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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 194 Documents
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Instructional Leadership of Madrasah Principals in Improving Teacher Quality in Elementary Madrasahs Zainal Abidin; Ahmad Qusairi; Ikmal Wahyudi
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.v12i2.20203

Abstract

Improving teacher quality is a crucial factor in determining the quality of the learning process and educational outcomes in Islamic schools. This study seeks to examine the instructional leadership strategies employed by madrasah principals to enhance teacher quality at MI Dalwa Pasuruan, while also identifying the factors that facilitate or hinder their implementation. This research employed a qualitative approach with a case study design. The data collection methods used were observation, in-depth interview, and documentation with the madrasah principal and teachers as the respondents. Data analysis was conducted interactively through the stages of data reduction, data presentation, and conclusion drawing. The results indicate that teacher quality improvement is implemented through a learning management cycle that includes participatory quality improvement program planning, implementation of ongoing teacher training and coaching, supervision of learning by the madrasah principal, and reflective program evaluation conducted with the teachers' council. The program contributed to improving pedagogical competence and professional awareness among some teachers in developing learning practices. However, the program's effectiveness is still affected by several inhibiting factors, such as low motivation among some teachers to innovate in learning, limited information technology facilities, and discipline in participating in professional development activities. On the other hand, the supportive leadership style of madrasah principals and a collaborative culture among teachers are important supporting factors in maintaining sustainable improvements in educational quality. This research confirms that instructional leadership and the strength of school social capital play a strategic role in enhancing teacher professionalism in madrasahs with limited resources.
Maintaining Traditional Practices in Modern Times: How the Principal Fosters School-Community Partnerships Amidst Digital Advancements at Khadijah Islamic Boarding School? Muhammad Aufa Ihsan; Mulyawan Safwandy Nugraha; Marina Nazrin
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.v12i2.20598

Abstract

Maintaining school community partnerships has become increasingly complex for faith based educational institutions amid rapid digital advancement. This study explores how the principal of Khadijah Islamic Boarding School sustains traditional practices while fostering effective school community partnerships in a modern context. Using a qualitative case study approach, data were collected through in depth interviews, observations, and document analysis. The findings reveal that partnership development is anchored in religiously grounded activities, selective parental involvement, and the adaptive use of digital communication, particularly WhatsApp, to maintain accessibility and relational closeness. Rather than relying on extensive technological integration, the principal prioritizes trust based leadership, cultural alignment, and blended communication strategies that combine digital tools with face to face engagement. Challenges related to geographic distance and the limitations of digital communication highlight the importance of ethical judgment and contextual decision making in sustaining inclusive collaboration. This study contributes to school community partnership literature by proposing a contextual model of trust based collaboration in Islamic boarding schools, demonstrating that traditional practices and digital advancement can coexist through culturally responsive leadership.
Managing Digital Professional Learning for Islamic Religious Education Teachers: Institutional Support, Workload, and Capability Development MH. Suryantoro
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.v12i2.21507

Abstract

Digital professional learning is often discussed in terms of teacher readiness or platform access; however, these perspectives can overlook the institutional conditions that make participation feasible for teachers. This study examined how an Indonesian in-service teacher education program could better support Islamic Religious Education (PAI) teachers. Using a qualitative descriptive design, this study analyzed a purposively constructed corpus of 180 participants based on two open-ended program evaluation prompts. A first-cycle content analysis identified five descriptive themes, after which a management-focused second cycle reorganized relevant meaning units into four responsibilities: reliable digital services, workload-sensitive program organization, responsive instructional support, and differentiated capability development. Teachers valued digital access and flexibility, but participation became harder when the systems were unstable, deadlines collided with full-time teaching, feedback was unclear, PAI examples were limited, and technical guidance assumed similar levels of competence as the teachers. They also emphasized that direct interaction, moral modeling, and embodied religious practice are still important in digitally supported learning. Bringing these findings together with the international professional-learning literature, this study proposes a five-stage adaptive management framework: diagnose conditions, design participation, deliver reliable services, develop capability, and review and improve. The framework treats digital professional learning as an adaptive educational service rather than a technology adoption project.
Ethical Digital Leadership in Nigeria: A Contextual Framework for Equity, Privacy, Inclusion, and Responsible Decision-Making Olawale Abayomi Onikoyi; Dorcas Oluwakemi Rowland; Yetunde Raliat Adeola Onikoyi; Olabisi Latifat Bankole
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.v12i2.21607

Abstract

Digital transformation has expanded educational leaders' authority over platforms, data, artificial intelligence, and technology-mediated decisions; yet, leadership research often treats adoption and ethics as separate concerns. This article develops a context-sensitive framework for ethical digital leadership in Nigeria. An integrative conceptual review combined theoretical synthesis with contextual policy analysis. The evidence base comprised 48 verified scholarly, legal, policy, and professional sources, including 15 Nigeria-focused records. Sources were coded for equity, privacy, inclusion, responsible decision-making, leadership functions, contextual conditions, and framework contribution. The findings show that ethical digital leadership is not a set of independent compliance tasks. It is an institutional capability through which leaders translate national policy, professional judgment, and stakeholder participation into four interdependent practices: equitable access and capability, privacy-by-design data governance, meaningful and accessible inclusion, and transparent, contestable, human-supervised decision-making. Nigerian conditions, especially infrastructure inequality, affordability, uneven digital competence, regulatory capacity, and rural-urban disparities, shape the feasibility and effects of these practices. The resulting framework links contextual conditions, ethical digital leadership capacity, four ethical practices, and safeguards and outcomes through a recursive learning loop. The article contributes six propositions for empirical testing and offers practical guidance for educational institutions seeking innovation without sacrificing dignity, trust, or educational justice.

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