cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Makherus Sholeh
Contact Email
journalantasari@gmail.com
Phone
+6281217235265
Journal Mail Official
journalantasari@gmail.com
Editorial Address
Fakultas Tarbiyah dan Keguruan, UIN Antasari Banjarmasin Jl. Kebun Bunga, Kec. Banjarmasin Timur, Kota Banjarmasin, Kalimantan Selatan 70237
Location
Kota banjarbaru,
Kalimantan selatan
INDONESIA
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 194 Documents
 16   17   18   19   20 
The Effect of Classroom Management on Teacher Performance: Evident from Madrasah Ibtidaiyah in Indonesia Yani Suryani; Ilzamudin Ilzamudin; Nana Suryapermana; Iing Sapi'i; 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.
Structural Supervision and Reflective Professionalism as Determinants of Deep Learning Quality in Elementary Education Siska Fitriani Puspita; Widya Kusumaningsih; Ngurah Ayu Nyoman M
Management of Education: Jurnal Manajemen Pendidikan Islam Vol. 12 No. 1 (2026): 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.v12i1.20175

Abstract

This study examines the influence of classroom observation and teachers’ reflective ability on deep learning quality in public elementary schools in Singorojo District, Kendal Regency. The research employed a quantitative correlational design involving 183 teachers selected through proportional random sampling. Data were collected using structured questionnaires and analyzed using Pearson correlation and multiple linear regression techniques. The findings demonstrate that both classroom observation and reflective ability significantly contribute to deep learning quality, with classroom observation emerging as the dominant predictor. When examined simultaneously, both variables provide substantial explanatory power, accounting for a large proportion of variance in deep learning quality. Effect size analysis further confirms that these relationships are not only statistically significant but also practically robust, indicating very large effects. These results suggest that deep learning quality is primarily driven by structured instructional supervision, supported by teachers’ internal reflective competence. This study advances educational management literature by proposing an integrated framework that conceptualizes deep learning quality as the outcome of the interaction between external supervisory systems and internal professional capacity. The findings also provide practical implications for designing sustainable instructional improvement strategies in elementary education.
Integrating Islamic Information Literacy Curriculum as an Institutional Strategy to Counter Digital Radicalism in Islamic Higher Education Machsun Rifauddin; Nurdin Laugu; Sri Rohyati Zulaikha
Management of Education: Jurnal Manajemen Pendidikan Islam Vol. 12 No. 1 (2026): 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.v12i1.20294

Abstract

The transition of the literacy landscape from print sources to digital platforms creates new vulnerabilities in Islamic higher education, where uncurated internet access increases students' exposure to digital radicalism. This study aims to examine these vulnerabilities and formulate the integration of the Islamic information literacy curriculum as an institutional strategy to counter digital radicalism in State Islamic Higher Education Institutions (PTKIN). Using a qualitative multiple-case study design at UIN Sunan Kalijaga and UIN SATU Tulungagung, this study draws on in-depth interviews, observations, and document analysis as its main data sources. The findings show that students increasingly depend on algorithm-driven platforms to access Islamic literature. Without critical reasoning and adequate source verification, this dependence encourages identity-based validation and draws students into dogmatic echo chambers. Current academic library interventions still focus mainly on technical procedures, such as user education and database access, and do not yet address the critical evaluation of ideological content. In response to this gap, this study proposes an Islamic information literacy curriculum integration model as a systemic institutional strategy. The model transforms information literacy from a technical search skill into an academic curriculum component that strengthens critical reasoning, religious moderation, and digital resilience. Three pillars support its implementation: the codification of Islamic information literacy standards that fit Islamic scholarship, pedagogical collaboration between lecturers and librarians in designing research-based assignments, and continuous curriculum evaluation to maintain instructional quality and sustainability. This study contributes to Islamic higher education management by positioning curriculum integration as a preventive strategy against digital radicalism.
The Influence of ESG (Environmental, Social, Governance) and Organizational Culture on Sustainable School Management in Elementary Schools Farid Umar; Rosalina Br. Ginting; Lilik Ariyanto
Management of Education: Jurnal Manajemen Pendidikan Islam Vol. 12 No. 1 (2026): 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.v12i1.20369

