cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Bambang Firmansyah
Contact Email
eduvis.bbc.journal@gmail.com
Phone
+628996948999
Journal Mail Official
eduvis.bbc.journal@gmail.com
Editorial Address
Faculty of Islamic Education, Bunga Bangsa Islamic University, Cirebon, Jalan Widarasari III - Tuparev - Cirebon Regency, West Java Province, Indonesia
Location
Kab. cirebon,
Jawa barat
INDONESIA
Eduvis : Jurnal Manajemen Pendidikan Islam
Published by Institut Agama Islam Bunga Bangsa Cirebon
ISSN : -     EISSN : 27157652     DOI : 10.47453
Core Subject :
Jurnal Eduvis (Jurnal Manajemen Pendidikan Islam) adalah publikasi interdisipliner penelitian asli dan artikel tentang manajemen pendidikan Islam. Jurnal ini diterbitkan oleh Program Studi S-1 Manajemen Pendidikan Islam (MPI) Institut Agama Islam Bunga Bangsa Cirebon yang terbit dua kali (2x) dalam setahun yaitu bulan Februari dan Agustus.
Arjuna Subject : -
Articles 91 Documents
 3   4   5   6   7 
Online Teaching Administration and Academic Staff Effectiveness in Public Universities: An Empirical Study of Budgeting, Coordination, and Supervision in South-west Nigeria Rasheedat Oladunni Ajape; Olaolu Paul Akinnubi; Yusuf Suleiman
Eduvis : Jurnal Manajemen Pendidikan Islam Vol. 10 No. 1 (2025): Eduvis : Jurnal Manajemen Pendidikan Islam
Publisher : Universitas Islam Bunga Bangsa Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47453/eduvis.v10i1.3411

Abstract

The integration of technology in education, particularly accelerated by the COVID-19 pandemic, has compelled public universities in South-west Nigeria to shift towards online teaching. This study investigates the critical administrative factors—budgeting, coordination, and supervision—influencing academic staff effectiveness in this new educational landscape. Utilising a quantitative research design, data were collected from 610 academic staff members across various universities through structured questionnaires. Statistical analyses, including correlation and hypothesis testing, were conducted to examine the relationships between the identified constructs and academic staff effectiveness. The findings reveal a significant positive relationship between adequate budgeting, effective coordination, and supportive supervision with academic staff effectiveness. Specifically, the study found that universities with robust budgeting strategies and coordinated efforts among faculty and administration reported higher staff morale and improved teaching quality. Additionally, the lack of regular supervisory feedback was highlighted as a barrier to professional growth for many academic staff. In conclusion, addressing the challenges associated with budgeting, coordination, and supervision is essential for enhancing the effectiveness of academic staff in online teaching. This research contributes to the existing literature by providing actionable insights for university administrators and policymakers, emphasising the need for comprehensive administrative frameworks. By focusing on these critical areas, public universities can better equip their faculty to meet the evolving demands of education in the digital age, ultimately leading to improved student educational outcomes.
Teachers’ Job Performance and School Effectiveness in Public Senior Secondary Schools in Oyo State, Nigeria Olabisi Aminat Owonwami; Oluwakemi Olabisi Akinnubi; Jamiu Olatunji Ottan; Abdullahi Ayinla Olokoba; Abubakar Adeleke Towobola
Eduvis : Jurnal Manajemen Pendidikan Islam Vol. 10 No. 1 (2025): Eduvis : Jurnal Manajemen Pendidikan Islam
Publisher : Universitas Islam Bunga Bangsa Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47453/eduvis.v10i1.3417

