Education, Social,
Religion Humanities Education Social Sciences Other
Journal of Islamic Education Management Research, an electronic peer-reviewed journal, seeks to disseminate and inform various research results on Islamic education management. We strongly recommend sending manuscripts related to Islamic education leadership, student management, strategic management, management of Islamic educational institutions, management of educational facilities, management of educators and education personnel, quality management of education, evaluation of educational programs, marketing of educational services, management of educational curriculum, education financing management, and education policy.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 44 Documents
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Optimizing School Operational Assistance (Dana BOS) Management to Improve the Quality of Islamic Education in Indonesia Ummi, Farkhatul
Journal of Islamic Education Management Research Vol. 3 No. 1 (2025): Islamic Education Management 5
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.2025.31-01

Abstract

Purpose – This study investigates the management strategies of the School Operational Assistance (Dana BOS) fund in Islamic schools, with a specific focus on the integration of digital financial reporting, performance-based evaluation, and auditing mechanisms to improve educational quality and accountability. Design/methods – Using a qualitative library research design, the study systematically analyzed secondary sources—including peer-reviewed journals, academic texts, and government reports—related to educational finance, Islamic school governance, and public fund accountability. Literature was selected from reputable databases and categorized using thematic coding aligned with management functions such as planning, budgeting, implementation, and evaluation. Findings – The findings indicate that Islamic schools implementing digital reporting systems, external audits, and managerial training programs demonstrate more transparent and efficient BOS fund management. The study also reveals disparities in fund utilization between urban and rural Islamic schools, influenced by infrastructure, institutional capacity, and community participation. Schools that embraced integrated governance frameworks aligned with Islamic values achieved greater educational impact. Research implications/limitations – The research is limited by its reliance on secondary data, which may not capture localized implementation challenges or informal practices within school management. Further empirical studies involving field-based data collection are recommended to validate and deepen the findings. Practical implications – Policymakers should mandate digital reporting platforms, institutionalize external audits, and invest in managerial capacity-building to enhance BOS fund governance. Stakeholder involvement through school committees is essential to promote transparency and ensure fund alignment with educational priorities. Originality/value – This study contributes to the growing discourse on Islamic education finance by offering a context-specific framework that links digital innovation, managerial ethics, and participatory oversight. It provides evidence-based recommendations that support equitable, accountable, and outcome-driven use of public education funds in religious school contexts.
Curriculum Management for Character Education in a Non-Formal School: A SWOT-Based Case Study at Gajahwong School, Yogyakarta Nur Sabrina Sorfina; Hidayati, Wiji
Journal of Islamic Education Management Research Vol. 3 No. 1 (2025): Islamic Education Management 5
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.2025.31-02

Abstract

Purpose – This study investigates the curriculum management process for character education at Gajahwong School, a non-formal educational institution in Yogyakarta, Indonesia. It aims to identify internal and external factors affecting curriculum implementation and to develop strategies for enhancing moral education through SWOT analysis. Design/methods – The research employed a descriptive qualitative method, drawing on observations, structured interviews, and document analysis to examine planning, organizing, implementation, and evaluation processes. Three key informants were selected purposively: a school coordinator, a class educator, and a parent. The Internal and External Strategic Factors Analysis Summaries (IFAS and EFAS) were used to construct a SWOT matrix and formulate strategic responses. Findings – Curriculum management at Gajahwong School is participatory and value-driven, emphasizing socio-emotional learning, local cultural integration, and child-centered pedagogy. Key strengths include flexible curriculum design, structured planning, and volunteer commitment. However, challenges persist, such as lack of alignment with national standards, insufficient infrastructure, and limited continuity of educators. The SWOT matrix revealed a strategic position that favors opportunity-driven growth, suggesting the potential for expansion through digital branding, inclusive education, and community partnerships. Research implications/limitations – The contextual specificity and reliance on qualitative data may limit generalizability. Additionally, the absence of a standardized evaluation framework and dependence on informal volunteer systems present challenges for scalability. Future studies should include longitudinal and comparative research across non-formal settings and investigate hybrid curricular models. Practical implications – The findings provide actionable insights for policymakers, curriculum developers, and educational practitioners seeking to institutionalize character education in marginalized communities. They highlight the importance of integrating moral values, local wisdom, and emotional development into non-formal learning systems. Originality/value – This study contributes to the limited literature on curriculum management in informal educational contexts and introduces a SWOT-based framework for enhancing character education. It demonstrates how culturally rooted, community-led institutions like Gajahwong can offer innovative models of child development beyond conventional schooling paradigms.
The Influence of Price, Promotion, Location, and Facilities on Parental Decision-Making in Choosing MTs Darussalam Kemiri, Batang Regency, Central Java Hasanah, Silvi Nadiyatul; Machali, Imam
Journal of Islamic Education Management Research Vol. 3 No. 1 (2025): Islamic Education Management 5
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.2025.31-04

