cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Akhmad Sirojuddin
Contact Email
akhmadsirojuddin86@gmail.com
Phone
+6282221999641
Journal Mail Official
akhmadsirojuddin86@gmail.com
Editorial Address
Jl. Tirtowening No. 17 Bendungan Jati Pacet Mojokerto Indonesia.
Location
Kab. mojokerto,
Jawa timur
INDONESIA
Jurnal Manajemen Pendidikan Islam
Published by Universitas KH. Abdul Chalim
ISSN : 25023225     EISSN : 25031481     DOI : https://doi.org/10.31538/nidhomulhaq
Core Subject : Education,
Education
Nidhomul Haq: Jurnal Manajemen Pendidikan Islam (Islamic Education Management Journal) focuses on transformative Islamic education management in Islamic schools, covering the management of educational institutions with an approach that prioritizes positive change and innovation. This journal discusses how visionary and adaptive Islamic education leadership can create an inclusive learning environment, responsive to the changing times, while integrating spiritual and moral values in all aspects of school management. Additionally, the journal explores the implementation of managerial strategies that can enhance the quality of education in Islamic schools, to improve the quality of learning, teacher professionalism, and the development of a curriculum based on relevant Islamic values.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 101 Documents
 7   8   9   10   11 
The Effect of Transformational Leadership and Work Engagement on Teacher Performance: Mediating Role of Innovative Work Behavior Edy Sukendar; Achmad Mohyi; Rizki Febriani
Nidhomul Haq : Jurnal Manajemen Pendidikan Islam Vol. 11 No. 1 (2026): Transformative Islamic education management
Publisher : Prodi Manajemen Pendidikan Islam Universitas KH Chalim Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31538/ndhq.v11i1.325

Abstract

This study aims to examine the effect of transformational leadership and work engagement on teacher performance by positioning innovative work behavior as a mediating variable. The study seeks to clarify the mechanism through which leadership and engagement influence performance in the context of Islamic elementary schools. A quantitative approach was employed using a survey method. Data were collected through questionnaires distributed to all teachers and staff at SD IT Al Qudwah in Tugumulyo District, Musi Rawas Regency, South Sumatra. A total of 100 respondents participated in the study using a saturated sampling technique. The data were analyzed using path analysis with SmartPLS to test both direct and indirect relationships among variables. The results indicate that transformational leadership and work engagement do not have a direct effect on teacher performance. However, both variables significantly influence innovative work behavior. Furthermore, innovative work behavior has a significant effect on teacher performance and mediates the relationship between transformational leadership, work engagement, and teacher performance. These findings highlight the importance of innovation-oriented behavior as a key mechanism in improving teacher effectiveness. This study contributes to the educational management literature by providing empirical evidence on the mediating role of innovative work behavior in the relationship between transformational leadership, work engagement, and teacher performance in Islamic school settings. The findings offer practical implications for school leaders to foster innovation as a strategic pathway to enhance teacher performance.
Bibliometric Analysis of Quality Assurance In Indonesian Islamic Higher Education: Mapping the Knowledge Landscape and Policy Implications Abd Warits; Mohammad Faizul Husnayain; Imaduddin Imaduddin; Paisun Paisun; Abdul Azis
Nidhomul Haq : Jurnal Manajemen Pendidikan Islam Vol. 11 No. 1 (2026): Transformative Islamic education management
Publisher : Prodi Manajemen Pendidikan Islam Universitas KH Chalim Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31538/ndhq.v11i1.350

