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Makherus Sholeh
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Management of Education: Jurnal Manajemen Pendidikan Islam
Published by Universitas Islam Negeri Antasari Banjarmasin
ISSN : 24424048     EISSN : 2808408X     DOI : https://doi.org/10.18592/moe
Core Subject : Religion, Education,
Religion Education
Management of Education adalah jurnal Program Studi Manajemen Pendidikan Islam Fakultas Ilmu Tarbiyah dan Keguruan Universitas Islam Negeri (UIN) Antasari Banjarmasin. Management of Education terbit berkala enam bulan sekali (bulan Februari dan Agustus), sebagai wahana komunikasi insan akademik dalam bidang manajemen, organisasi pendidikan dan kepemimpinan pendidikan Islam
Arjuna Subject : -
Articles 155 Documents
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Compensation and Teachers' Turnover Intention in Indonesian State Islamic High School: Evidence from Banjarmasin Dwicahyo, Mochammad Noor; Yuseran, Muhammad
Management of Education: Jurnal Manajemen Pendidikan Islam Vol. 11 No. 2 (2025): Management of Education: Jurnal Manajemen Pendidikan Islam
Publisher : Fakultas Tarbiyah dan Keguruan UIN Antasari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18592/moe.v11i2.17629

Abstract

This research examines the influence of financial and non-financial compensation on turnover intention among teachers at State Islamic High Schools (SIHS) in Banjarmasin, addressing the lack of studies within Islamic education contexts. Using quantitative field research design, the study surveyed 136 teachers selected from a population of 206 through simple random sampling. Data was collected using a validated and reliable questionnaire, with analysis conducted through multiple regression. Results indicate that both financial and non-financial compensation have a significant negative effect on turnover intention. Financial compensation showed a t-value of –2.571 (p = 0.011), while non-financial compensation exhibited a stronger effect with a t-value of –7.075. The model's adjusted R² of 0.510 demonstrates moderate explanatory power, indicating that the two compensation variables can explain 51% of turnover intention variance. These findings underscore the importance of implementing equitable and competitive compensation systems, emphasizing monetary rewards and non-monetary benefits, to strengthen teacher retention and institutional stability in Islamic educational settings.
Strategic Leadership of School Principals in Improving Teacher Work Culture in Islamic Secondary Schools Huda, Nurul; Subandi, Subandi; Amirudin, Amirudin
Management of Education: Jurnal Manajemen Pendidikan Islam Vol. 11 No. 2 (2025): Management of Education: Jurnal Manajemen Pendidikan Islam
Publisher : Fakultas Tarbiyah dan Keguruan UIN Antasari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18592/moe.v11i2.17681

Abstract

The principal holds a strategic role in shaping teacher work culture to enhance the quality of education in Islamic schools. This research aims to describe the leadership strategies employed by the principal of MTs Muhammadiyah Bandar Lampung in strengthening teachers’ work culture. Using a descriptive qualitative approach, data were collected through interviews, observations, and document analysis, and analyzed using the Miles and Huberman model. The results show that the principal implements a participatory and religious leadership model by integrating Muhammadiyah values into daily practices, such as congregational prayers, religious mentoring, and character development. The CECC strategy (Check, Evaluate, Consult, Control) is applied systematically to improve teacher discipline, professionalism, and responsibility. Moreover, teachers are involved in decision-making and receive welfare support through fair task distribution, incentives, and social protection. These efforts have successfully built a disciplined, collaborative, and spiritually grounded teacher work culture, contributing significantly to the improvement of educational quality at the school.         
Character and Values Education in the Türkiye Century Maarif Model: A Qualitative Document Analysis Gürhan, Ethem
Management of Education: Jurnal Manajemen Pendidikan Islam Vol. 11 No. 2 (2025): Management of Education: Jurnal Manajemen Pendidikan Islam
Publisher : Fakultas Tarbiyah dan Keguruan UIN Antasari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18592/moe.v11i2.18337

