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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 120 Documents
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Implementation of Indonesian National Education Policy to Enhance Equitable Access and Educational Quality: A Pesantren Education Perspective Idam Mustofa; Ahmad Saifulloh; Abu Darda; Syarifah Syarifah; Wahyu Setiawan
JUMPA : Jurnal Manajemen Pendidikan Vol 6, No 2 (2025)
Publisher : Universitas Nurul Jadid

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/jumpa.v6i2.16723

Abstract

The implementation of national education policies within Indonesia's plural education system faces significant challenges due to the diverse institutional characteristics of its educational institutions. This study aims to analyze the implementation of national education policies in improving equitable access and educational quality through the perspective of Islamic boarding schools (pesantren) as an analytical lens. The research employed a qualitative policy analysis approach using document analysis of national education regulations, government policy documents, official reports, and relevant scholarly publications. Data were analyzed through qualitative content analysis using Edwards III's policy implementation model, which emphasizes four key variables: communication, resources, disposition, and bureaucratic structure. The findings indicate that these four variables remain relevant for explaining policy implementation. However, within the context of pesantren, policy implementation is also influenced by institutional characteristics, the leadership of kiai, distinctive funding mechanisms, coordination between the Ministry of Primary and Secondary Education and the Ministry of Religious Affairs, and innovation diffusion in the policy adoption process. These findings suggest that national education policy implementation in pesantren cannot be understood using the same approach applied to formal schools. This study contributes conceptually by extending Edwards III's implementation model through the integration of pesantren institutional characteristics and innovation diffusion mechanisms as contextual factors influencing policy implementation within Indonesia's plural national education system. The findings are expected to inform the development of more adaptive education policies that accommodate institutional diversity. 
Digital Public Relations in Islamic Boarding Schools: The SANtren Pro-Media Model for Value-Governed Stakeholder Engagement Aji Wahyudin; Sugeng Listyo Prabowo; Like Raskova Octaberlina; Muhamad Furqon; Okik Dwi Cahyani
JUMPA : Jurnal Manajemen Pendidikan Vol 6, No 2 (2025)
Publisher : Universitas Nurul Jadid

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/jumpa.v6i2.16925

Abstract

Islamic boarding schools, known as pesantren, built their reputation for generations through oral tradition and the personal authority of the kiai, yet digital platforms have moved that reputation into an environment where visibility and responsiveness now shape public trust. This study examines how social-media-based public relations is designed and implemented to strengthen the institutional image of pesantren without weakening their religious identity and hierarchical traditions. A qualitative multisite case study was conducted at two established pesantren in East Java, Indonesia, drawing on interviews, non-participant observation, documents, and platform analytics, and the evidence was analyzed through within-case, cross-case, and triangulation procedures. Findings reveal a shift from oral communication toward formal and value-governed public-relations structures in which creative teams operate under managerial and religious oversight, communication is segmented across platforms for different stakeholders, and content combines trend responsiveness with institutional validation. Social media expands reach, transparency, and stakeholder attachment, but it produces institutionally bounded dialogue rather than fully symmetrical communication. These patterns are synthesized into the six-stage SANtren Pro-Media Model and the Digital Loyalty Loop, both governed by tabligh and amanah as ethical principles. The study implies that pesantren can pursue digital relevance and public accountability while preserving religious identity when digital communication is institutionalized as a professional governance function.
Digital Heritage Knowledge Governance for Islamic Higher Education: A Stakeholder-Oriented WebGIS for Historic Mosques in Central Java Emawati Emawati; Bimo Haryo Setyoko
JUMPA : Jurnal Manajemen Pendidikan Vol 6, No 2 (2025)
Publisher : Universitas Nurul Jadid