Abstract

Educational governance increasingly prioritizes sustainable school management, particularly because elementary schools must integrate environmental responsibility, stakeholder participation, transparency, accountability, and continuous improvement into their management practices. This study aims to examine the individual and simultaneous effects of Environmental, Social, and Governance (ESG) and organizational culture on sustainable school management in elementary schools. The study uses a quantitative approach with an ex post facto and correlational design. The research involves 156 elementary school teachers in Singorojo District, Kendal Regency, Indonesia. The researchers chose the participants through proportional random sampling. They collect data using a Likert-scale questionnaire and analyze it using Pearson correlation, simple linear regression, multiple linear regression, t-tests, F-tests, and the coefficient of determination in SPSS version 25. The findings show that ESG has a positive and significant effect on sustainable school management, explaining 68.0% of its variance. Organizational culture also has a positive and significant effect, explaining 79.6% of the variance. Simultaneously, ESG and organizational culture explain 83.9% of the variance in sustainable school management, indicating that both variables are strong predictors. Organizational culture provides a stronger individual contribution, while the integration of ESG and organizational culture offers the strongest explanatory power. This study contributes to the literature by extending the ESG framework into elementary school management and demonstrating that sustainable school management requires both governance-oriented practices and a collaborative, innovative, and quality-oriented organizational culture.
Artificial Intelligence and Academic Performance in Higher Education: The Mediating Role of Self-Regulated Learning and the Influence of Learning Motivation and Digital Literacy Ir Arifin
Management of Education: Jurnal Manajemen Pendidikan Islam Vol. 12 No. 1 (2026): 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.v12i1.20395

Abstract

-The integration of artificial intelligence (AI) in higher education has attracted growing scholarly attention; however, existing studies largely emphasize technology adoption while offering limited insight into the mechanisms through which AI influences academic performance. Addressing this gap, this study proposes and tests a mechanism-based model that examines the role of self-regulated learning (SRL) in mediating the relationship between AI usage and academic outcomes, while incorporating learning motivation and digital literacy as antecedent factors. Using survey data from 547 undergraduate students, the study employs structural equation modeling to analyze both direct and indirect relationships among the constructs. The findings reveal that AI usage has a significant positive effect on academic performance and SRL, with SRL emerging as the strongest predictor of academic outcomes and a key mediating mechanism. Learning motivation significantly drives AI usage, whereas digital literacy does not directly influence academic performance but operates indirectly through SRL. These results suggest that the effectiveness of AI is contingent upon students’ ability to regulate their learning processes rather than the mere adoption of technology. This study contributes to the literature by extending technology adoption perspectives toward a process-oriented framework that integrates motivational, technological, and cognitive dimensions. The findings offer important implications for educators and policymakers, emphasizing that optimizing AI in education requires not only access to technology but also the development of students’ self-regulatory capacities.
Competency Gaps among Graduates of Islamic Religious Higher Education Institutions in the Digital Era: Stakeholder Perspectives and Implications for Curriculum Management Imadduddin Imadduddin; Irfan Noor; Yulia Hairina
Management of Education: Jurnal Manajemen Pendidikan Islam Vol. 12 No. 2 (2026): 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.v12i2.20429

Abstract

Islamic religious higher education institutions (PTKI) must respond to changing workplace demands without weakening the religious identity that defines their educational mission. This study examined gaps between stakeholder expectations and the self-rated competencies of graduates of UIN Antasari Banjarmasin and considered how the findings could inform curriculum management. An explanatory sequential mixed-methods design combined surveys of 87 alumni and 16 stakeholders with interviews involving 14 alumni and all 16 stakeholders. Survey data were summarized descriptively, matched indicators were compared through an adapted importance-competence gap analysis, and interview data were analyzed thematically. The widest gaps concerned subject-matter mastery (33.2), effective communication (30.0), problem-solving (28.4), and quantitative data processing and analysis (28.1). Basic digital skills, including office applications and online information searching, showed narrower gaps, although data analysis and digital security remained areas for improvement. Stakeholders also valued graduates' religiosity, integrity, loyalty, and Islamic work ethic. The findings suggest that graduate-readiness concerns in PTKI are not simply digital; they also involve disciplinary, analytical, and interpersonal capacities. In response, the study proposes a dual-responsive curriculum management framework that links evidence-based adaptation to workplace and technological demands with the deliberate preservation of Islamic educational identity.
Rethinking Agile Leadership: Digital Organizational Culture, Lecturer Agility, and Self-Reported Teaching Performance Elvi Rahmi; Rike Ifriadi; Eka Eramahi; Satriani Satriani; Ismiati Ismiati
Management of Education: Jurnal Manajemen Pendidikan Islam Vol. 12 No. 2 (2026): 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.v12i2.20458

