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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 29 Documents
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Teachers' Perspectives and Institutional Readiness in the Implementation of Holistic Islamic Education: A Case from Negeri Sembilan, Malaysia Budiman, Septian Arief; Mukhlisin, Mukhlisin; Isnaeni, Fil; Hadi, Sopyan; Othman, Mohd Fuad
Journal of Asian Islamic Educational Management (JAIEM) Vol 3, No 2 (2025)
Publisher : Gemilang Maju Publikasi Ilmiah (GMPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53889/jaiem.v3i2.721

Abstract

This study explores the implementation of holistic Islamic education among secondary students at Sheikh Haji Mohd Said National Religious Secondary School, Negeri Sembilan, Malaysia. Holistic Islamic education promotes the integrated development of spiritual, intellectual, emotional, and social aspects to foster balanced individuals. Employing a qualitative case study approach, data were gathered through semi-structured interviews with six teachers, classroom observations over six weeks, and curriculum document analysis. Findings reveal that although the curriculum reflects the principles of holistic education, implementation varies due to limited resources, time constraints, and differences in teacher preparedness. Nonetheless, the approach positively influences students’ character, religious understanding, and social behavior. The study concludes that teacher capacity-building, infrastructural improvement, and community involvement are essential to strengthen holistic education practices. These findings contribute to the discourse on holistic Islamic education in Malaysia and offer practical recommendations for educators and policymakers aiming to promote balanced student development.
The Effectiveness of Cooperative Learning in Enhancing Students’ Learning Interest in Islamic Religious Education: Evidence from Junior High School in Cirebon, Indonesia Ramadhanty, Dhara Pramesthi; Umihani, Umihani; Maksum, Ali; Hasbullah, Hasbullah; Mastoah, Imas
Journal of Asian Islamic Educational Management (JAIEM) Vol 3, No 2 (2025)
Publisher : Gemilang Maju Publikasi Ilmiah (GMPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53889/jaiem.v3i2.722

Abstract

This study aims to test the effectiveness of the Cooperative Learning model in increasing students' interest in Islamic Religious Education in grade 7 of State Junior High School 14 Cirebon. The background of this study is the low interest in learning due to the dominance of monotonous conventional learning methods. The research method uses a quantitative approach with a pre-experimental one-shot case Study type design. The research sample of 35 students was selected through a simple random sampling technique. Data collection techniques include observation, Likert scale questionnaires, and documentation. The validity and reliability of the instrument were tested using the SPSS application. Data analysis was conducted using the Pearson Product-Moment correlation test, the coefficient of determination (R²), and the t-test. The study results indicate a powerful relationship between the application of the Cooperative Learning model and students' interest in learning, with a correlation value of 0.864 and an influence contribution of 74.6%. This study provides practical implications for teachers in increasing student participation and learning motivation through a collaborative and enjoyable learning approach.
The Relationship Between Lecturers' Teaching Styles and Learning Motivation of Students in the Primary School Teacher Education Program Inayah, Inayah; Mardhotillah, Putri; Falahiyah, Titi; Mutiari, Puspa Intan; Safitri, Lia; Halala, Khairul Nisa; Juhji, Juhji; Paiman, Paiman; Mansur, Mansur
Journal of Asian Islamic Educational Management (JAIEM) Vol 3, No 2 (2025)
Publisher : Gemilang Maju Publikasi Ilmiah (GMPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53889/jaiem.v3i2.719

Abstract

This study analyzes the relationship between lecturers' teaching styles and students' learning motivation in higher education. Teaching style is an external factor significantly influencing student engagement and academic achievement. The study used a quantitative approach with a correlational method. The study sample consisted of 120 Elementary Madrasah Teacher Education Study Program students at Sultan Maulana Hasanuddin State Islamic University, Banten, selected through proportional stratified random sampling. The instruments used included the Teaching Style Inventory and the Academic Motivation Scale, which had been tested for content validity and reliability. Data were analyzed using descriptive statistics and the Pearson product-moment correlation test. The results showed a strong positive relationship between lecturers' teaching styles and students' learning motivation (r = 0.672; p 0.001). The Facilitator dimension had the highest correlation (r = 0.701), followed by Personal Model and Expert. This finding is consistent with Self-Determination Theory, which emphasizes the importance of fulfilling the needs for autonomy, competence, and relatedness to increase students' intrinsic motivation. These findings recommend that lecturers optimize facilitative approaches, serve as academic role models, and provide constructive feedback. Universities are advised to facilitate ongoing pedagogical training to improve the quality of teaching styles oriented toward student empowerment.
Prophetic Leadership for Sustainable Islamic Higher Education: A Systematic Literature Review of Transformative Values and SDG Alignment (2009–2024) Khaeroni, Khaeroni; Ilzamudin, Ilzamudin; Subhan, Subhan
Journal of Asian Islamic Educational Management (JAIEM) Vol 3, No 2 (2025)
Publisher : Gemilang Maju Publikasi Ilmiah (GMPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53889/jaiem.v3i2.752