Abstract

Purpose – This study aims to analyze the influence of price, promotion, location, and facilities on parents’ decision to enroll their children at MTs Darussalam Kemiri, Subah District, Batang Regency, Central Java. Design/methods – The research employed a quantitative approach with survey methods. Data were collected through questionnaires distributed to parents of students, and the analysis was conducted using multiple linear regression to examine the effect of the independent variables on parents’ decision-making. Findings – The results indicate that price, promotion, location, and facilities significantly influence parents’ decision to choose MTs Darussalam Kemiri. Among these, facilities emerged as the most dominant factor shaping parental choice, while the other variables also contributed positively. Research implications/limitations – The study was limited to one school in a single region, which constrains the generalizability of the findings. Future studies should expand the scope by comparing multiple institutions or regions to capture broader determinants of school choice. Practical implications – The findings provide valuable insights for educational institutions in developing effective strategies to attract students. Schools should prioritize improving infrastructure and facilities, while also maintaining competitive tuition pricing, targeted promotions, and strategic location considerations. Originality/value – This research contributes to the limited body of literature on parental school choice in the Indonesian Islamic education context, particularly highlighting the combined role of price, promotion, location, and facilities in influencing decision-making.
Transformative Leadership for Integrating Islamic Values and 21st Century Skills: A Conceptual Framework for Contemporary Islamic Education Firda Prasetyowati; Ulfi Maula Saniya; Syifa Fauzia; Susilawati, Samsul
Journal of Islamic Education Management Research Vol. 3 No. 1 (2025): Islamic Education Management 5
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.2025.31-03

Abstract

Purpose – This study aims to propose a conceptual framework of transformative leadership that integrates Islamic values with 21st-century skills to enhance the relevance, ethical grounding, and innovation capacity of Islamic educational institutions in the digital and global era. Design/methods – The research employed a qualitative library research approach by systematically reviewing scholarly articles, books, and institutional policy documents. The method involved inductive thematic analysis to extract leadership constructs aligned with Islamic ethical paradigms and 21st-century educational competencies. Findings – The study identifies that effective transformative leadership in Islamic education must synthesize spiritual integrity, ethical governance, and future-oriented competencies. Core elements include participatory decision-making, value-based curriculum design, digital integration, and teacher empowerment grounded in Islamic pedagogical values. These strategies facilitate character formation alongside the acquisition of critical thinking, creativity, collaboration, and communication (4Cs). Research implications/limitations – This conceptual study is limited by the absence of empirical field validation. Future research should explore how the proposed model functions across diverse institutional contexts using mixed-method or case study designs to test applicability, impact, and scalability. Practical implications – The framework offers guidance for policy-makers, school leaders, and teacher educators to align leadership development, curriculum reform, and institutional transformation with both Islamic values and global skill demands. It supports strategic planning and institutional capacity-building for faith-based schools. Originality/value – This paper contributes original insight by bridging Islamic epistemology with global transformative leadership theory. It challenges the binary between religious tradition and modern innovation, presenting Islamic education as a moral-intellectual paradigm suited to contemporary educational challenges.

Page 5 of 5 | Total Record : 44

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