Abstract

The persistent underperformance of schools in Oyo State, Nigeria, has raised critical concerns about the effectiveness of teachers, whose roles are central to educational quality. This study investigated the impact of teachers’ job performance on school effectiveness in public senior secondary schools in the state. The objective was to examine how specific dimensions of job performance—lesson plan preparation, teaching methods, use of instructional materials, and record keeping—relate to school effectiveness. The study employed a descriptive survey design of a correlational type. From a population of 11,430 teachers across 563 schools, a stratified random sample of 387 teachers was drawn. Data were gathered using a validated "Teachers' Job Performance and School Effectiveness Questionnaire" (TJPSEQ). At the significance level of 0.05, descriptive statistics (mean and standard deviation) and Pearson Product-Moment Correlation were utilized in the study. Findings revealed moderate teacher job performance (M=2.79) and school effectiveness (M=2.16). Statistically significant relationships were found between overall job performance and school effectiveness (r=0.810, p<0.05), as well as with individual indicators such as lesson planning (r=0.718), teaching methods (r=0.980), instructional materials (r=0.657), and record keeping (r=0.775). The study concluded that teachers’ performance strongly determines school effectiveness. It contributes to knowledge by highlighting key performance domains directly influencing educational outcomes. The study recommends targeted professional development, resource allocation, and structured evaluation systems to enhance teacher performance and regional school effectiveness.
Strategi Manajemen Pendidikan Islam Luar Sekolah dalam Menghadapi Tantangan Era Digital Retno Saptowuri Astuti; Firmansyah Firmansyah
Eduvis : Jurnal Manajemen Pendidikan Islam Vol. 10 No. 1 (2025): Eduvis : Jurnal Manajemen Pendidikan Islam
Publisher : Universitas Islam Bunga Bangsa Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47453/eduvis.v10i1.3419

Abstract

Islamic education outside schools has a strategic role in shaping the character and religious values of the community that are not reached by formal education. This research aims to describe the meaning and characteristics of out-of-school Islamic education, the concept and principles of management in out-of-school Islamic education, as well as the challenges and solutions in managing out-of-school Islamic education in the modern era. This research uses a qualitative approach with a descriptive method through library research. Data was collected from various relevant scientific literature sources, then analyzed using content analysis techniques. The results of the study show that Islamic education outside of school is a flexible, community-based, and prioritizes aspects of spirituality in daily life. The forms of institutions include the Al-Qur'an Education Park (TPQ), taklim councils, flash Islamic boarding schools, and community da'wah institutions. The management of Islamic education outside schools emphasizes the principles of community participation, local wisdom, transparency, and spirituality-based. The implementation of management functions includes planning based on community needs, flexible organization, contextual implementation, and continuous evaluation. Leadership in this institution is spiritual and servant leadership. The main challenges faced include limited human resources, lack of operational funds, lack of government regulation and supervision, low interest in the younger generation, and stigma and marginalization. Solutions that can be applied include mapping community needs, empowering local educators, diversifying learning programs, and utilizing digital technology. Technology plays a vital role in supporting the effectiveness of Islamic education outside of school through online learning platforms, social media, Islamic applications, and interactive materials. This study concludes that good management, visionary leadership, active community participation, and technological innovation are the keys to the success of Islamic education outside schools in responding to the challenges of the times while maintaining Islamic values.
Provision and Management of Instructional Resources in Ogun State Secondary Schools: Challenges and Solutions Olawale Abayomi Onikoyi; Yetunde Raliat Adeola Onikoyi; Olabisi Latifat Bankole; Aminat Adejoke Nafiu
Eduvis : Jurnal Manajemen Pendidikan Islam Vol. 10 No. 2 (2025): Eduvis : Jurnal Manajemen Pendidikan Islam
Publisher : Universitas Islam Bunga Bangsa Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47453/eduvis.v10i2.3535

Abstract

Education is widely recognised as the foundation for individual empowerment and national development, yet the quality of schooling is closely tied to the adequacy and management of instructional resources. In Nigeria, and particularly in Ogun State, government secondary schools continue to grapple with persistent shortages of classrooms, laboratories, libraries, and ICT facilities. These inadequacies undermine teaching effectiveness, reduce student motivation, and deepen inequalities between urban and rural learners. Against this backdrop, this study examined the issues and possible headways for improving instructional resources in Ogun State government secondary schools. The purpose of the research was to identify recurring challenges in the provision and management of instructional resources, explain how these challenges affect the attainment of secondary education goals, and propose practical solutions that can guide policy reform. Adopting a position paper approach, the research relied on secondary data from scholarly works, government reports, and policy documents. A thematic content analysis was employed to organise insights under four categories: provision of resources, management and utilisation, emerging challenges, and reform strategies. The findings reveal that the problem of instructional resources is twofold: persistent underfunding has limited provision, while weak management practices—poor supervision, underutilization, and inadequate maintenance—further reduce the impact of what is available. In addition, inequitable distribution between urban and rural schools and the neglect of ICT resources emerged as major concerns. The study concludes that solving these issues requires not only increased funding but also reforms in accountability, equity, and teacher capacity. Its contribution lies in presenting an integrated framework that links provision with management and sustainability, offering a practical roadmap for improving public education in Ogun State and similar contexts.
Science Education in the Digital Era: Socioeconomic Barriers, ICT Integration and Emerging Gaps in Teaching and Learning Opeyemi Abdullahi Alabi; Moses Adeleke Adeoye; Alani Ahmed Abiola; Muhammad Omeiza Raji
Eduvis : Jurnal Manajemen Pendidikan Islam Vol. 10 No. 2 (2025): Eduvis : Jurnal Manajemen Pendidikan Islam
Publisher : Universitas Islam Bunga Bangsa Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47453/eduvis.v10i2.3548

