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Abdul Wahid Zaini
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JUMPA : Jurnal Manajemen Pendidikan
Published by Universitas Nurul Jadid
ISSN : 2721401X     EISSN : 27214028     DOI : -
Core Subject : Science, Education, Social,
Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Social Sciences
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
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 105 Documents
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Embodied Pedagogical Governance: Cultivating Spiritual Habitus Through Tarbiyatul Aulad in an Islamic Boarding School Eko Kurniawanto; Noorthaibah Noorthaibah; Bahrani Bahrani; Taufikin Taufikin; Mohd Syakir Mohd Rosdi
JUMPA : Jurnal Manajemen Pendidikan Vol 7, No 1 (2026)
Publisher : Universitas Nurul Jadid

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/jumpa.v7i1.15268

Abstract

Amid globalization and rapid social change, Islamic education faces growing pressure to sustain religious values that are lived in everyday practice rather than merely taught, yet how such values are internalized through organized institutional life remains insufficiently understood. This study examines how the principles of Tarbiyatul Aulad fi al-Islam, a classical Islamic framework for the upbringing and character formation of children, are enacted in the daily life of an Islamic boarding school, and how routines, role modeling, and the educational environment interact to shape the spiritual habitus of the santri. Adopting a qualitative intrinsic case study design, the research drew on in-depth interviews, participatory observation, and document analysis involving twenty informants comprising students, ustadz, kiai, and parents. The data were analyzed thematically and validated through source, methodological, and theoretical triangulation. The findings show that value internalization occurs not through any single activity but through the mutually reinforcing convergence of structured routines, the observable conduct of educators, and a deliberately maintained social environment, while disconfirming cases reveal that the santri retain interpretive agency within this structure. The study contributes the notion of habitus by design and frames embodied pedagogical governance as a lens that reconceives character formation as a problem of educational management. These insights imply that pesantren can strengthen value internalization by deliberately aligning daily schedules, exemplary conduct, and environmental arrangements as a single, coordinated strategy of institutional management.
Reframing Learning Quality in Higher Education: A TQM-Based Approach in Research and Evaluation Courses Wahyudin Rajab; Aan Nurhasanah; Nana Mulyana; Andi Sari Bunga Untung; Safrudin Safrudin
JUMPA : Jurnal Manajemen Pendidikan Vol 7, No 1 (2026)
Publisher : Universitas Nurul Jadid

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/jumpa.v7i1.15138

Abstract

This study examines how Total Quality Management (TQM) is implemented within the learning process of the Research and Educational Evaluation (PEP) course and how it influences learning quality in higher education. The study responds to ongoing concerns regarding the limited effectiveness of conventional teaching approaches in developing students’ analytical and research competencies. A qualitative case study design was employed, involving 40 participants including lecturers, students, quality assurance representatives, technical staff, and alumni. Data were collected through in-depth interviews, field findings, and document analysis, and analyzed using a thematic approach based on the interactive model of Miles, Huberman, and Saldana. The findings reveal that the implementation of TQM led to noticeable changes in learning design, instructional practices, and feedback mechanisms. Learning became more participatory, with students actively engaged in research-related tasks and practical activities. The involvement of multiple stakeholders also contributed to a more responsive learning environment, forming what can be understood as a learning ecosystem. At the same time, these improvements were accompanied by challenges, particularly increased workload and the need for adaptation among students and lecturers. These results suggest that improving learning quality requires not only structured frameworks but also continuous interaction and support across stakeholders. The study highlights the importance of viewing quality management as a process embedded in everyday learning practices rather than as a purely administrative system.
Environmental Care Character as a Managed Chain: A Strategic Management Analysis of the Adiwiyata Program in an Islamic Primary School Mukhlisoh Mukhlisoh; Ade Aspandi; Suhatma Suhatma
JUMPA : Jurnal Manajemen Pendidikan Vol 7, No 1 (2026)
Publisher : Universitas Nurul Jadid