Abstract

This study critically analyzes how moral and civic values are represented and operationalized within the Türkiye Century Maarif Model (TYMM) for primary education through a qualitative document analysis approach. Using Braun and Clarke’s six-phase thematic framework, five official curriculum and policy documents published by the Ministry of National Education between 2023 and 2024 totaling approximately 450 pages were examined. The analysis identified four structural themes: Virtue (Erdem), Value (Değer), Action (Eylem), and Pedagogical Reflection, each illustrating how the TYMM transforms moral education from implicit moral instruction into an explicit, measurable, and pedagogically integrated framework. The findings reveal that the TYMM links personal morality with civic responsibility, embedding values such as honesty, justice, empathy, and cooperation within competency-based learning outcomes. While the model successfully harmonizes local moral heritage with global citizenship principles, it also reveals ideological tensions between universal ethics and national identity. Theoretically, this study contributes to moral and character education literature by offering a curriculum-level perspective on how values are linguistically structured and pedagogically operationalized. Practically, it provides a conceptual reference for educators and policymakers seeking to align moral formation with democratic and global educational goals.
Inclusive Leadership and Equity Outcomes in Heterogeneous Primary Education Hatimah, Nadiatul; Adiyono, Adiyono; Mansouri, Mabrouk Chibani; Daryanti, Naila Widya
Management of Education: Jurnal Manajemen Pendidikan Islam Vol. 12 No. 1 (2026): Management of Education: Jurnal Manajemen Pendidikan Islam In-Press
Publisher : Fakultas Tarbiyah dan Keguruan UIN Antasari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18592/moe.v12i1.19677

Abstract

Today, primary education increasingly embraces inclusive leadership as schools face growing diversity in students' academic levels, learning characteristics, and social backgrounds. Although policy and instructional literature widely discuss inclusion, empirical research rarely examines how school leaders enact inclusive leadership in everyday management practices. This study explores how equity-oriented leadership practices enhance inclusion in managing heterogeneous primary education learners. Using an exploratory qualitative case study design, we investigated inclusive leadership practices at SDTQ Anak Sholih through semi-structured interviews with school leaders and teachers, classroom observations, and analysis of institutional documents. The researchers conducted a thematic analysis to identify patterns and leadership practices related to equity and inclusion. The analysis revealed that school leaders operationalized inclusive leadership through four key approaches: equity-centered decision-making, differentiated classroom organization, restorative strategies for social dynamics, and distributed collaboration with teachers and parents. Notably, even in instances of limited parental engagement, equity-oriented leadership persisted, indicating that distributed leadership supports inclusive practices. The findings position inclusive leadership not merely as a normative ideal but as a dynamic systemic process with significant implications for both educational leadership theory and the inclusive management of diverse school classrooms.
The Effect of Classroom Management on Teacher Performance: Evident from Madrasah Ibtidaiyah in Indonesia Suryani, Yani; Ilzamudin, Ilzamudin; Suryapermana, Nana; Sapi'i, Iing; Juhji, Juhji
Management of Education: Jurnal Manajemen Pendidikan Islam Vol. 11 No. 2 (2025): Management of Education: Jurnal Manajemen Pendidikan Islam
Publisher : Fakultas Tarbiyah dan Keguruan UIN Antasari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18592/moe.v11i2.20088

Abstract

This study examined the effect of classroom management on teacher performance in a State Islamic Elementary School (Madrasah Ibtidaiyah Negeri) in Tangerang Regency, Indonesia. A quantitative survey design was used, involving 155 teachers selected through proportional random sampling from a population of 252 teachers. Data were collected using a validated questionnaire measuring classroom management and teacher performance, and analyzed using descriptive statistics and simple linear regression. The results indicated that classroom management had a positive and statistically significant effect on teacher performance (β = 0.366, t = 6.502, p < 0.001). The regression model explained 35.5% of the variance in teacher performance (R² = 0.355), indicating moderate explanatory power. These findings suggest that effective classroom organization, behavior management, and instructional structuring contribute substantially to teacher professional effectiveness. The study concludes that strengthening classroom management competencies is crucial for improving teacher performance in Islamic elementary schools. Practical implications highlight the importance of targeted professional development and instructional supervision focused on classroom-based practices.

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