Abstract

Indonesian Islamic higher education institutions face a distinctive dual mandate of maintaining religious authenticity whilst achieving global academic competitiveness. However, the causal mechanisms linking innovation to competitive advantage in this context remain systematically underexplored. This study presents a bibliometric analysis of quality assurance and innovation research in Indonesian Islamic higher education from 2015 to 2025, aiming to map the intellectual landscape, identify thematic evolution, and examine collaboration patterns within this emerging field. Using Publish or Perish (Version 8) for data extraction and VOSviewer (Version 1.6.20) for network analysis, 500 publications were retrieved from Google Scholar and systematically screened in accordance with PRISMA 2020 guidelines. Citation analysis was conducted on a subset of 198 publications with complete metadata, yielding 2,208 total citations and an h-index of 22. Five thematic clusters were identified: Innovation-Competitiveness Nexus (35–40% of keywords), Quality Assurance Systems (25–28%), Islamic Higher Education Context (18–22%), Leadership and Governance (12–15%), and Stakeholder Engagement (8–10%). Temporal analysis reveals a three-phase evolution from descriptive quality assurance documentation (2015–2018) toward deeper theoretical development of the relationship between innovation and competitive advantage (2022–2025). Analysis of the same subset further demonstrates limited and dispersed collaboration patterns among authors, with a mean authorship of 2.18, a network density of 0.14, and an international co-authorship rate of 8.1%. These findings yield a triple-pathway theoretical proposition quality assurance infrastructure, digital transformation capacity, and Islamic identity integration through which innovation may translate into competitive advantage, extending Dynamic Capabilities frameworks to religious institutional contexts
Transforming Islamic Education through a Massive Open Online Course Model Based on Open Islamic Educational Resources Moh Ali; Riyanto Riyanto; Wahyono Wahyono; Neila Najmi Aulia
Nidhomul Haq : Jurnal Manajemen Pendidikan Islam Vol. 11 No. 1 (2026): Transformative Islamic education management
Publisher : Prodi Manajemen Pendidikan Islam Universitas KH Chalim Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

In the digital era, Islamic education faces significant challenges in ensuring broad and inclusive access to quality learning. This study aims to design, analyze, and implement a Mass Open Online Course (MOOC) based on Open Islamic Educational Resources (OIER) as a strategy to transform Islamic education. Using a qualitative Research and Development (R&D) approach, data were collected through in-depth interviews with experts in Islamic education and educational technology, observations of existing MOOC platforms, and document analysis. The findings indicate that OIER-based MOOCs play a substantial role in advancing the transformation of Islamic education by improving accessibility, learning quality, and institutional collaboration. Successful implementation is supported by three key pillars: inclusive technology design, a curriculum grounded in Islamic values, and the active involvement of stakeholders, including educators, learners, and the educational community. The developed MOOC integrates classical Islamic disciplines such as fiqh, aqidah, and Islamic history with 21st-century competencies, including critical thinking, digital literacy, and global communication, thus preserving the essence of Islamic values ​​while enhancing contemporary relevance. Furthermore, the integration of OIER into the MOOC platform expands global access to Islamic educational resources, particularly for underserved communities, improves learning quality through interactive multimedia, and strengthens cross-institutional collaboration. Empirical results show an 18% increase in student understanding of the material after using the platform. Overall, this study concludes that OIER-based MOOCs have significant potential to transform Islamic education into a more inclusive, modern, and globally connected system without compromising its core values.
Management Students at School Value-Based Islamic Boarding Schools: A Comparative Study in Indonesia and Thailand Luthfiah Syafiqi; Siti Mutholingah; Miss Fateemah Ali Muhammad
Nidhomul Haq : Jurnal Manajemen Pendidikan Islam Vol. 11 No. 1 (2026): Transformative Islamic education management
Publisher : Prodi Manajemen Pendidikan Islam Universitas KH Chalim Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31538/ndhq.v11i1.265

Abstract

This study aims to analyse and compare the planning, implementation, and evaluation of student management systems within Islamic boarding school-based institutions in two distinct Southeast Asian contexts: MTs Al-Hidayah in Indonesia and Mattayom Muslimeen Suksa in Thailand. As Islamic education faces the challenges of modernisation, understanding how these schools preserve traditional values while adopting formal management standards is crucial. This research employed a qualitative multi-case study design, utilising both within-case and cross-case analyses to identify similarities and divergent practices. Data were gathered through in-depth interviews, observations, and documentation, with informants selected via purposive sampling of 10 key participants, including school principals, teachers, and students from both institutions. The results demonstrate that both schools successfully integrate national curricula with Islamic boarding school values, emphasising character building and spiritual development. However, the study reveals significant contextual adaptations: MTs Al-Hidayah focuses on input quality through Al-Quran literacy assessments, while Mattayom Muslimeen Suksa prioritises social accessibility and inclusivity for Muslim minorities through scholarship programs. The primary contribution of this research is the identification of a sustainable, integrative student management model. This model features the integration of hybrid technology into admission planning, the seamless infusion of boarding school values into formal instructional processes, and continuous behavioural-academic evaluation. These findings offer a practical framework for other Islamic educational institutions to enhance the quality of their management without compromising their religious identity. This sustainable model serves as a strategic reference for school administrators navigating the complexities of managing student development across diverse socio-cultural environments
Transformative Modernisation of Islamic Education Management: An Integrative-Transformative Quality-Based Management Model Fathor Rachman; Muhammad Nihwan; Durhan Durhan; Rosidi Bahri
Nidhomul Haq : Jurnal Manajemen Pendidikan Islam Vol. 11 No. 1 (2026): Transformative Islamic education management
Publisher : Prodi Manajemen Pendidikan Islam Universitas KH Chalim Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31538/ndhq.v11i1.349

