JUMPA : Jurnal Manajemen Pendidikan
Jumpa: Jurnal Manajemen Pendidikan is an international journal that serves as a forum for scholarly discussion and reporting of developments in all aspects of educational management. The journal seeks reflective papers that link pedagogy with educational management theory; descriptions of innovative teaching practices complemented by critical reflections on their implementation and outcomes are also welcome. The editors particularly welcome submissions covering the following topics: Critical perspectives on the institutional development of educational management at various levels and settings of education. Changes in educational structures and the evolving role of educational managers. The relationship between educational management programs and the needs of educational institutions and stakeholders. Globalization in education and responsible educational management in advancing the United Nations Sustainable Development Goals. By promoting critical discussion of the latest innovations in the field, Jumpa: Jurnal Manajemen Pendidikan offers an excellent forum to highlight the profile of educational management at national and international levels. Jumpa: Jurnal Manajemen Pendidikan is a forum for research and development in the fields of educational management, leadership, policy, and administration in various educational contexts
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<![CDATA[Digital Leadership in Strengthening Institutional Competitiveness: Evidence from an Islamic Higher Education Institution ]]>
<![CDATA[Zulkhairi, Zulkhairi]]>;
<![CDATA[Mukti, Abd]]>;
<![CDATA[Mesiono, Mesiono]]>
<![CDATA[ JUMPA : Jurnal Manajemen Pendidikan Vol 6, No 2 (2025) ]]>
Publisher : <![CDATA[Universitas Nurul Jadid ]]>
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DOI: 10.33650/jumpa.v6i2.14788
<![CDATA[This study examines the role of digital leadership in strengthening institutional competitiveness within higher education institutions. The rapid development of digital technology has encouraged universities to integrate digital systems into academic governance and service delivery, requiring leadership that is capable of guiding digital transformation strategically and responsibly. This research aims to explore how digital leadership contributes to institutional development through the understanding of digitalization, the implementation of digital strategies within the Tri Dharma of higher education, and the ethical governance of digital technologies. A qualitative case study approach was employed at IAIN Lhokseumawe to gain an in-depth understanding of leadership practices related to digital transformation. The findings reveal that leadership awareness of digitalization plays a crucial role in shaping institutional policies and strategies for the development of digital platforms. Digital initiatives have been integrated into various academic activities, including learning management, research administration, and community engagement programs. In addition, ethical leadership emerges as an important element in ensuring that digital technologies are implemented in a manner that emphasizes transparency, accountability, and equitable access. These findings highlight that digital leadership serves as a strategic mechanism for improving institutional coordination, enhancing academic services, and supporting the competitiveness of higher education institutions in an increasingly digital academic environment.]]>
<![CDATA[Hybrid Learning Management in Islamic Education in the Digital Age: Challenges to Traditional Methods and Transformative Solutions ]]>
<![CDATA[Umayyatun, Umayyatun]]>;
<![CDATA[Ludfi, Ludfi]]>
<![CDATA[ JUMPA : Jurnal Manajemen Pendidikan Vol 6, No 2 (2025) ]]>
Publisher : <![CDATA[Universitas Nurul Jadid ]]>
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DOI: 10.33650/jumpa.v6i2.14847
<![CDATA[The rapid advancement of digital technology has fundamentally transformed the landscape of education globally, including Islamic educational institutions. This study examines the management challenges and transformative strategies associated with implementing hybrid learning in Islamic education during the digital age. Employing a systematic literature review methodology, this research synthesizes findings from 25 peer-reviewed journal articles published between 2018 and 2024. The study identifies three primary categories of challenge: the tension between technology integration and the preservation of classical pedagogical traditions (tarbiyah and ta'lim), inadequate digital infrastructure in Islamic boarding schools (pesantren) and madrasah, and the limited digital literacy among educators and religious scholars (ustadz/ustadzah). Findings reveal that transformative management solutions encompass the adoption of blended Islamic curriculum frameworks, digital leadership capacity building for school administrators, and the strategic integration of e-learning platforms with traditional halaqah and kitab learning methods. The study concludes that hybrid learning, when managed through an Islamic educational management lens, can enhance both academic outcomes and the spiritual-moral formation of students. Institutional policy reforms, collaborative stakeholder engagement, and value-aligned technology adoption are proposed as pillars of sustainable hybrid learning management in Islamic educational contexts.]]>
