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International Journal of Education Management and Religion
Published by Pondok pesantren As-salafiyah As-Safi'iyyah
ISSN : -     EISSN : 30903149     DOI : 10.71305
Core Subject : Religion, Humanities, Education, Social,
Religion Humanities Education Social Sciences Other
International Journal of Education Management and Religion is a multidisciplinary academic journal that explores the complex intersection of education management and religious values in various cultural and international contexts. The journal provides a platform for academics, educators, and policymakers to discuss theories, research findings, and case studies related to educational leadership and the role of religion in shaping educational practices and policies worldwide. Focus and Scope: The journal highlights topics such as: Education Management: Investigating effective management practices and leadership strategies within educational institutions, including governance, organizational culture, and policy development. Religious Influence on Education: Analyzing the impact of religious beliefs on curriculum design, pedagogy, student engagement, and institutional identity. Comparative Studies: Examining how different religious traditions influence educational systems across countries, promoting cross-cultural understanding and dialogue. Policy and Governance: Addressing the role of religious considerations in educational policymaking, particularly in multicultural and pluralistic societies.
Arjuna Subject : Umum - Umum
Articles 84 Documents
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Development Of Sidangke Mobile Learning To Improve Stunting Literacy In Enrekang Regency Rahmat; Abdullah Pandang; Mustafa
International Journal of Education Management and Religion Vol. 3 No. 1 (2026): January 2026
Publisher : Pondok pesantren As-salafiyah As-Safi'iyyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71305/ijemr.v3i1.1478

Abstract

This study reports the development and evaluation of SIDANGKE (Sistem Informasi Stunting Kabupaten Enrekang), a mobile learning application designed to improve public literacy on stunting prevention in Enrekang Regency, South Sulawesi, Indonesia. The research adopted an applied Research and Development (R&D) approach using the ADDIE model, comprising analysis, design, development, implementation, and evaluation stages. The application was developed based on community needs, local health data, and instructional design principles to ensure contextual relevance and usability. Data were collected through interviews, observations, expert validation instruments, and pre-test and post-test assessments involving parents of toddlers, community health cadres, and health practitioners. The data were analysed using descriptive statistics and inferential analysis, including expert validation scores and the N-Gain test to measure effectiveness. The results indicate that the SIDANGKE application achieved a content and media validity score of 91.8%, classified as very high, and a practicality score of 89.6%, indicating strong usability and user acceptance. Furthermore, the effectiveness analysis produced an N-Gain value of 0.67, reflecting a moderate-to-high improvement in users’ knowledge and understanding of stunting causes, prevention strategies, and early intervention practices. These findings demonstrate that mobile learning can serve as an effective medium for community-based health education, particularly in rural areas with limited access to conventional learning resources. The study supports mobile learning theory, multimedia learning principles, and health literacy frameworks, while also aligning with regional stunting reduction policies and national digital transformation initiatives. Overall, SIDANGKE represents a valid, practical, and effective digital innovation that can be scaled and replicated to strengthen community health literacy and support sustainable stunting prevention programmes in Indonesia.
From Proposal to Manuscript: How Constructivist Pedagogy Improves Research Proposal Writing among EFL Undergraduates Ismail; Arismunandar; Abdul Haling
International Journal of Education Management and Religion Vol. 3 No. 1 (2026): January 2026
Publisher : Pondok pesantren As-salafiyah As-Safi'iyyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71305/ijemr.v3i1.1479