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/jumpa.v7i1.14919

Abstract

Environmental degradation driven by plastic waste has intensified the demand for schools to cultivate environmental care as a dimension of student character. Many environmental programs, however, emphasize activity over the management required to make their outcomes endure. This study examines the Adiwiyata program through the lens of strategic management, aiming to analyze students' environmental care character, to examine how the program is implemented, and to evaluate how its strategic management contributes to strengthening that character. A qualitative descriptive design was employed, with the researcher serving as the primary instrument. Data were gathered through observation, in-depth interviews, and documentation, and were subsequently analyzed using the interactive analysis model and validated through triangulation across sources, techniques, and time. The findings demonstrate that environmental care develops as a layered and gradual achievement, sustained jointly by habituation, peer influence, and the discipline of school regulation, and maturing unevenly across grade levels. The program proved strong in formulation and implementation, although it remained constrained by workload, space, and funding. The principal implication is that policy, curriculum, participatory activity, and infrastructure function as an interdependent chain, which provides educational managers with a diagnostic instrument for identifying where character formation breaks down rather than a checklist of activities to complete.
Accountability as a Boundary condition: Moderating Balanced Scorecard Pathways to School Performance Abdul Aziz; Wahyudin Rajab; Andi Sari Bunga Untung; Novia Nuraini; Rosni Lubis
JUMPA : Jurnal Manajemen Pendidikan Vol 7, No 1 (2026)
Publisher : Universitas Nurul Jadid

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/jumpa.v7i1.15145

Abstract

Private vocational schools must perform without full subsidy. This study examines how the four Balanced Scorecard perspectives shape the performance of a private health vocational school, and whether accountability conditions those relationships. It adopts an explanatory quantitative approach within an embedded single-case design. Data were drawn from 38 strategic respondents through a census of the institution's management and core teaching staff. Analysis used Consistent Partial Least Squares (PLSc) in SmartPLS 4.0, with moderation tested through a two-stage approach. The customer perspective emerged as the dominant predictor of organisational performance. The financial and internal-process perspectives contributed significantly but secondarily. The growth-and-learning perspective exerted no direct effect, confirming an investment-lag phenomenon in which human-resource investment does not convert into performance on its own. Accountability proved decisive as a moderator. It acted as a pure moderator that activated the otherwise dormant link between human-resource investment and performance, and as a quasi-moderator that strengthened the gains from customer satisfaction and internal-process quality. Accountability is therefore not a downstream reporting duty but an upstream mechanism that governs the return on institutional investment. The implications for educational management are specific and actionable. School leaders should never fund teacher training or academic facilities in isolation. Every professional-development decision must be bound to explicit post-training performance targets, mandatory knowledge dissemination, and transparent public reporting. Managed this way, accountability converts a school's intellectual capital into a durable competitive advantage rather than a recurring sunk cost. The study offers vocational education managers a clear, evidence-based directive for optimising institutional investment.
Community-Embedded Management of Islamic Education in a Maritime Society: Integrating Local Wisdom in the Sapeken Islands Moh Subhan; Supandi Supandi; Imam Muhayat
JUMPA : Jurnal Manajemen Pendidikan Vol 7, No 1 (2026)
Publisher : Universitas Nurul Jadid