<![CDATA[Reconstructing Kyai Leadership in Strengthening the Quality of Islamic Boarding Schools Amid Digital Disruption ]]>
<![CDATA[Subhi, Imam]]>;
<![CDATA[Priansyah, Deni]]>;
<![CDATA[Tri Evriani, Nova]]>;
<![CDATA[Rahman, Rahman]]>
<![CDATA[ JUMPA : Jurnal Manajemen Pendidikan Vol 6, No 2 (2025) ]]>
Publisher : <![CDATA[Universitas Nurul Jadid ]]>
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DOI: 10.33650/jumpa.v6i2.14808
<![CDATA[The rapid advancement of digital technology has significantly transformed educational systems, including traditional Islamic institutions such as pesantren. This study aims to analyze the reconstruction of kyai leadership in strengthening the quality of pesantren in the era of digital disruption. A qualitative approach was employed using a Systematic Literature Review (SLR) method, drawing on relevant scholarly sources published within the last decade. Data were analyzed using thematic and content analysis to identify key patterns, challenges, and leadership transformations within the pesantren context. The findings reveal that kyai leadership is shifting from a predominantly centralized and traditional model toward a more adaptive and integrative approach. Major challenges include limited digital infrastructure and low levels of digital literacy among educators and students. At the same time, kyai are increasingly assuming roles as agents of transformation who promote technology-based educational innovation. This study proposes a conceptual model of Digital Kyai Leadership, integrating spiritual, transformational, digital, and collaborative dimensions as a strategic framework for enhancing pesantren quality. The findings underscore the importance of value-based and adaptive leadership in bridging Islamic traditions with contemporary educational demands. This study contributes to the development of Islamic education management and provides practical insights for strengthening pesantren leadership in the digital era.]]>
<![CDATA[Strategic Management of Digital-Based Learning in Enhancing Religious Literacy and Critical-Contextual Understanding of Islamic Teachings in Madrasah ]]>
<![CDATA[Sukawati, Sukawati]]>;
<![CDATA[Zuhri, Ahmad Syarifuddin]]>;
<![CDATA[Ali, M. Makhrus]]>;
<![CDATA[Sajdah, Meilisa]]>
<![CDATA[ JUMPA : Jurnal Manajemen Pendidikan Vol 6, No 2 (2025) ]]>
Publisher : <![CDATA[Universitas Nurul Jadid ]]>
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DOI: 10.33650/jumpa.v6i2.14842
<![CDATA[The integration of digital technology into Islamic education has created new opportunities for enhancing students’ religious literacy while simultaneously presenting challenges related to the management of learning processes. This study examines how digital-based learning is strategically managed in a madrasah located in North Lampung, Indonesia, with a particular focus on its role in fostering critical and contextual understanding of Islamic teachings. Employing a qualitative case study design, the research explores institutional planning, classroom implementation, and evaluative practices as interconnected processes shaping digital learning. The findings reveal that digital learning is most effective when supported by structured management, where leadership plays a central role in aligning technological use with educational objectives. In classroom practices, digital media facilitates more interactive and participatory learning, enabling students to engage with religious content beyond rote memorization. Furthermore, evaluative practices emphasize students’ ability to interpret, relate, and critically respond to Islamic teachings in contemporary contexts. The study highlights that digital learning, when systematically managed, contributes not only to improved access to knowledge but also to the development of deeper and more reflective understanding. These findings underscore the importance of integrating managerial strategies with pedagogical practices to ensure the sustainability and effectiveness of digital learning in Islamic educational institutions.]]>
<![CDATA[The Role of Collaborative Leadership in Enhancing Educational Management Systems in Primary Schools ]]>
<![CDATA[Sudirman, Sudirman]]>;
<![CDATA[Hasan Agus R, Abu]]>
<![CDATA[ JUMPA : Jurnal Manajemen Pendidikan Vol 6, No 2 (2025) ]]>
Publisher : <![CDATA[Universitas Nurul Jadid ]]>
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DOI: 10.33650/jumpa.v6i2.14769
<![CDATA[This study examines the impact of collaborative leadership in improving the quality of education in public elementary schools. The background of this research highlights the growing need for effective school leadership, especially in rural areas, to address challenges in educational quality. The study adopted a qualitative case study approach, utilizing desk reviews, observations, and semi-structured interviews with school leaders, teachers, parents, and students to collect data. The findings show that implementing collaborative leadership has led to a more effective decision-making process, fostering a sense of ownership and commitment to educational goals among all stakeholders. Effective communication within the school community was also identified as an important factor in improving leadership practices and ensuring alignment between teachers, parents, and students. Parental involvement in school decision-making and activities significantly contributes to student success, emphasizing the importance of collaboration outside of the classroom. The study further shows that this leadership model has fostered a more inclusive and supportive school culture, improving teaching effectiveness and student outcomes. This research offers implications for understanding collaborative leadership in Indonesian primary schools, a relatively underexplored context.]]>
