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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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KITA-ESD and KIVSA Leadership Typologies: The Role of Influencer Leadership, Islamic Performance, and Dedication in Developing Leading Schools Hidayati, Suci; Harini, Sri; Amrullah, Abdul Malik Karim; Maimun, Agus
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.v6i1.15073

Abstract

Education currently faces significant challenges, including global competition, rapid digital transformation, increasing demands for quality improvement, and the achievement of the Sustainable Development Goals (SDGs), particularly Goal 4 on quality education. This study aims to quantitatively and qualitatively analyze the extent to which influencer leadership affects Islamic performance and dedication, as well as its contribution to the development of ESD-based flagship schools. Additionally, this research explores leadership typologies as an emerging model relevant to 21st-century Islamic educational institutions. This study employed a mixed-method approach using Structural Equation Modeling (SEM) across four ESD-based schools in Malang Regency. Data were collected through a survey involving 100 respondents, including school principals, teachers, and educational staff. A pragmatic model with an expansive design was utilized, combining statistical analysis with qualitative exploration through observations, interviews, and document analysis. The findings indicate that influencer leadership has a positive and significant effect on enhancing Islamic dedication and performance, with a p-value of 0.00, and directly contributes to the establishment of superior schools. Islamic dedication plays a crucial role in strengthening institutional quality, while Islamic performance, although not directly significant (p-value 0.136), supports operational success. Furthermore, two leadership typologies were identified: KITA-ESD (Aswaja Transformational Influencer Leadership) and KIVSA (Aswaja Spiritual Visionary Influencer Leadership). These findings highlight that institutional success depends not only on infrastructure but also on leadership strength, Islamic work culture, and collective commitment.
Beyond Dualism: Hybrid Kiai Leadership and the Rise of One-Roof Islamic Education Governance Taufikin, Taufikin
JUMPA : Jurnal Manajemen Pendidikan Vol 4, No 2 (2023)
Publisher : Universitas Nurul Jadid

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/jumpa.v4i2.9286

Abstract

The integration of Madrasah Ibtidaiyah (MI) and Islamic boarding schools under one roof presents a new configuration in Islamic education management that no longer separates formal and traditional systems. This study aims to reveal how the hybrid leadership of the kiai, serving as both the boarding school supervisor and the head of the madrasah, shapes a distinctive, layered governance pattern. Using a qualitative approach with an intrinsic case study design at MI Tahfidzul Qur’an and PPATQ Raudlatul Falah Pati, data were collected through observations of 530 students, in-depth interviews with the kiai, administrators, tahfiz teachers, murabbi, parents, and students, and the analysis of institutional documents. The findings indicate that the one roof system fosters an integration of authority that is not merely administrative but rooted in spiritual and cultural legitimacy. The management structure operates in a dual yet inseparable pattern, where formal and informal roles mutually reinforce one another. The curriculum is not merged but connected through the continuity of values between classroom learning and dormitory life. The educational environment fosters total control, enabling intensive and sustained character internalization. However, behind this integration, tensions emerge regarding professionalism and the distribution of authority. This study proposes the concept of Hybrid-Integrative Islamic School Governance (HIISG) as a synthesis between charismatic authority and managerial rationality in contemporary Islamic education. This concept expands the global discourse on value-based educational governance models that are both adaptive to tradition and responsive to the demands of modernity.
Adaptation of Islamic Religious Education for Children of Migrant Workers in Pesantren Moh. Elman; Sulalah Sulalah; M Samsul Hady
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.v7i1.14778