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/jumpa.v6i2.16964

Abstract

Historic mosques carry valuable Islamic cultural knowledge, but their historical, architectural, and spatial records often stay scattered across separate sources. This condition weakens the ability of educational and heritage stakeholders to organize and reach that knowledge. This study developed a stakeholder-oriented WebGIS for the digital heritage knowledge governance of historic mosques in Central Java. It applied Research and Development through the Design Science Research Methodology, moving from needs assessment, field observation, and GPS-based mapping to system development, implementation, and user evaluation. Data were examined descriptively using frequencies, percentages, field verification, and functional assessment. Historical information was the content most respondents wanted, chosen by four of six participants, while five of six regarded interactive mapping as important or very important, and easy navigation ranked as the leading function. The resulting WebGIS joined hierarchical geographic navigation with historical, architectural, and visual records, and an AI-assisted feature was integrated as a supporting analytical layer. Preliminary users reported no negative assessments, though most ratings stayed moderately positive. These results imply that a mosque WebGIS can serve educational institutions as knowledge-governance infrastructure that strengthens heritage information management and widens access to Islamic cultural knowledge.
Digital Entrepreneurship as Islamic Educational Management in Pesantren: Governance, Moral Supervision, and Institutional Sustainability Akhmadi Akhmadi
JUMPA : Jurnal Manajemen Pendidikan Vol 6, No 1 (2025)
Publisher : Universitas Nurul Jadid

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/jumpa.v6i1.16822

Abstract

The rapid advancement of digital technology has encouraged pesantren to transform their educational management systems by integrating digital entrepreneurship into institutional development while preserving Islamic educational values. However, previous studies have predominantly examined digital entrepreneurship from economic and business perspectives, with limited attention given to its role within Islamic Educational Management. This study aims to analyze how digital entrepreneurship is managed through educational planning, governance, leadership, moral supervision, and institutional sustainability in Pesantren Mamba'ul Falah, Bondowoso, Indonesia. A qualitative case study approach was employed, involving twelve participants consisting of the kyai, administrators, teachers, and santri. Data were collected through semi-structured interviews, participant observation, and document analysis, and analyzed using the interactive model of Miles, Huberman, and Saldaña. The findings reveal that digital entrepreneurship is strategically integrated into the pesantren's educational management rather than functioning merely as an economic initiative. Educational planning emphasizes competency development, character education, and responsible digital literacy, while participatory governance and adaptive leadership ensure that technological innovation remains aligned with the institution's educational mission and Islamic values. Furthermore, moral supervision and continuous evaluation strengthen organizational learning and contribute to long-term institutional sustainability. This study proposes that digital entrepreneurship should be understood as an integral dimension of Islamic Educational Management, where educational governance serves as the primary mechanism linking digital transformation with educational quality and institutional sustainability. The findings contribute theoretically by extending the discourse on Islamic Educational Management and provide practical guidance for pesantren leaders and policymakers in developing sustainable digital entrepreneurship programs within Islamic educational institutions.
Tuan Guru Leadership in Developing Pesantren Education in the Modern Era Burhanudin Burhanudin; Wahidmurni Wahidmurni; Moh. Padil
JUMPA : Jurnal Manajemen Pendidikan Vol 6, No 1 (2025)
Publisher : Universitas Nurul Jadid

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/jumpa.v6i1.17209

Abstract

Modernization, technological change, and shifting public expectations press pesantren to renew their educational practice without giving up Islamic values and scholarly tradition. This study examines how the Tuan Guru leads that renewal at Pondok Pesantren Al-Ishlahuddiny in Kediri, West Lombok. It pursues three aims: to identify the ideas through which the Tuan Guru develops pesantren education for modern challenges, to trace the leadership process that turns those ideas into practice, and to analyze the implications of that leadership for educational development. The research used a qualitative case study design. Data came from observation, structured interviews, and documentation involving the pesantren leader, madrasah principals, teachers, lecturers, senior students, and alumni, and were analyzed through the interactive model of data collection, condensation, display, and verification. The findings show that the Tuan Guru builds an educational system that joins Islamic values and pesantren tradition with science, technology, and contemporary needs. The leadership process is collective, participatory, and grounded in religious values. Its effects reach institutional growth, curriculum integration, stronger educator competence, wider use of technology, improved student skills and character, and greater public trust. The study proposes a Continuity-Adaptation-Transformation model of Tuan Guru leadership. It implies that value-based institutions can modernize successfully when leaders judge carefully what to preserve, what to adapt, and what to transform.
Transforming Principal Leadership for a Sustainable Quality Ecosystem: A Multi-Site Study of State Islamic Senior High Schools in Medan Muhammad Rifa’i; Muhammad Rizki Syahputra
JUMPA : Jurnal Manajemen Pendidikan Vol 6, No 2 (2025)
Publisher : Universitas Nurul Jadid