<![CDATA[Participatory Leadership in Madrasah Governance: Exploring Practices, Paradoxes, and Power Relations in Islamic Secondary Education ]]>
<![CDATA[Hasbiyallah, Hasbiyallah]]>;
<![CDATA[Rifky Alfauzy, Mochammad]]>;
<![CDATA[Fawaiz Hakim, Ahmad]]>;
<![CDATA[Sabiq Alfaruq, Muhammad]]>;
<![CDATA[Sumarni, Ani]]>
<![CDATA[ JUMPA : Jurnal Manajemen Pendidikan Vol 6, No 2 (2025) ]]>
Publisher : <![CDATA[Universitas Nurul Jadid ]]>
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DOI: 10.33650/jumpa.v6i2.14809
<![CDATA[Participatory leadership in madrasah governance has become increasingly significant in response to growing demands for transparency, accountability, and collaboration in Islamic education. This study aims to examine and analyze participatory leadership practices in a Madrasah Tsanawiyah, focusing on mechanisms of participation, teachers’ interpretations, and the distribution of roles and responsibilities. Employing a qualitative case study design, data were collected through in-depth interviews, non-participant observations, and document analysis involving the principal, vice principals, and teachers engaged in madrasah management. Data were analyzed using an interactive model consisting of data reduction, data display, and conclusion drawing. The findings reveal that participatory leadership is primarily enacted through deliberative forums that function as formal spaces for teacher involvement while simultaneously serving as mechanisms of social legitimacy for institutional decisions, despite the persistence of centralized authority. Teacher participation in supervision and deliberation is experienced ambivalently, functioning both as a dialogical process of professional development and as a source of professional pressure. Furthermore, the distribution of roles reflects organizational trust and collaboration but also generates role ambiguity due to limited clarity of authority and resource support. These findings suggest that participatory leadership in madrasah governance is best understood as a dynamic and context-dependent spectrum of social practices.]]>
<![CDATA[Institutional Management and Quality Assurance in Quranic Education Effectiveness ]]>
<![CDATA[Fuad, Zainul]]>;
<![CDATA[Azhar, Imam]]>;
<![CDATA[Zulkarnain, Zulkarnain]]>;
<![CDATA[Karya Bakti, Imam]]>
<![CDATA[ JUMPA : Jurnal Manajemen Pendidikan Vol 6, No 2 (2025) ]]>
Publisher : <![CDATA[Universitas Nurul Jadid ]]>
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DOI: 10.33650/jumpa.v6i2.14838
<![CDATA[This study aims to analyze the effectiveness of Ummi Method implementation in Quranic education and to identify the institutional factors influencing its success across educational institutions in Indonesia. A quantitative approach with a descriptive-comparative design and limited longitudinal elements was employed, involving 127 institutions selected through purposive and stratified sampling techniques. Data were collected using the standardized Ummi Method Learning Supervision Form, which encompasses eight evaluation dimensions, and analyzed using descriptive statistics, ANOVA, paired t-tests, and correlation analysis. The findings indicate that the overall effectiveness of implementation is at a fair-to-good level (M = 3.54), with significant variation across institutions. Learning preparation achieved the highest performance, while evaluation and closing dimensions showed comparatively weaker results. Longitudinal analysis reveals significant improvement over time (p < 0.001), suggesting ongoing institutional development. Notably, management effectiveness demonstrates the strongest positive correlation with learning outcomes (r = 0.67), followed by teacher certification and community engagement, whereas institutional size shows a weak negative correlation. These findings highlight that the effectiveness of Quranic education is not solely determined by instructional methods but is fundamentally influenced by institutional management systems, teacher competency, and quality assurance mechanisms. The study underscores the importance of strengthening institutional capacity, enhancing teacher professionalism, and implementing systematic evaluation frameworks to ensure sustainable improvement in Quranic education.]]>
<![CDATA[The Impact of Principal Leadership and Committee Roles on Teacher Performance and Student Achievement ]]>
<![CDATA[Fiddini, Muktazzah]]>;
<![CDATA[Jamilah, Jamilah]]>
<![CDATA[ JUMPA : Jurnal Manajemen Pendidikan Vol 6, No 2 (2025) ]]>
Publisher : <![CDATA[Universitas Nurul Jadid ]]>
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DOI: 10.33650/jumpa.v6i2.14765