Abstract

This article aims to explore the adaptive patterns of Islamic Religious Education (PAI) for the children of migrant workers at Junior High School of SMP Pondok Pesantren Mambaul Ulum. Parental migration abroad evidently shapes the students’ social and psychological conditions, which subsequently influence their religious development as well as their learning motivation. This study employs a qualitative approach utilizing in-depth interviews, participant observation, and documentation techniques. The study involved a total of eight participants: three administrators, three students and two guardians. The data analysis process is inductive in nature, aiming to identify emerging patterns of instructional adaptation derived from empirical findings. Data validity is ensured through source and methodological triangulation, as well as member checking with informants to confirm the accuracy of the interpretations. This study analyzes PAI adaptation using Bronfenbrenner’s Ecological Theory, highlighting integrative curriculum, emotional support and collaborative strategies to strengthen students’ religiosity and learning motivation. The findings of this study reveal three principal conclusions. First, the pesantren develops an integrative approach that harmonizes the formal curriculum with the boarding school culture in order to strengthen the spiritual dimension through the habituation of worship practices and the internalization of religious values in daily life. Second, the institution establishes emotional support systems grounded in both personal mentoring and peer-group assistance to reinforce students’ psychological resilience in maintaining stable learning motivation. Third, collaboration between the school and guardians, the utilization of digital communication, and the implementation of participatory learning methods collectively optimize students’ discipline and religiosity. These findings suggest that the role of PAI within pesantren cannot be confined to formal instruction alone, but must evolve into a relational and context-sensitive practice that meaningfully responds to the lived realities of children growing up in conditions of parental absence.
Learning Strategies for Islamic Religious Education Based on the Values of Piil Pesenggiri to Enhance Religious Moderation Ali, M.Makhrus; Sajdah, Meilisa; Isa, Khairunesa; Zahra, Dwi Noviatul; Haryati, Tri; Suriyah, Suriyah; Winarko, Winarko
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.v6i1.15395

Abstract

This study aims to analyze Islamic Religious Education learning strategies based on the values of Piil Pesenggiri in enhancing religious moderation at STAI Ibnu Rusyd Kotabumi, North Lampung. This research is motivated by the importance of strengthening religious moderation amid the growing issues of intolerance, radicalism, and the weakening of local cultural values among the younger generation. The study employed a qualitative approach with a case study design. Data collection techniques were conducted through observation, in-depth interviews, and documentation. The research informants consisted of Islamic Religious Education lecturers, students, and campus authorities selected using purposive sampling techniques. Data analysis used the Miles and Huberman model through data reduction, data presentation, and conclusion drawing, while data validity was ensured through source triangulation, method triangulation, and member checking. The results of the study indicate that Piil Pesenggiri has strong relevance to the principles of religious moderation because it contains values of self-respect, social tolerance, openness, solidarity, and harmonious living. The internalization of Piil Pesenggiri values was carried out through learning activities, academic culture, lecturers’ role modeling, and students’ social activities. Local wisdom-based learning strategies were implemented through planning, implementation, academic culture management, and learning evaluation oriented toward shaping students’ moderate character. This study confirms that Piil Pesenggiri is not only a cultural identity of the Lampung community but can also serve as a pedagogical foundation and a management strategy in Islamic education to strengthen religious moderation in Islamic higher education institutions
A Sustainable Islamic Educational Service Model for Enhancing Stakeholder Satisfaction in Madrasah Annisyaroh, Sulaiha; Walid, Muhammad; Zuhriyah, Indah Aminatuz
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.v6i1.15421

Abstract

Madrasah education in regional Indonesia faces a structural tension that conventional service quality frameworks have not adequately addressed. Quality is measured by what happens inside the institution, yet stakeholder satisfaction is shaped substantially by what happens outside its walls, particularly the geographic and economic conditions that determine whether students can reach the school at all. This study investigates how MTsN 1 Sampang, a public Islamic junior secondary school in the Madura archipelago, responds to this tension through an accessibility-based service innovation grounded in Islamic ethical values. A convergent parallel mixed-method design was applied through a case study framework, drawing on a survey of 100 stakeholders selected through proportional stratified random sampling, in-depth interviews with 15 key informants, participant observation across 24 working days, and the analysis of 47 institutional documents. The instrument was tested through Confirmatory Factor Analysis, yielding an Average Variance Extracted of 0.623 and a Cronbach's Alpha of 0.924. Findings reveal that stakeholder satisfaction reached 90.4 percent, with Accessibility Orientation (r = 0.724) and Islamic Service Values (r = 0.689) emerging as stronger predictors than the five classical SERVQUAL dimensions. The shuttle program produced a 21.7 percentage point reduction in tardiness and an 81.8 percent decline in dropout rates over three years. The study formulates the ABIES Model (Access-Based Islamic Excellent Service), validated through a two-round Delphi technique with a Kendall's coefficient of concordance of 0.82, repositioning accessibility as a primary determinant of madrasah service quality rather than a precondition for it.
Building Learning Loyalty through Teacher Competence: The Role of Teacher Role Modeling and Student Satisfaction Adibah Adibah; A.M Maqdum Biahmada; Rofiatul Hosna
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.v6i1.15510