Abstract

The quality of Islamic education management has been significantly constrained by managerial and leadership factors, which affect all dimensions of Islamic educational institutions. Islamic education development has often proceeded without systematic design and has not been managed in an excellent and modern manner, resulting in insufficient dynamism, relevance, professionalism, and competitiveness. This study examines the transformative modernisation framework developed by Prof. Dr KH. Muhammad Tholhah Hasan, demonstrating that Islamic educational institutions can become centres of excellence with high competitiveness when their management is developed through modern approaches. This qualitative research employs an individual life history approach combined with library research, utilising observation, interviews, documentation, and a comprehensive literature review as data collection methods. Data analysis employed domain, taxonomic, componential, cultural theme, and constant comparative analyses. The findings reveal five fundamental dimensions: (1) the concept of Islamic education management development encompasses theo-centric humanism, generating humanistic-ethical and pragmatic-empirical education models that integrate spirituality-morality with intellectuality-professionalism; (2) the foundation is based on theological, philosophical, sociological, psychological, and scientific principles; (3) the model employs spirituality atmosphere-organized work-based management through religious-modernistic and dynamic-humanistic educational management; (4) leadership combines vanguard and transformative-religious-populist characteristics; and (5) modernization is achieved through strengthening Islamic values, structural and cultural transformation, and quality enhancement. These findings synthesise into an Integrative-Transformative Quality-Based Islamic Education Management model, offering practical implications for educational institutions, policymakers, and researchers seeking to advance Islamic education management in response to contemporary challenges while maintaining authentic Islamic values.
The Effect of STEAM-Based Learning on Critical Thinking, Creativity, and Collaboration Skills of Senior High School Students Dadan F Ramdhan; Muhamad Rizza; Hilyatun Najuba; Muhammad Yusuf Muharam
Nidhomul Haq : Jurnal Manajemen Pendidikan Islam Vol. 11 No. 1 (2026): Transformative Islamic education management
Publisher : Prodi Manajemen Pendidikan Islam Universitas KH Chalim Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31538/ndhq.v11i1.363

Abstract

This study aims to examine the effect of STEAM-based learning (Science, Technology, Engineering, Arts, and Mathematics) on students' critical thinking, creativity, and collaboration skills in secondary education. Utilizing a quantitative survey design, the study involved 108 twelfth-grade students at SMA Telkom Bandung, Indonesia, selected through purposive sampling from classes that actively implement the STEAM approach. Data were collected using validated and reliable Likert-scale questionnaires and subsequently analyzed using descriptive statistics and simple linear regression at a 0.05 significance level. The findings indicate that STEAM-based learning has a significant positive effect on all three core competencies: critical thinking (t=13.120; R2=0.619), creativity (t=14.200; R2=0.655), and collaboration (t=12.106; R2=0.580). These results confirm that the integration of the arts into STEM education effectively strengthens students' cognitive, creative, and social dimensions simultaneously, establishing it as a highly relevant pedagogical model for 21st-century demands. The novelty of this research lies in its integrative analysis, which simultaneously examines three fundamental 21st-century competencies within a single research model in the context of Indonesian secondary education. This area remains underexplored compared to Western literature. This study provides a significant contribution by offering empirical evidence that the "Arts" element is not merely an aesthetic addition but a primary catalyst in enhancing divergent thinking and social engagement. However, the study is limited by its localized sample within a single institution and its cross-sectional survey design. As a recommendation, educational policymakers should prioritize teacher professional development in interdisciplinary curriculum design
From Policy to Pedagogy: Designing and Implementing Deep Learning within Independent Curriculum in Islamic Higher Education Context Fauzi Muharom; Heldy Ramadhan Putra Pembangunan; Arif Nugroho
Nidhomul Haq : Jurnal Manajemen Pendidikan Islam Vol. 11 No. 1 (2026): Transformative Islamic education management
Publisher : Prodi Manajemen Pendidikan Islam Universitas KH Chalim Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31538/ndhq.v11i1.365

