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Abdul Wahid Zaini
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Nurul Jadid University, East Java, Indonesia
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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 69 Documents
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Participatory Leadership in Madrasah Governance: Exploring Practices, Paradoxes, and Power Relations in Islamic Secondary Education Hasbiyallah, Hasbiyallah; Rifky Alfauzy, Mochammad; Fawaiz Hakim, Ahmad; Sabiq Alfaruq, Muhammad; Sumarni, Ani
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.v6i2.14809

Abstract

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.
Institutional Management and Quality Assurance in Quranic Education Effectiveness Fuad, Zainul; Azhar, Imam; Zulkarnain, Zulkarnain; Karya Bakti, Imam
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.v6i2.14838

Abstract

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.
Tracing the Roots of Tolerance in Classical Islamic History: Inspiration of Religious Moderation for Democratic Education Fiddini, Muktazzah; Jamilah, Jamilah
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.v6i2.14765

Abstract

The growing challenges of religious intolerance and social polarization in plural societies highlight the urgent need for educational approaches that promote tolerance and constructive interreligious dialogue. Within the context of Islamic education, it becomes essential to revisit how Islamic intellectual traditions historically addressed religious diversity and how these values can contribute to democratic educational practices. This study aims to examine the values of tolerance embedded in classical Islamic history and analyze their relevance through the framework of wasathiyah and democratic education. This research employs a qualitative approach using conceptual and historical analysis. Data were collected through document analysis of classical Islamic sources, contemporary scholarly literature on religious moderation, and theoretical works on democratic education. The data were analyzed using thematic and interpretative analysis to identify conceptual patterns related to tolerance, moderation, and coexistence. The findings indicate that historical practices such as the Medina Charter, the protection of Ahl al-Kitab, and the policies of early Muslim leadership demonstrate strong foundations of tolerance aligned with the principles of wasathiyah and democratic education. These values emphasize justice, peaceful coexistence, and respect for diversity. The study contributes conceptually to the development of inclusive Islamic education by demonstrating that Islamic historical traditions provide normative foundations for fostering democratic and dialogical learning environments in plural societies.
Dimensions of Transcendental Communication in the Management of Spiritual Leadership among Muslim Family Heads Practicing Shalawat Fitriyana, Fitriyana
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.v6i2.14830

Abstract

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.
Artificial Intelligence Adoption and Teacher Performance: The Role of Leadership and Motivation in School Management Haritani, Hartini; Murcahyanto, Hary
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.v6i2.14787

Abstract

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.
Love-Based Curriculum Management in the Integration of Islamic Ecotheology in Madrasahs: A Review from the Perspective of Educational Leadership and Governance Idawati, Idawati; Hafizin, Khairul; Mursidin, Mursidin; Hadi, Abd.
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.v6i2.14846

Abstract

This study examines the integration of Islamic ecotheological principles into the Love-Based Curriculum within madrasah education, with a particular focus on the perspective of Islamic education management. The research addresses the growing need for environmentally responsible education that is not only cognitively oriented but also grounded in spiritual and ethical values. Using a qualitative library research design, this study analyzes relevant literature, policy documents, and theoretical frameworks to explore the alignment between core ecotheological concepts such as tauhid, khalifah, amanah, mizan, and rahmatan lil alamin and the values embedded in the Love-Based Curriculum. The findings reveal a strong conceptual convergence between these two frameworks, which can be operationalized through three strategic domains: curriculum integration, pedagogical transformation, and institutional governance. The study further highlights the critical role of madrasah leadership, curriculum management, and teacher development in ensuring the effective implementation of eco-theological education. These findings suggest that integrating ecotheology within a value-based curriculum provides a holistic approach to fostering environmentally conscious and spiritually grounded learners. From a management perspective, this research offers a systemic framework that connects theological values with educational practices and institutional processes. The study contributes to the development of Islamic education by bridging the gap between normative religious discourse and practical curriculum implementation, while also providing insights for policymakers and educators in designing sustainable and value-oriented educational systems.
Interaction of Coastal Ethnoscience Learning and Ecological Attitudes in Elementary Science Jumrah, Jumrah; Srinana Wardani, Imas; Prayogo, Prayogo
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.v6i2.14814