Abstract

This study systematically synthesizes the prophetic values embedded in leadership models for Islamic higher education and analyzes their alignment with the United Nations’ Sustainable Development Goals (SDGs). Conducting a Systematic Literature Review (SLR) via the PRISMA protocol, the study reviews thirty-six peer-reviewed publications from Scopus, DOAJ, and Google Scholar spanning 2009–2024, focusing on leadership, ethics, innovation, sustainability, and Islamic higher education. The investigation identifies three central themes: the integration of ṣidq (truthfulness) and amānah (trustworthiness) in institutional governance and culture; the application of fatanāh (wisdom) and tablīgh (effective communication) in developing value-driven curricula, green campus initiatives, and ethical research management; and the use of adālah (justice) and shūrā (consultation) for participatory decision making. These findings suggest that prophetic leadership directly supports SDG 4 (Quality Education), SDG 9 (Industry, Innovation, and Infrastructure), SDG 10 (Reduced Inequalities), and SDG 16 (Peace, Justice, and Strong Institutions). The review concludes that prophetic leadership offers an innovative, ethically robust, and adaptive framework for reforming Islamic higher education towards sustainable development, expanding value-based leadership theory, and recommending practical directions for curriculum, leadership training, and governance, while highlighting pathways for further empirical study in organizational performance and SDG impact assessment.
How Effective Principal Communication Drives Staff Performance: Robust Evidence from a Regression Study in a Pharmacy Vocational School Fitiani, Hesti; Irawati, Irawati; Setyaningsih, Rini; Iskandar, Edi; Rahmatullah, Mamat
Journal of Asian Islamic Educational Management (JAIEM) Vol 3, No 2 (2025)
Publisher : Gemilang Maju Publikasi Ilmiah (GMPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53889/jaiem.v3i2.631

Abstract

Effective communication is widely recognized as a core driver of educational leadership, yet its direct impact on staff performance remains underexplored in vocational school settings. This study seeks to provide compelling empirical evidence on how principal communication effectiveness contributes to measurable improvements in educational staff performance at a Pharmacy Vocational High School in Indonesia. Using a quantitative design, simple linear regression was applied to data collected from all 73 educational staff through a total sampling approach. The analysis examined the predictive power of principal communication effectiveness on staff performance outcomes. The results reveal a strong, statistically significant effect, with principal communication accounting for 71.4% of the variance in staff performance (R² = 0.714). A robust positive correlation was also observed (r = 0.845, p = 0.005), indicating that staff performance tends to increase substantially when leadership communication improves. The findings underscore the strategic importance of communication-centered leadership in strengthening school performance. By showing that a single leadership variable decisively contributes to staff effectiveness, this study highlights the need for educational institutions—especially vocational schools—to invest in sustained capacity-building in communication for school leaders. Future research is encouraged to explore complementary leadership factors that can further optimize performance outcomes.
Policy Innovation Model in Developing Child-Friendly Islamic Boarding Schools: An Islamic Education Management Perspective Ahmad Qusairi; Ikmal Wahyudi; Ach Khadaifillah
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 Ethem Gürhan; Makherus Sholeh
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 Ade Aspandi; Aip Syarifudin; Muhammad Azhar Muttaqin; Mamat Rahmatullah
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.
Value-Based Strategic Language Management in Islamic Boarding Schools: Negotiating Communicative Competence and Religious Identity in English Language Programs Moh. Hafidurrahman; Miftahul Muttaqiin; Ali Ridho; Ahmad Andry Budianto; Fajriyah Fajriyah; Iwan Kurniawan
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.v4i1.860

Abstract

Despite growing interest in English-language education in faith-based institutions, limited attention has been given to how language policy and strategic leadership shape communicative competence in religious educational settings. This study investigates the strategic management of English language programs in an Islamic boarding school (pesantren) in Indonesia, focusing on the integration of language policy, institutional leadership, and Islamic values in developing students’ communicative competence. Employing a qualitative single-case study design, data were collected through semi-structured interviews, non-participant observations, and document analysis involving 15 participants, including institutional leaders, teachers, language coordinators, and students. The findings reveal that English language programs are strategically managed through value-based language policy, leadership alignment, environmental language regulation, and Islamic moral education. English is positioned not merely as an instructional subject but as an identity-compatible communicative practice embedded within the institution’s religious mission and daily social life. Institutional leaders play a central role in sustaining communicative practices through policy reinforcement, symbolic participation, and structured language environments extending beyond classroom instruction. The study contributes to language policy and communicative competence scholarship through the concept of value-based strategic language management, demonstrating that communicative competence in faith-based educational settings is socially and ideologically mediated rather than culturally neutral. The findings also provide insights for educational leaders seeking to balance global communicative demands with institutional religious identity.

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