Abstract

This study aims to analyze the design, implementation, and systemic challenges of integrating deep learning principles within the Independent Curriculum (Kurikulum Merdeka) framework in Islamic higher education. Utilizing a qualitative multi-site case study design at two State Islamic Universities in Surakarta and Yogyakarta, this research explores the contextualization of learning autonomy within a religious value framework. Data were gathered through in-depth interviews with ten key informants (policymakers, lecturers, and students), classroom observations, and documentary analysis of semester lesson plans (RPS) between August and December 2025. Data analysis was conducted thematically through coding, categorization, and cross-site comparison to ensure the validity of the findings. The findings reveal that curriculum integration is driven by an epistemological shift from content transmission toward meaningful knowledge construction aligned with the Islamic concepts of 'ilm (knowledge) and adab (ethics). Classroom practices reflect student-centered pedagogy through reflective inquiry, project-based collaboration, and authentic assessment. However, significant obstacles were identified, including rigid semester time constraints, varying levels of student readiness for independent learning, and an urgent need for enhanced lecturers' pedagogical capacity to manage dialogical classrooms. Theoretically, this study contributes to the recontextualization of deep learning as a manifestation of ta’aqqul (critical reasoning) and tadabbur (reflective contemplation). Practically, it offers a framework for transforming policy into an integrative pedagogical practice. This study’s limitation lies in its focus on state universities; therefore, future research is encouraged to explore private Islamic higher education institutions with diverse religious organizational backgrounds to broaden the generalizability of findings across a wider spectrum of higher education.
Collaborative Strategic Leadership in Madrasahs: Integrating Islamic Governance and Distributed Leadership for Educational Quality Ujang Suyatman; Moh. Sulhan; Amanah Amnun Zulfa; Hasbiyallah Hasbiyallah; Soleh Hudin
Nidhomul Haq : Jurnal Manajemen Pendidikan Islam Vol. 11 No. 1 (2026): Transformative Islamic education management
Publisher : Prodi Manajemen Pendidikan Islam Universitas KH Chalim Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31538/ndhq.v11i1.366

Abstract

The improvement of Islamic educational quality in the contemporary era demands madrasah leadership practices that are not only adaptive and strategic but also highly collaborative in facing competitive dynamics and global institutional pressures. This study aims to analyze in depth the strategic leadership practices of madrasah principals in enhancing the quality of Islamic education by strengthening stakeholder collaboration at Madrasah Ibtidaiyah Negeri (MIN) 1 Bandung. Employing a qualitative case study design, this research explores leadership phenomena within a unique sociocultural madrasah context. Data were collected through comprehensive in-depth interviews as the primary instrument, supplemented by direct field observations and systematic documentation studies to ensure validity through data triangulation. Research participants were selected purposively, including the principal, the development team, teachers, the school committee, and parent representatives to provide a holistic perspective. The findings reveal that strategic leadership in this madrasah is developed through structured collaborative mechanisms, ranging from participatory vision and mission formulation to inclusive distribution of leadership authority and active stakeholder involvement in educational program implementation. These collaborative leadership practices have proven to significantly strengthen a participatory organizational culture, substantially increase public trust, and maintain sustainable educational quality and stability. This study underscores that collaboration-based strategic leadership is a highly effective approach to transforming the quality of Islamic education. Theoretically, this research enriches the literature on Islamic educational management, particularly regarding the application of distributed leadership practices and value-based governance in Indonesian madrasahs
Smart Campus Strategy in Islamic Higher Education: Enhancing Service Quality through IT Governance at IAIN Pontianak Syarif; Ali Hasmy; Rosidah Rosidah; Segu Segu; Budiyono Budiyono
Nidhomul Haq : Jurnal Manajemen Pendidikan Islam Vol. 11 No. 1 (2026): Transformative Islamic education management
Publisher : Prodi Manajemen Pendidikan Islam Universitas KH Chalim Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31538/ndhq.v11i1.371

