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Journal of Asian Islamic Educational Management
Published by Gemilang Maju Publikasi Ilmiah
ISSN : -     EISSN : 30217520     DOI : https://doi.org/10.53889/jaiem.v1i1.166
Core Subject : Education, Social,
Education Social Sciences Other
Journal of Asian Islamic Educational Management (JAIEM) is a peer-reviewed journal reviewed journal that covers research publications in Islamic education management in Asian region or related fields including curriculum management, classroom management, learning process management, management of Islamic education facilities and infrastructure, Islamic education management, assessment management, and educator management and education personnel and integration between two or more disciplines in Islamic education management. In addition, this journal also covers the development of Islamic education management such as Islamic education leadership, management of Islamic educational institutions, and others. To provide an opportunity for researchers to write their perspectives on Islamic education management or related matters, since 2023, review articles are also welcome to be submitted to the Journal of Asian Islamic Educational Management. Journal of Asian Islamic Educational Management (JAIEM) is published by Gemilang Maju Publikasi Ilmiah (GMPI). Journal of Asian Islamic Educational Management (JAIEM) has become a Crossref member since year 2023 with prefix 10.53889. Therefore, all articles published by Journal of Asian Islamic Educational Management (JAIEM) will have unique DOI numbers since Vol. 1, No. 1, 2023. Since Vol. 1, No. 1, 2023 Journal of Asian Islamic Educational Management (JAIEM) uses Anti-Plagiarism Software "Turnitin" to check the authenticity article
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 3 Documents
 1 
Search results for , issue "Vol 4, No 1 (2026)" : 3 Documents clear
Policy Innovation Model in Developing Child-Friendly Islamic Boarding Schools: An Islamic Education Management Perspective Qusairi, Ahmad; Wahyudi, Ikmal; Khadaifillah, Ach
Journal of Asian Islamic Educational Management (JAIEM) Vol 4, No 1 (2026)
Publisher : Gemilang Maju Publikasi Ilmiah (GMPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53889/jaiem.v4i1.863

Abstract

Formulating a child-friendly Islamic boarding school system (pesantren) has become a crucial challenge in today’s Islamic education, especially in addressing the conflict between traditional hierarchical disciplinary culture and the growing demands of child rights-oriented education. The purpose of this paper is to examine how innovation in policymaking is used to achieve child-friendly pesantren education. This research employs a qualitative multiple case study design, involving three Islamic boarding schools in Pasuruan Regency, Indonesia, selected as information-rich and representative cases of ongoing institutional transformation. Data were collected through in-depth interviews with 18 informants (leaders, teachers, students, and external stakeholders); observation; and document analysis, using an interactive qualitative data analysis model. The results show that policy innovation in child-friendly pesantren does not unfold in a straight line or through an administrative process; rather, it occurs through a socio-organizational ecosystem. This ecosystem is composed of the dynamic interaction among four interconnected elements: leadership, student participation, organizational culture transformation, and stakeholder support. Leadership operates through religious-symbolic legitimacy and gradual communication; stakeholder engagement reinforces institutional capacity; cultural adaptation mediates the integration of humanistic values within disciplinary traditions; and student participation sustains inclusive practices. This study enhances the discourse by introducing a socio-organizational ecosystem model of policy innovation in faith-based education, which expands current policy innovation frameworks by integrating religious legitimacy and cultural negotiation as fundamental dimensions. These findings offer theoretical and practical guidance in developing sustainable child-friendly policy innovations in Islamic boarding schools.
Structural Dimensions of Pre-Service Teacher Preparation for Rural Multigrade Schooling Gürhan, Ethem; Sholeh, Makherus
Journal of Asian Islamic Educational Management (JAIEM) Vol 4, No 1 (2026)
Publisher : Gemilang Maju Publikasi Ilmiah (GMPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53889/jaiem.v4i1.870

Abstract

This study addresses a critical yet underexplored issue in rural education: the persistence of multi-grade schooling challenges the dominant competency-based model of teacher readiness by requiring teachers to operate in complex, structurally constrained environments. Despite a growing body of research on teacher preparation, existing studies largely conceptualize readiness as an individual competence, overlooking its structural and institutional dimensions. This study aims to reconceptualize teacher readiness by examining prospective primary school teachers’ preparedness for rural multi-grade schooling as a structurally mediated phenomenon. A qualitative descriptive research design was employed, drawing on written reflections of 70 final-year pre-service primary school teachers in Türkiye. The data were analyzed using thematic analysis to identify recurring patterns related to perceptions of professional readiness. The findings reveal that teacher readiness is shaped by the interaction of institutional and contextual structures, manifested through four interrelated dimensions: limited context-specific pedagogical preparation; expanded professional and administrative responsibilities; instructional fragmentation and time management constraints; and contextual limitations in rural schooling environments. Rather than representing isolated challenges, these dimensions collectively indicate that readiness is produced through systemic misalignments between teacher education programs and the realities of rural schooling. This study contributes to the literature by reconceptualizing teacher readiness as an institutional alignment rather than an individual competency deficit, and by highlighting the need for structurally responsive teacher education programs grounded in the complexities of rural and multi-grade school contexts.
Reconceptualizing Islamic Primary Education: A Comparative Multiple Case Study of a Qur’anic–Montessori Hybrid Pedagogical Framework in Indonesia and Malaysia Aspandi, Ade; Syarifudin, Aip; Muttaqin, Muhammad Azhar; Rahmatullah, Mamat
Journal of Asian Islamic Educational Management (JAIEM) Vol 4, No 1 (2026)
Publisher : Gemilang Maju Publikasi Ilmiah (GMPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53889/jaiem.v4i1.869

Abstract

This study addresses the gap between Islamic value-based education and contemporary child-centered pedagogies, which are often examined separately in previous research. It aims to analyze how an integrative Qur’anic curriculum can be effectively implemented within a Montessori-based framework in Islamic primary schools across Indonesia and Malaysia. This research employs a qualitative multiple case study design, using comparative analysis of selected Islamic schools that adopt integrative and Montessori-inspired practices. The findings indicate that integrating Qur’anic values with Montessori pedagogy fosters a holistic learning environment that supports students’ cognitive, social, emotional, and spiritual development. The use of mixed-age classrooms and prepared learning environments encourages autonomy, collaboration, and meaningful engagement, while spiritual practices are embedded within daily learning activities as lived experiences. This study contributes by proposing an integrative Qur’anic–Montessori model as a hybrid pedagogical framework that bridges religious education and modern learner-centered approaches. The findings offer practical and theoretical implications for developing holistic and value-oriented Islamic education systems in both local and broader international contexts.

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