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/jumpa.v7i1.15126

Abstract

Islamic education in Indonesia's marginal maritime communities faces a double pressure: the erosion of local wisdom under globalisation and the thinness of formal educational infrastructure. While existing studies treat local wisdom as curriculum content, the management of Islamic education in such settings remains under-examined. This study aims to analyse how Islamic education is sustained and managed in the maritime community of the Sapeken Islands, Sumenep, and how it forms a harmonious relationship with local wisdom. It employs a qualitative approach combining ethnography with a phenomenological lens, drawing on in-depth interviews with six purposively selected informants, participant observation, and documentation, analysed through the Miles and Huberman model and validated by triangulation and member checking. The findings reveal that religious meaning is generated where doctrine meets maritime life, that conservation is experienced as worship rather than external obligation, and that educational continuity rests on communal infrastructure the community owns rather than receives. These findings imply that Islamic educational policy for maritime and remote communities should recognise and strengthen each community's own cultural and religious infrastructure rather than impose external institutional structures, and that pedagogy in such settings is most effective when it grounds religious values in maritime life.
Visionary Leadership-Based Educational Management Model to Improve Vocational High School Teacher Performance Amiruddin Amiruddin; Afif Alfiyanto
JUMPA : Jurnal Manajemen Pendidikan Vol 7, No 1 (2026)
Publisher : Universitas Nurul Jadid

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/jumpa.v7i1.15638

Abstract

This study aims to develop and validate an educational management model based on visionary school leadership to enhance teacher performance in public vocational high schools in Langkat Regency. Employing a Research and Development approach with a modified Borg & Gall framework, the research progressed through preliminary assessment, model design, product development, and three sequential trial phases across eight schools. Data were collected using validated performance questionnaires and leadership perception scales, analyzed through paired sample t-tests. Results demonstrated significant improvements in teacher performance, with mean scores rising from 72.8 to 86.2 in the wide-scale trial (p < 0.001). Teachers’ perceptions of principals also shifted markedly toward visionary, participatory, and inspirational leadership. The finalized model integrates reflective supervision, principal-led coaching, collaborative teacher forums, and strategic vision reinforcement. These findings confirm that embedding visionary leadership into structured management practices effectively transforms administrative routines into sustainable professional development pathways. The model offers a contextual, empirically validated framework for regional education policymakers and school administrators seeking to improve teacher quality and institutional effectiveness in vocational education. The findings imply that educational management should institutionalize visionary leadership, reflective supervision, collaborative coaching, and continuous performance evaluation to strengthen teacher effectiveness and school improvement.
E-Leadership in School Management for Society 5.0: A Systematic Review from an Educational Psychology Perspective Marwan Marwan; Saiful Bahri; Musdiani Musdiani; Syatria Adymas Pranajaya; Afif Alfiyanto
JUMPA : Jurnal Manajemen Pendidikan Vol 7, No 1 (2026)
Publisher : Universitas Nurul Jadid

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/jumpa.v7i1.15068

Abstract

The rapid digitalization of education, accelerated by the COVID-19 pandemic and the emergence of Society 5.0, has reshaped how schools are led, yet research on electronic leadership remains fragmented between technocentric accounts of platform adoption and human-centered accounts that foreground psychological and contextual conditions, with no synthesis reading the two through an educational-psychology lens. This study aims to reconstruct how e-leadership operates in school management within the Society 5.0 era and to specify the psychological mechanisms that determine its effectiveness. Adopting a systematic literature review guided by the PRISMA 2020 protocol, the study searched the Scopus database for peer-reviewed work published between 2020 and 2025 and analyzed six included studies through thematic and framework synthesis. The findings reveal three conceptualizations of e-leadership, namely technology-facilitated, hybrid, and transformative leadership, and four psychological components that underpin its effectiveness, namely self-efficacy, motivation and engagement, social influence, and adaptability. The analysis further shows that e-leadership influences outcomes indirectly, mediated by work engagement and moderated by infrastructure, culture, crisis, professional development, and organizational climate, and it integrates these patterns into a three-layer conceptual framework centered on human well-being. The principal implication for educational management is specific: leadership development and technology policy must target the cultivation of efficacy, engagement, and resilience and align digital strategy with each institution's particular configuration, rather than treating tools and training as sufficient in themselves.
Balancing Spiritual Leadership and Modern Management Practices: A Hybrid Model for Educational Excellence in Islamic Schools Arman Paramansyah; Lussi Avianti
JUMPA : Jurnal Manajemen Pendidikan Vol 7, No 1 (2026)
Publisher : Universitas Nurul Jadid