Abstract

Digital transformation in universities requires organizational conditions that enable lecturers to respond to changing pedagogical demands. This cross-sectional study examined whether lecturers’ perceptions of agile leadership and digital organizational culture were associated with lecturer agility and self-reported teaching performance, and whether lecturer agility mediated these relationships. Data were collected from 112 permanent lecturers at eight universities in West Sumatra and analyzed using partial least squares structural equation modeling. Digital organizational culture was positively associated with lecturer agility (β = .484, p < .001) and self-reported teaching performance (β = .451, p < .001). Agile leadership was not significantly associated with lecturer agility (β = .167, p = .055) or self-reported teaching performance (β = .113, p = .279), whereas lecturer agility was unrelated to performance (β = .013, p = .915). No significant indirect effects were identified. The model explained 28.0% of the variance in lecturer agility and 23.5% of the variance in self-reported teaching performance. Digital organizational culture therefore emerged as the most consistent perceived contextual factor in this sample. These findings provide context-specific explanatory evidence rather than causal or broadly generalizable conclusions.
Intellectual Structure and Evolution of Digital Entrepreneurship in Higher Education: A Scopus Bibliometric Study (2000–2025) M Aditya Prayoga; Muhammad Syukri Rizki Hamdalah; Muhammad Anggung Manumansoso Prasetyo; Ayesha Fakhar Naem
Management of Education: Jurnal Manajemen Pendidikan Islam Vol. 11 No. 1 (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.v11i1.20506

Abstract

Despite the rapid growth of research on digital entrepreneurship in higher education, a comprehensive understanding of its intellectual structure, thematic evolution, and research gaps remains fragmented. This study aims to identify the knowledge structure, research trends, and existing research gaps in this field. This study employs a bibliometric approach to analyze 727 Scopus-indexed publications published between 2000 and 2025. Performance analysis and science-mapping techniques were conducted using VOSviewer to identify publication trends, thematic clusters, and emerging research directions. The findings reveal that entrepreneurship, entrepreneurship education, and students constitute the central knowledge hubs within the research network, indicating their foundational role in shaping scholarly discourse on digital entrepreneurship in higher education. Meanwhile, emerging areas such as digital entrepreneurship and technology integration are driving increased interdisciplinarity, marking a shift from contextual approaches toward integrated digital entrepreneurship ecosystems. The novelty of this research lies in directly connecting the conceptual structure, temporal evolution, and research gaps of digital entrepreneurship specifically within the higher education context. These findings underscore the importance of institutional strategies that integrate digital technologies into entrepreneurship education while fostering context-sensitive digital entrepreneurship models capable of strengthening sustainable innovation ecosystems.  
Academic Quality Acceleration: An Evaluation of Digital System and Information Quality Jaya Roza Azzukhrufi; Fitriana Fitriana; Andi Kristanto; Syunu Trihantoyo
Management of Education: Jurnal Manajemen Pendidikan Islam Vol. 12 No. 2 (2026): 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.v12i2.20705