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/jumpa.v6i2.17114

Abstract

Madrasahs in Indonesia carry rising expectations for quality while many principals still spend their working hours on administrative routine rather than on instructional improvement. This study examines how principal leadership is transformed to strengthen a quality culture and how principals build a sustainable educational quality ecosystem in State Islamic Senior High Schools in Medan City. The research employed a qualitative multi-site case study across three institutions. Data came from in-depth interviews with thirteen informants spanning principals, vice principals, teachers, administrative staff, and school committee members, together with non-participant observation and document analysis, and were examined through the interactive model of data condensation, display, and verification. Trustworthiness rested on source and method triangulation. Findings show that leadership shifted from an administrative orientation toward a visionary, participatory, and quality-focused role, enacted through hearing forums, cross-unit development teams, and quarterly internal audits rather than through personal charisma alone. Sustainability emerged not from any single flagship program but from the principal's capacity to weave teacher empowerment, resource partnerships, instructional innovation, resistance absorption, and continuous evaluation into a feedback-rich network anchored in institutional routines. The study contributes a mechanism-level account of how quality is kept alive when leaders or policies change. It implies that madrasah leadership development should train principals to engineer durable structures and stakeholder feedback loops instead of relying on individual initiative.
Resource-Constrained Leadership and Teacher Competence Development: A Qualitative Case Study in an Islamic Boarding School Purna Wirawan; Baharudin Baharudin; Sugeng Listyo Prabowo
JUMPA : Jurnal Manajemen Pendidikan Vol 6, No 1 (2025)
Publisher : Universitas Nurul Jadid

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/jumpa.v6i1.16984

Abstract

Teacher competence determines the quality of learning, yet madrasah principals in private Islamic boarding schools must raise that competence while working with limited funding and incomplete facilities. This study examines how the principal of Pondok Pesantren Nurmadani NW Montong Lisung strengthens teacher competence, what obstacles constrain those efforts, and what solutions the principal applies in response. The research used a qualitative case study design. Data came from in-depth interviews with foundation administrators, three madrasah principals, a deputy principal, teachers, and administrative staff, and were supported by field observation and documentation. Analysis followed the interactive model of data condensation, data display, and conclusion drawing, while source triangulation secured the trustworthiness of the findings. Three results emerged. The principal builds competence through a broad and repeating cycle of workshops, subject forums, curriculum training, and supervision that is planned before each budget year. The main obstacles form a connected chain in which limited funding narrows facilities and training and, together with heavy administrative workloads, slows the uneven adaptation of some teachers to classroom technology. The principal answers these constraints by recombining free, external, and community resources, such as official training portals, district workshops, peer collaboration, and priority-based planning. The study contributes a model of resource-constrained, bricolage-driven leadership for continuous teacher development. Its implication is that leadership effectiveness in low-resource pesantren rests on the capacity to orchestrate scarce and borrowed resources rather than on budget size, which offers practical guidance for policy support and for principals facing comparable conditions.
Building Organizational Climate through a Woman Principal's Transformational Leadership Arif Mansyuri; Muhammad Nuril Nuril Huda; Azizatun Nisa' Irsyadiyah; Qomariya Rahma Ayu
JUMPA : Jurnal Manajemen Pendidikan Vol 6, No 2 (2025)
Publisher : Universitas Nurul Jadid