Abstract

Sustaining students' commitment to learning remains a persistent challenge in Islamic Religious Education, particularly after the disruptions of the pandemic period. This study examines how teacher competence shapes student learning loyalty, and whether teacher role modeling and student satisfaction help explain that relationship at SMP Romly Tamim Surabaya. A quantitative survey was distributed to all 120 students through saturated sampling, and the data were analyzed using Partial Least Squares Structural Equation Modeling with SmartPLS. The results were unexpected. Teacher competence showed no significant effect on either student satisfaction or learning loyalty. Teacher role modeling, by contrast, exerted a strong and significant influence on both, and student satisfaction significantly predicted loyalty while mediating the link between role modeling and loyalty. What students seem to value is not technical teaching skill alone but the moral example their teachers set in daily conduct. One caveat deserves attention, namely that the role modeling construct fell short of conventional validity thresholds, so its dominant role should be read as indicative rather than conclusive. Schools are therefore encouraged to treat teachers' character formation and exemplary behavior as professional standards on par with pedagogical competence, not as an afterthought.
CIPP Evaluation of Quranic Program for Students with Disabilities in Inclusive Islamic Education Fitra Elnurianda; Umar Fauzan; Zurqoni Zurqoni; Siti Kamilah; Rita Sriayu; Abdul Rahim bin Abdul Rahman; Heri Retnawati
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.v6i1.15891

Abstract

This study evaluates the implementation of the UMMI method within the Quranic learning program for students with disabilities at SD Fastabiqul Khairat Samarinda. Utilizing Daniel Stufflebeam’s Context, Input, Process, and Product (CIPP) evaluation framework, this study adopts a qualitative phenomenological design to analyze institutional dynamics, resource capacities, classroom processes, and educational outcomes. Data were systematically gathered through prolonged field observations, semi-structured interviews with the program coordinator, classroom instructors, and shadow teachers, alongside extensive document analysis. The context evaluation reveals a structural tension between standardized institutional performance metrics (a mandatory 90% graduation target) set by central authorities and the individualized requirements of inclusive education. Input evaluation indicates a significant lack of adaptive pedagogical guidelines and non-standardized Quranic recitative competencies among shadow teachers. Process observations show that while individualized instruction is maintained, daily operations are heavily constrained by students' cognitive barriers, speech-motor limitations, and behavioral tantrums. Product evaluation demonstrates that although the program yields profound benefits in fostering spiritual security, emotional regulation, and self-confidence, academic milestones remain significantly delayed. This delay prompts institutional statistical exclusion to safeguard public performance metrics. These findings underscore the critical need to reconstruct flexible assessment matrices, validate shadow teachers' recitative competencies, and transition from rigid standardized metrics to individual progress designs.
Religion and National Multiculturalism in Indonesian Religious Higher Education: Negotiating Diversity, Democracy, and Social Cohesion Edi Safitri; Ahmad Asroni
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.v6i1.15600