Abstract

The rapid advancement of digital technologies has reshaped educational practices globally, yet science education in Nigeria continues to face systemic challenges in adapting to this shift. Persistent infrastructural gaps, economic constraints, and disparities in teacher preparedness raise critical questions about how effectively digital tools can enhance science learning. This research aimed to explore the opportunities and challenges of integrating information and communication technologies (ICT) into science education in Nigeria, with a focus on understanding how digitalisation shapes access, pedagogy, and equity. The research employed a qualitative, document-based method. It synthesised findings from peer-reviewed scholarship, policy documents, and national education reports through thematic analysis, allowing for the identification of recurring patterns and emerging trends in the digital transformation of science classrooms. The results show that ICT adoption in Nigerian science education is real but uneven. Three main findings emerged: socio-economic and infrastructural barriers—such as unreliable electricity, limited internet access, and household poverty—restrict effective ICT use; while some teachers employ digital tools, their application is often limited to surface-level tasks rather than transformative, inquiry-based science learning; and new divides are emerging, as digital resources remain concentrated in urban and private schools, leaving rural and disadvantaged groups further behind. In conclusion, this research contributes by framing ICT integration not as an isolated technical issue but as an interconnected system of socio-economic, infrastructural, and pedagogical factors. Its value lies in highlighting science-specific digital needs and proposing a holistic perspective that can inform policies and practices aimed at fostering inclusive, equitable, and effective science education in the digital era.
Influence of Digital Instructional Tools on the Teaching of English Language in tertiary institutions in Anambra State Augusta Chiedu Assimonye; Chinasa Florence Okoh
Eduvis : Jurnal Manajemen Pendidikan Islam Vol. 9 No. 1 (2024): Eduvis : Jurnal Manajemen Pendidikan Islam
Publisher : Universitas Islam Bunga Bangsa Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47453/eduvis.v9i1.3587

Abstract

The teaching of English Language in tertiary institutions has continued to face challenges due to overdependence on traditional methods that limit students’ engagement and comprehension. Despite the global shift towards technology-driven learning, many lecturers encounter difficulties in adopting digital instructional tools, often due to inadequate facilities, poor internet access, unstable electricity supply, and limited technical skills. The study employed a descriptive survey design to examine the use, challenges, and effectiveness of digital instructional tools in English Language teaching in tertiary institutions. A sample of 160 lecturers was selected, and data were gathered using a validated self-structured questionnaire divided into demographic and research sections, with responses rated on a 4-point Likert scale. Reliability was established through Cronbach’s alpha. Descriptive statistics such as frequency, percentage, mean, and standard deviation were used to analyze research questions, with 2.50 as the decision benchmark. Hypotheses were tested using ANOVA. The findings revealed that lecturers moderately utilized digital instructional tools in English Language teaching, with high usage of projectors, multimedia, and video resources (mean = 3.36–3.46). However, integration faced challenges such as unstable electricity (mean = 3.53), inadequate technology (3.25), poor internet (3.08), high maintenance cost (3.30), and need for training (3.29). Despite these, lecturers perceived digital tools as effective in enhancing engagement (3.22), improving comprehension (3.03), saving time (3.26), extending practice beyond class (3.26), and improving outcomes (3.32). ANOVA showed no significant differences in utilization (p = .917) or challenges (p = .918), but significant differences in effectiveness perceptions (p = .022). The study concludes that digital instructional tools are indispensable in English Language teaching and recommends improved institutional support, training, and provision of modern facilities to strengthen technology integration.
Strategi Manajemen PKBM Sebagai Wadah Pendidikan Agama Islam Luar Sekolah Susiati Susiati; Firmansyah Firmansyah
Eduvis : Jurnal Manajemen Pendidikan Islam Vol. 10 No. 2 (2025): Eduvis : Jurnal Manajemen Pendidikan Islam
Publisher : Universitas Islam Bunga Bangsa Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47453/eduvis.v10i2.3594