Abstract

This study investigates how constructivist pedagogy enhances the research proposal and manuscript writing competence of English as a Foreign Language (EFL) undergraduates. Responding to the challenges of low academic writing quality and limited publication outcomes in Indonesian higher education, the study implemented a twelve-week constructivist intervention integrating guided inquiry, peer collaboration, project-based learning, and reflective practice. A mixed-method quasi-experimental design was employed, combining quantitative (pretest–posttest) and qualitative (reflective journals and interviews) data. Participants comprised 22 students enrolled in a Research Proposal Writing course at Universitas Muhammadiyah Enrekang. Quantitative results revealed a statistically significant improvement across all five writing dimensions—Conceptual Clarity, Argument Development, Methodological Coherence, Language Accuracy, and Organization—with a large effect size (Cohen’s d = 2.18). Students’ writing self-efficacy also increased substantially in cognitive, linguistic, and regulative domains (p < .001), reflecting enhanced confidence, autonomy, and reflective awareness. Thematic analysis of qualitative data identified four major patterns of growth: (1) deepened understanding of research logic, (2) increased collaborative engagement, (3) development of reflective and self-regulated learning, and (4) shift from dependence to autonomy. The integration of both data strands confirms that constructivist pedagogy improves not only writing performance but also higher-order cognitive and affective capacities, enabling students to view writing as a process of inquiry rather than a static product. The findings extend constructivist learning theory within EFL contexts and provide an instructional model for fostering academic literacy and research competence aligned with Sustainable Development Goal 4 (Quality Education).
The Management Of Innovation Initiation In Islamic Education And Its Implications For Madrasah Competitiveness: A Multisite Qualitative Study Hawwin Muzakki; Ngainun Na’im; Mujamil Qomar
International Journal of Education Management and Religion Vol. 3 No. 2 (2026): July 2026
Publisher : Pondok pesantren As-salafiyah As-Safi'iyyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71305/ijemr.v3i2.1485

Abstract

This study examines the management of innovation initiation in Islamic education and its implications for strengthening madrasah competitiveness, using MAN 2 Tulungagung and MAN 2 Kota Kediri as multisite cases. While existing studies on Islamic educational innovation primarily focus on implementation and outcomes, the initiation phase of innovation remains underexplored, particularly in the context of madrasah management. Employing a qualitative phenomenological approach within a naturalistic paradigm, this research explores how innovation initiation is strategically managed across three domains: curriculum, student development, and human resources (teachers). The findings indicate that innovation initiation is driven by benchmarking, internal awareness building, and systematic identification of student potential through psychological and talent–interest assessments. MAN 2 Tulungagung initiated innovation through talent-based superior classes and differentiated instruction aligned with the Merdeka Curriculum, supported by structured teacher development. In contrast, MAN 2 Kota Kediri adopted an integrative model that connects intrakurikuler, kokurikuler, and ekstrakurikuler programs through its “Red Carpet” philosophy, emphasizing holistic talent development and character formation. Across both sites, innovation initiation is characterized by collaborative decision-making, curriculum flexibility, professional learning communities, and strong leadership commitment. This study contributes novel insights by conceptualizing innovation initiation as a strategic managerial process that precedes implementation and directly shapes institutional competitiveness. It demonstrates that innovation initiation grounded in Islamic educational values functions as a foundational driver of academic excellence, institutional differentiation, and sustainable competitive advantage in contemporary madrasahs.
Harmonising School Leadership And Foundations For Human Resource Development In Early Childhood Education Ahmad Nur Ismail; Deriana Febrianti; Umi Kasanah; Heru Setiawan; Edy Suprayitno
International Journal of Education Management and Religion Vol. 3 No. 1 (2026): January 2026
Publisher : Pondok pesantren As-salafiyah As-Safi'iyyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71305/ijemr.v3i1.1510

Abstract

This study aims to identify research gaps in the harmonisation of school leadership and foundations in the development of human resources (HR) within Early Childhood Education (ECE) institutions. Although several studies address the relationship between leadership and HR development, research specifically examining the dynamics between school leadership and foundations in the context of ECE remains limited. Employing a qualitative case study approach, data collection techniques include in-depth observations, and interviews. The data obtained is analysed through data reduction, presentation, and conclusion drawing. The findings indicate that the educator standards at TKIT Nurussyifa encompass four key competencies: pedagogical, social, personal, and professional. Each teacher is expected to possess these competencies to effectively fulfil their responsibilities. The headteacher’s role is to lead and guide teachers in school activities and programmes, while teachers are accountable for the learning process. The foundation plays a crucial role in supporting the headteacher and teachers, as well as managing the school’s operational funding. In terms of management and HR development, the foundation seeks to enhance teaching quality through selective and intensive teacher recruitment. The headteacher also actively contributes to the professional development of teachers through relevant seminars and training. The practical implications of this study suggest that school and foundation managers must continue to collaborate to create an environment conducive to the development of quality human resources. Consequently, this harmonisation benefits not only the educational institution but also positively impacts students and the broader community.

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