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/jumpa.v6i2.17235

Abstract

Women increasingly lead schools, yet how they build a positive organizational climate through transformational practice remains underexamined, particularly in faith-based settings. This study addresses that gap by examining the leadership of a woman principal at SMA Assa'adah Bungah, a senior high school within the Pondok Pesantren Qomaruddin complex in Gresik, Indonesia. A qualitative case study design guided the inquiry. Data came from in-depth interviews with seven key informants, three months of participant observation, and documentary study, supported by a teacher questionnaire. Thematic analysis followed the interactive model of Miles and Huberman and yielded three findings. The principal earned her authority through modeling, since she met the standards she set before asking others to meet them. Teachers then experimented and grew because the school treated failure as material for shared learning rather than grounds for sanction. A collaborative climate followed, sustained by two-way communication and by recognition that valued trust over material reward. Together these findings point to a model of value-based transformational leadership, one in which the values of the pesantren give the four leadership dimensions their legitimacy and meaning. The study implies that leadership development for women principals in religious schools should begin with modeling and value grounding rather than technique alone.
Curriculum Management Based on Religious and Cultural Integration to Foster Santri Independence Muchlis Ibrahim; Sutiah Sutiah; Indah Aminatuz Zuhriyah
JUMPA : Jurnal Manajemen Pendidikan Vol 6, No 1 (2025)
Publisher : Universitas Nurul Jadid

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/jumpa.v6i1.17219

Abstract

This study reconstructs a religion- and culture-integrated model of curriculum management at Al-Ishlahuddiny Islamic Boarding School in West Lombok, where Islamic values and reconstructed Sasak culture are managed as one educational system rather than as separate programs. The research used a qualitative intrinsic case study within a constructivist and interpretive paradigm. Data came from pesantren leaders, principals, teachers, dormitory supervisors, santri, alumni, parents, and community figures through in-depth interviews, participant observation, document analysis, and focus group discussions. Analysis followed the interactive model of open, axial, and selective coding, and trustworthiness was maintained through triangulation, member checking, peer debriefing, reflexivity, and audit trails. The findings yielded three connected constructs. The Integrated Religious-Cultural Curriculum System functions as the value foundation, the Integrated Religious-Cultural Curriculum Management Cycle operates as a collaborative and adaptive management process, and the Integrated Religious-Cultural Transformation Outcomes place independent santri as the core result that links graduate quality, community trust, and institutional sustainability. Their synthesis forms the RICIS model, which treats curriculum as a living educational ecosystem. The model implies that Islamic institutions can modernize curriculum management and strengthen santri independence without eroding religious identity or local culture.
Reproducing Ulama through Pesantren-Based Madrasah Curriculum Development in East Java Wafiyul Ahdi; Nur Ali; Angga Dwi Mulyanto; Achmad Yani
JUMPA : Jurnal Manajemen Pendidikan Vol 6, No 2 (2025)
Publisher : Universitas Nurul Jadid

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/jumpa.v6i2.17295

Abstract

Pesantren exist to reproduce ulama, yet the formalization of madrasah education has raised a real worry that this founding mission may erode once a national curriculum enters the classroom. This study asks whether a formal madrasah can still form ulama, and how. Using a qualitative multi-site case study, it examined two pesantren-based madrasahs with strong classical traditions. Data came from in-depth interviews, participant observation, and document review, and were validated through source and method triangulation, then analyzed through single-site and cross-site analysis. Three findings emerged. Curriculum orientation is deliberately directed at preserving the pesantren's intellectual tradition, its values, and the social competence of religious guidance. Implementation keeps the pesantren curriculum dominant while absorbing the national curriculum selectively, with progress gated by rigorous, tiered evaluation centered on classical texts. The outcomes are stronger student academic quality, deep community trust in graduates, and institutional growth. The study proposes a conceptual model of the ulama-cadre madrasah curriculum. Its implication is that ulama reproduction can be managed as a planned curricular outcome, offering formal madrasahs a workable path to meet national standards without surrendering the substance of pesantren education.

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