Abstract

Academic information systems are now central to university administration, but their contribution to academic quality depends on more than technical performance. Drawing on the DeLone and McLean Information Systems Success Model, this study examined how System Quality and Information Quality were associated with Academic Quality Acceleration. Survey data were obtained from 296 undergraduate students, lecturers, and administrative staff at the Faculty of Tarbiyah, Universitas KH. Abdul Chalim Mojokerto and analyzed through multiple linear regression in SPSS. The model was statistically significant, F (2, 293) = 201.545, p < .001, and explained 57.6% of the variance in Academic Quality Acceleration. Information Quality was a strong positive predictor (β = .821, p < .001), whereas System Quality did not make a significant unique contribution after their shared variance was considered (β = -.090, p = .090). The findings suggest that users experience academic benefits most clearly when the information delivered by the system is accurate, timely, complete, and accessible. Universities should therefore connect investment in technical infrastructure with sustained improvements in data quality and user evaluation. Because the study was conducted in a single faculty and relied on self-reported perceptions, broader multisite research using objective indicators is needed.
Prophetic Leadership, Spiritual Bonding, and Teacher Loyalty in an Indonesian State Madrasah: A Qualitative Case Study Muhammad Arif Syihabuddin; Ahmad Muhammad Sa&#039;dul Kholqi
Management of Education: Jurnal Manajemen Pendidikan Islam Vol. 12 No. 2 (2026): 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.v12i2.20183

Abstract

Principal leadership is central to teacher loyalty in Islamic educational institutions, where organizational commitment is shaped by both professional and spiritual values. However, research has largely emphasized transformational and transactional approaches, leaving the enactment of prophetic leadership in madrasahs under-explored. This qualitative case study examined how a principal's enactment of shiddiq, amanah, tabligh, and fathanah was associated with teacher loyalty at MTsN Gresik, Indonesia. Data were generated through in-depth interviews with 15 participants, observation sessions, and selected institutional documents. Data were analyzed using the interactive model of Miles, Huberman, and Saldaña through data condensation, data display, and conclusion drawing and verification. The findings show that prophetic values were enacted through transparent communication, consistent responsibility, participatory deliberation, personal example, and context-sensitive decision-making. Participants linked these practices with trust, recognition, shared moral meaning, and a sense of belonging. These relational and spiritual processes were conceptualized as spiritual bonding, an interpretive mechanism connecting prophetic leadership with affective, normative, and behavioral loyalty. The study contributes a context-sensitive account of value-based leadership in a state madrasah while recognizing that the findings reflect a single institutional case rather than a test of causal mediation.

Page 18 of 20 | Total Record : 194

 16   17   18   19   20 

Filter by Year

2015 2026


Reset
Filter By Issues
All Issue Vol. 12 No. 2 (2026): Management of Education: Jurnal Manajemen Pendidikan Islam Vol. 12 No. 1 (2026): Management of Education: Jurnal Manajemen Pendidikan Islam Vol. 12 No. 1 (2026): Management of Education: Jurnal Manajemen Pendidikan Islam In-Press Vol. 11 No. 2 (2025): Management of Education: Jurnal Manajemen Pendidikan Islam Vol. 11 No. 1 (2025): Management of Education: Jurnal Manajemen Pendidikan Islam Vol. 10 No. 2 (2024): Management of Education: Jurnal Manajemen Pendidikan Islam Vol. 10 No. 1 (2024): Management of Education: Jurnal Manajemen Pendidikan Islam Vol. 9 No. 2 (2023): Management of Education: Jurnal Manajemen Pendidikan Islam Vol. 9 No. 1 (2023): Management of Education: Jurnal Manajemen Pendidikan Islam Vol. 8 No. 2 (2022): Management of Education: Jurnal Manajemen Pendidikan Islam Vol. 8 No. 1 (2022): Management of Education: Jurnal Manajemen Pendidikan Islam Vol. 7 No. 2 (2021): Management of Education: Jurnal Manajemen Pendidikan Islam Vol. 7 No. 1 (2021): Management of Education: Jurnal Manajemen Pendidikan Islam Vol. 6 No. 2 (2020): Management of Education: Jurnal Manajemen Pendidikan Islam Vol. 6 No. 1: Management of Education: Jurnal Manajemen Pendidikan Islam Vol. 5 No. 2: Management of Education: Jurnal Manajemen Pendidikan Islam Vol. 5 No. 1: Management of Education: Jurnal Manajemen Pendidikan Islam Vol. 1 No. 2: Management of Education: Jurnal Manajemen Pendidikan Islam Vol. 1 No. 1: Management of Education: Jurnal Manajemen Pendidikan Islam More Issue