Abstract

Growing concerns over the weakening of national cohesion, the expansion of intolerant attitudes, and the emergence of exclusive religious perspectives have renewed discussions on multiculturalism within Indonesian higher education. This study examines how religious higher education institutions construct national multiculturalism and negotiate religious values in strengthening democracy, tolerance, and social cohesion. The research was conducted at Universitas Islam Indonesia, Sanata Dharma University, and Satya Wacana Christian University as representatives of religion-based universities with different religious traditions. Employing a qualitative approach, data were collected through observation, in-depth interviews, documentation, and Focus Group Discussions, then analyzed through coding, cross-case comparison, and interpretive analysis. Findings indicate that the three universities position multiculturalism not only as a social reality but also as an educational and ethical foundation for sustaining inclusive citizenship. Universitas Islam Indonesia develops an inclusive Islamic orientation through religious moderation and the integration of Islamic and national values. Sanata Dharma University advances a humanistic and dialogical model through interfaith engagement and shared social experiences. Satya Wacana Christian University strengthens pluralism through its institutional identity as a “Mini Indonesia” that promotes democratic interaction and social solidarity. Across these contexts, multicultural values are translated into character education, interreligious dialogue, inclusive academic practices, and non-discriminatory campus life. The study concludes that religious higher education institutions hold a strategic role in cultivating multicultural citizenship and demonstrates that the relationship between religion and multiculturalism in Indonesia is more accurately understood through a model of religious accommodation than secular separation.
Evaluating the Islamic Religious Education Program in Inclusive Early Childhood Education Rita Sriayu; Siti Kamilah; Suherman Suherman; Zurqoni Zurqoni; Heri Retnawati
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.v6i1.15616

Abstract

Islamic Religious Education (IRE) plays an important role in fostering religious awareness, moral development, and social character during early childhood. The implementation of IRE in inclusive Early Childhood Education (ECE), however, continues to face challenges related to teacher readiness, adaptive learning practices, and the evaluation of learning outcomes for children with diverse developmental characteristics. This study aimed to evaluate the implementation of the IRE program in inclusive ECE institutions in Balikpapan City using the Context, Input, Process, and Product (CIPP) evaluation model. A qualitative evaluative approach was employed. Data were collected through observations, in-depth interviews, and documentation involving school principals, classroom teachers, special needs assistant teachers, and educational supervisors. Data analysis followed an interactive process consisting of data reduction, data display, and conclusion drawing. The findings reveal that inclusive IRE practices have developed positively despite the absence of formal local regulations governing inclusive ECE. Significant challenges remain in teacher competencies, adaptive assessment practices, and the limited availability of special needs assistant teachers. Learning activities grounded in play, habituation, storytelling, emotional engagement, and direct religious practice were found to support the internalization of religious values and the development of children's social behavior. The evaluation further indicates that learning implementation remains highly dependent on individual teacher initiatives and lacks a structured conceptual framework for inclusive IRE. These findings highlight the need to strengthen teacher capacity in inclusive pedagogy, develop more adaptive and holistic assessment systems, and formulate an inclusive IRE model that integrates Islamic educational values, child-centered learning, and neurodiversity perspectives. The study contributes to the advancement of inclusive Islamic education by providing empirical evidence for the development of more equitable, adaptive, and humanistic learning environments in early childhood settings.
Character Education Program Management in Islamic Primary Schools: A Sequential Explanatory CIPP Evaluation Siti Kamilah; Rita Sriayu; Suherman Suherman; Zurqoni Zurqoni; Heri Retnawati
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.v6i1.15617

Abstract

Character education in Indonesian madrasah continues to face a structural challenge: programs are designed with ambition but evaluated without rigor. This study assessed the ecotheological and religious nationalist character reinforcement program implemented through a love-based curriculum in PAI learning at MI Syaichona Cholil Balikpapan, using Stufflebeam's CIPP model as the evaluative framework. A sequential explanatory mixed-methods design was employed, combining a five-point Likert scale questionnaire administered to 84 students and 120 parents, observation of 36 PAI learning sessions, in-depth interviews with one madrasah principal and four PAI teachers, and documentary analysis. The context evaluation confirmed strong policy alignment and genuine field demand, with 91.7% of teachers affirming the program's necessity. Input evaluation revealed a critical competency gap: only 45.8% of teachers demonstrated adequate understanding of the love-based curriculum. Process evaluation identified a 27-percentage-point discrepancy between lesson plan intentions and standardized assessment practice. Despite these constraints, the product evaluation yielded statistically significant character gains in both ecotheological character (d = 0.69) and religious nationalist character (d = 0.70), both at p < .001. Teacher relational competence emerged as the primary mediating variable determining program effectiveness. These findings establish that the love-based curriculum possesses sufficient pedagogical potency to generate meaningful character development even under partially optimized conditions, provided that teacher formation is treated as a central institutional priority rather than a supplementary concern.

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