<![CDATA[This study examines the influence of madrasah principals’ leadership and committee roles on teacher performance and their impact on student achievement in Madrasah Tsanawiyah (MTs) across Tabanan Regency, Bali Province. Employing a quantitative approach with an explanatory causal design, data were collected from 49 respondents selected through purposive sampling, including principals, teachers, and committee members with a minimum of two years of experience. Data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The results indicate that all constructs meet validity and reliability criteria, with strong measurement and structural model performance (R² = 0.713 for teacher performance and 0.857 for student achievement; Q² = 0.9589). The findings reveal that principal leadership and committee roles have positive and significant effects on both teacher performance and student achievement. Among these, the committee role demonstrates the strongest influence, particularly in enhancing teacher performance. Teacher performance also significantly affects student achievement, confirming its role as a key mediating variable. Mediation analysis shows that teacher performance partially mediates the relationship between committee roles and student achievement, while it does not significantly mediate the effect of principal leadership. These findings highlight the importance of collaborative leadership and stakeholder involvement in improving educational outcomes. Practically, the study suggests that strengthening institutional leadership and community participation can effectively enhance teacher performance and student achievement in Islamic secondary education.]]>
<![CDATA[Dimensions of Transcendental Communication in the Management of Spiritual Leadership among Muslim Family Heads Practicing Shalawat ]]>
<![CDATA[Fitriyana, Fitriyana]]>
<![CDATA[ JUMPA : Jurnal Manajemen Pendidikan Vol 6, No 2 (2025) ]]>
Publisher : <![CDATA[Universitas Nurul Jadid ]]>
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DOI: 10.33650/jumpa.v6i2.14830
<![CDATA[Leadership within family life is closely connected to spiritual awareness, moral responsibility, and emotional stability. In Muslim communities, devotional practices often function as important sources of spiritual reflection that influence everyday attitudes and leadership behavior. However, limited research has examined how transcendental communication through religious practices shapes leadership within family contexts. This study aims to explore the dimensions of transcendental communication experienced by Muslim family heads through the practice of shalawat and to examine how these experiences contribute to the development of spiritual leadership within family life. The study employed a qualitative phenomenological approach to understand participants’ lived experiences and interpretations of shalawat as a form of spiritual communication. Data were obtained through in depth interviews with Muslim family heads who consistently practice shalawat in their daily lives. The findings reveal that the recitation of shalawat carries several interconnected meanings, including expressions of closeness to God, devotion and loyalty to the Prophet Muhammad, and the articulation of prayer and hope. These spiritual meanings contribute to emotional calmness, reinforce leadership responsibility, and encourage moral exemplarity in guiding family members. The study demonstrates that transcendental communication through shalawat functions not only as a devotional expression but also as a spiritual resource that shapes leadership attitudes and ethical awareness within family life.]]>
<![CDATA[Artificial Intelligence Adoption and Teacher Performance: The Role of Leadership and Motivation in School Management ]]>
<![CDATA[Haritani, Hartini]]>;
<![CDATA[Murcahyanto, Hary]]>
<![CDATA[ JUMPA : Jurnal Manajemen Pendidikan Vol 6, No 2 (2025) ]]>
Publisher : <![CDATA[Universitas Nurul Jadid ]]>
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DOI: 10.33650/jumpa.v6i2.14787
<![CDATA[The rapid integration of digital technology in education has created new opportunities for improving teaching effectiveness and teacher performance. However, the successful implementation of technological innovation in education is influenced not only by technology adoption but also by organizational and motivational factors within schools. This study aims to analyze the influence of AI technology, principal leadership, and teacher motivation on teacher performance in East Lombok. This research employed a quantitative approach using multiple linear regression analysis to examine the relationships between the independent variables and teacher performance. Data were collected through questionnaires distributed to nine teachers selected through purposive sampling. The results indicate that AI technology has a significant positive influence on teacher performance with a regression coefficient of 0.588 and a significance value of 0.035. Meanwhile, principal leadership and teacher motivation show negative regression coefficients of −0.165 and −0.003 respectively, although their statistical influence remains significant. The regression model explains 84.2% of the variation in teacher performance, indicating a strong relationship between the variables examined in this study. These findings highlight the importance of integrating technological innovation with effective educational management strategies in order to improve teacher performance. The study suggests that educational institutions should strengthen the utilization of AI-based technologies while promoting leadership practices and motivational strategies that support teachers in adapting to digital transformation in education.]]>