Abstract

The digital transformation imperative in higher education demands strategic approaches to enhance service quality. This study investigates the strategic management of smart campus information systems at IAIN Pontianak, examining how Islamic values are integrated into digital transformation. A convergent embedded mixed-method case study was employed, collecting qualitative data through interviews with 157 participants and document analysis, complemented by quantitative surveys. Findings reveal that strategic formulation through Rector Decrees No. 430/2021 and No. 500/2021 enabled systematic implementation of integrated systems (SIAKAD, e-Learning, e-Office), achieving efficiency gains of 79-88%, 88% reduction in data inconsistencies, and 84.1% user satisfaction (χ² = 24.37, p = 0.002). Strategic evaluation addressed 83% of the identified issues. However, challenges persisted: 23% faculty resistance, digital literacy gaps (staff over 45 required 3.4 vs 0.7 support requests; t = 4.82, p < 0.001), and technical disruptions. The study advances theory by: (1) extending strategic management with a digital capability-building dimension; (2) modifying Servqual, adding Digital Accessibility and System Reliability; and (3) developing an Itqan-Servqual Integrated Model operationalizing Islamic values (perfection, precision, clarity, thoroughness) into concrete quality dimensions with empirical evidence. The model positions Islamic values as core quality principles enhancing mainstream frameworks. The study demonstrates that strategic smart campus management significantly enhances service quality when supported by strong leadership and systematic evaluation, though challenges in digital literacy require differentiated interventions.
Structural Model of Teacher Work Productivity Based on Discipline and Compensation Khoirul Anwar; Abd Syakur; Istiyati Mahmudah; Achmad Agus Priyono
Nidhomul Haq : Jurnal Manajemen Pendidikan Islam Vol. 11 No. 1 (2026): Transformative Islamic education management
Publisher : Prodi Manajemen Pendidikan Islam Universitas KH Chalim Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31538/ndhq.v11i1.375

Abstract

Persistent challenges in improving teachers' work productivity motivate this study. This study aims to examine how work discipline and compensation both partially and simultaneously affect teachers' work productivity. A quantitative approach was used in the study, using a survey method. Data was gathered using a structured questionnaire that was tested for validity and reliability in order to ensure the accuracy and consistency of the measurement instruments. Multiple linear regression techniques were used to analyze the data before they were preceded by classical assumption tests, including normality, linearity, multicollinearity, and heteroscedasticity tests, in order to ensure that the regression model met the requirements. The results indicate that work discipline has a positive and significant effect on teachers’ work productivity. Likewise, compensation is proven to have a positive and significant influence on productivity. Simultaneously, work discipline and compensation significantly affect teachers’ work productivity, with a relatively strong explanatory power based on the coefficient of determination, indicating that a substantial proportion of variations in teachers’ productivity can be explained by these two variables. These findings emphasize that improving teachers’ work productivity requires not only consistent enforcement of work discipline but also a fair and adequate compensation system. The originality of this study lies in the integrated analysis of work discipline and compensation within the context of public secondary education, supported by comprehensive empirical evidence. This contribution enriches the literature on educational management and provides practical implications for school leaders and policymakers in formulating strategies to enhance teachers’ productivity in a systematic and sustainable manner

Page 10 of 11 | Total Record : 101

 7   8   9   10   11 

Filter by Year

2024 2026


Reset
Filter By Issues
All Issue Vol. 11 No. 1 (2026): Transformative Islamic education management Vol. 10 No. 3 (2025): Transformative Islamic education management Vol. 10 No. 2 (2025): Transformative Islamic education management Vol. 10 No. 1 (2025): Transformative Islamic education management Vol. 9 No. 3 (2024): Transformative Islamic education management