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/jumpa.v7i1.15076

Abstract

The increasing demands for educational quality and institutional competitiveness have prompted Islamic schools to integrate spiritual leadership with modern management practices to strengthen organizational effectiveness and sustainability. This study aims to analyze the integration of spiritual leadership and modern management practices in strengthening institutional effectiveness in Islamic schools. This study uses a qualitative case study approach with data collected through observation, semi-structured interviews, documentation review, and institutional records. Data analysis uses the interactive model of Miles, Huberman, and Saldaña. The findings indicate that the integration of spiritual leadership and modern management practices significantly improves school performance through strategic planning, an ethical organizational culture, and a quality assurance system. Spiritual leadership strengthens teacher commitment by fostering emotional attachment, intrinsic motivation, and organizational loyalty among educators. A modern governance system integrated with Islamic values enhances accountability, transparency, administrative efficiency, and participatory decision-making within schools. This study contributes theoretically by proposing an integrative framework linking spirituality and educational management in Islamic institutions.
Digital Transformation Management and School Performance Governance: A Case Study of Transparency and Accountability in Primary Schools Nurul Faizah; Ahwy Oktradiksa; Muhammad Tohirin
JUMPA : Jurnal Manajemen Pendidikan Vol 7, No 1 (2026)
Publisher : Universitas Nurul Jadid

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/jumpa.v7i1.16118

Abstract

Digital transformation in school governance has become a strategic imperative in contemporary education management, yet the mechanisms through which it enhances transparency and accountability in school performance management remain insufficiently understood. This study aims to analyze how digital transformation management contributes to transparency and accountability in primary school performance governance, identify the barriers that constrain its development, and examine the strategies schools employ to optimize its implementation. A qualitative case study design was adopted, with data collected through in-depth interviews, field observation, and documentation review across three private primary schools at different stages of digital maturity. Data were analyzed using the interactive model of Miles, Huberman, and Saldaña. The findings reveal that digital transformation operates as a graduated organizational process rather than a technological event, determined by the coherence between leadership commitment, staff readiness, and governance design. Digital systems enhanced transparency through structured, multi-channel stakeholder disclosure and strengthened accountability by converting professional activity into retrievable, verifiable evidence. The most consequential barriers were human rather than technological, and effective strategies were those calibrated to each institution's specific constraint profile. The implications of this study suggest that education policymakers and school leaders must reorient digital transformation initiatives away from tool provision and toward the deliberate development of human capacity, governance culture, and institutional systems that embed transparency and accountability as organizational values rather than compliance obligations.
Total Quality Management as a Strategic Framework for Improving Teacher Professionalism and Student Outcome Efrita Norman; Syamsul Anwar; Lina Marliani; Yanti Hasbian; Juliana Wahid
JUMPA : Jurnal Manajemen Pendidikan Vol 7, No 1 (2026)
Publisher : Universitas Nurul Jadid

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/jumpa.v7i1.14960

Abstract

This study examines how Total Quality Management (TQM) functions as a strategic framework for improving teacher professionalism and student learning outcomes. Educational institutions increasingly struggle to align management practice with effective teaching and meaningful student development. The study employed a qualitative case study design at an Islamic high school to explore TQM implementation in depth. Data were collected through observation, interviews with teachers and school leaders, and document analysis, then analyzed using an interactive model of data reduction, display, and verification. The findings indicate that the transformation of teaching practice under TQM is reflected in student-centered planning, reflective teaching, and a collaborative culture among educators. TQM also strengthens teacher professionalism through continuous learning, peer collaboration, and greater accountability in teaching. The study further finds that TQM fosters student character development, particularly discipline, responsibility, and independent learning. Taken together, these three findings show that TQM operates as an integrated system linking management practice with pedagogical improvement and student development. The main implication of this study for educational management is that teacher professionalism is the decisive pathway through which quality management reaches students, so schools seeking durable improvement should invest in the professional systems that mediate quality rather than in procedural compliance alone.

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