Abstract

Science learning in elementary school should foster students’ conceptual understanding and critical thinking skills through contextual learning experiences. This study aimed to analyze the effect of coastal ethnoscience learning on elementary school students’ conceptual understanding and critical thinking skills in science, as well as to examine the interaction between coastal ethnoscience learning and ecological attitudes in influencing both outcomes from a school management perspective. This study employed a quantitative approach with a 2×2 factorial quasi-experimental design (pretest-posttest non-equivalent control group) involving 34 fourth-grade students at SDN 25 Moko, Raja Ampat. Data were collected through a conceptual understanding test, a critical thinking skills test, an ecological attitudes questionnaire, and were supported by observations of learning implementation. The data were analyzed using ANOVA and MANOVA after the prerequisite tests had been satisfied. The results showed that coastal ethnoscience learning had a significant effect on conceptual understanding (p = 0.006) and critical thinking skills (p < 0.001). In addition, there was a significant interaction between coastal ethnoscience learning and ecological attitudes on conceptual understanding (p = 0.017; η² = 0.010) and critical thinking skills (p = 0.045; η² = 0.071). These findings indicate that the effectiveness of coastal ethnoscience learning is influenced by students’ ecological attitudes. From a school management perspective, these results underscore the importance of school support in managing the potential of the coastal environment as a learning resource, strengthening ecological culture, and facilitating well-planned contextual learning to improve the quality of science learning in elementary schools.
Transformation of GP Ansor's Cadre Education Management Strategy and Digital Preaching in the Era of Information Disruption Asyfahaani, Khamdan; Fauzi, Fauzi; Hardoyono, Fajar; Pamuji, Slamet
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.v6i2.14866

Abstract

Transformation of GP Anshor's Cadre Education MThe rapid expansion of digital technology has reshaped the communication landscape of religious organizations, requiring adaptive strategies in both da’wah practices and cadre education management. This study examines how GP Ansor, an Islamic youth organization in Indonesia, integrates digital media into its organizational practices in response to the dynamics of the information disruption era. Using a qualitative case study approach, data were collected through in-depth interviews, documentation analysis, and digital observation of social media platforms, including Instagram, YouTube, and Twitter/X. The findings reveal that GP Ansor has developed a multifaceted digital da’wah strategy by optimizing social media, establishing counter-narratives against radicalism through structured cyber initiatives, and implementing digital literacy programs as part of its cadre development process. Furthermore, digital learning practices have expanded beyond formal training into interactive and participatory online spaces, allowing cadres to actively engage in content production and public discourse. However, the study also identifies several challenges, including disparities in digital competencies among cadres, limitations in technological infrastructure, and the lack of systematic evaluation mechanisms. These findings highlight that digital transformation within religious organizations is not merely a technological shift but involves a reconfiguration of learning processes, organizational structures, and human resource development. The study contributes to the field of Islamic education management by offering insights into how digital-based cadre education can be designed to remain adaptive, sustainable, and aligned with the promotion of religious moderation in contemporary digital environments.anagement Strategy
Management of Full Day School Program in Improving School Quality Riyanto, Agus; Asdlori, Asdlori; Dharin, Abu; Pamuji, Slamet
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.v6i2.14867

Abstract

This study examines the management of the full day school program and its contribution to improving school quality. The research responds to the growing demand for educational models that integrate academic achievement with character development within extended learning systems. A qualitative case study approach was employed to explore managerial practices, stakeholder roles, and institutional dynamics. Data were collected through in-depth interviews, field-based insights, and document analysis, and were analyzed using an interactive model involving data reduction, data display, and conclusion drawing. The findings reveal that the effectiveness of the full day school program is closely linked to the integration of four key managerial functions: planning, organizing, implementation, and evaluation. Planning is conducted collaboratively by integrating the national curriculum with Islamic character education. Organizational practices involve clear role distribution and coordinated responsibilities among school personnel. The implementation phase reflects a holistic learning model that combines academic instruction, Qur’anic memorization, leadership training, and extracurricular activities. Evaluation is carried out through academic assessments, internal reflection, and parental feedback, ensuring continuous improvement. The study highlights that successful full day school management contributes not only to academic achievement but also to character formation and institutional credibility. These findings emphasize the importance of adaptive and value-based management in enhancing educational quality, particularly within the context of Islamic educational institutions.

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