Abstract

Penelitian ini bertujuan untuk menganalisis strategi manajemen PKBM dalam menyelenggarakan pendidikan agama Islam luar sekolah, mengidentifikasi tantangan yang dihadapi, serta merumuskan solusi praktis bagi pengelola PKBM. Penelitian menggunakan pendekatan kualitatif dengan desain studi kasus yang dilaksanakan di PKBM Wana Bhakti Kecamatan Ngasem Kabupaten Bojonegoro dan PKBM Al-Falah Jawa Barat. Manajemen PKBM Al-Falah menerapkan pendekatan partisipatif, di mana semua pihak dilibatkan dalam perencanaan dan evaluasi program. Pembelajaran difokuskan pada hafalan Al-Qur'an yang disertai pemahaman makna dan praktik adab sehari-hari. Meskipun berstatus nonformal, program ini berhasil menarik minat banyak keluarga karena fleksibel dan bernilai keagamaan tinggi. Hasil penelitian menunjukkan bahwa keberhasilan tersebut ditentukan oleh manajemen yang adaptif, kolaboratif, dan berbasis nilai-nilai Islam dalam pendidikan alternatif. Implikasi praktis penelitian ini menekankan pentingnya sinergi antara analisis lingkungan internal-eksternal, partisipasi stakeholder, dan fleksibilitas program untuk meningkatkan efektivitas PKBM sebagai wadah pendidikan Islam nonformal.
Challenges of Policy Implementation in Monitoring and Evaluation of Teaching and Learning in Nigerian Primary Schools Fatima Moromoke Adeyemo; Afeez Adeshina Shittu; Olubunmi Oludiran Moradeke; Lydia Ahonkhai Grace
Eduvis : Jurnal Manajemen Pendidikan Islam Vol. 10 No. 2 (2025): Eduvis : Jurnal Manajemen Pendidikan Islam
Publisher : Universitas Islam Bunga Bangsa Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47453/eduvis.v10i2.3617

Abstract

The quest for quality assurance in Nigerian primary education has intensified due to the critical role education plays in national development and global competitiveness. Effective teaching and learning depend largely on continuous assessment, monitoring, and evaluation to ensure that pupils acquire the intended knowledge and skills. However, despite policy provisions, the implementation of these practices in Nigerian primary schools faces numerous challenges that undermine educational outcomes. The research examines the relevance of assessment, monitoring, and evaluation in teaching and learning at the primary school level and identifies the key challenges hindering their effective policy implementation. A conventional literature review approach was adopted, drawing on 25 peer-reviewed articles purposively selected from databases including Google Scholar, ResearchGate, Academia, and PubMed. The studies were screened for relevance, methodological rigour, and alignment with the research focus. Data were synthesised thematically using social constructivism and project execution theory as guiding frameworks. Findings revealed that continuous assessment, monitoring, and evaluation are essential for enhancing teacher effectiveness, learner achievement, accountability, and transparency in primary education. Nonetheless, their implementation is impeded by challenges such as inadequate teacher training, poor funding, weak record management, negative teacher attitudes, a shortage of qualified evaluators, and a lack of a standardised monitoring framework. It was concluded that addressing these barriers through periodic teacher training, improved funding, professionalisation of monitoring roles, and establishment of logical frameworks can strengthen compliance with policy goals. This contributes to ensuring sustainable quality assurance practices and improved learning outcomes in Nigerian primary schools.
Teachers’ Job Commitment and Its Relationship with School Effectiveness in Public Secondary Schools in Kwara State, Nigeria Oba Baba Ayoku; Bashiru Ibrahim Ajadi; Adeseko Sunday Olaifa; Yusuf Olatunji Onimago; Tejidini Lateef Ahmed; Abdullahi Yakub
Eduvis : Jurnal Manajemen Pendidikan Islam Vol. 10 No. 2 (2025): Eduvis : Jurnal Manajemen Pendidikan Islam
Publisher : Universitas Islam Bunga Bangsa Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47453/eduvis.v10i2.3618

Abstract

Education remains a vital instrument for social and economic transformation, yet the quality of secondary education in Nigeria continues to face challenges linked to teachers’ low morale and limited institutional support. Teachers’ job commitment—reflected in promotion satisfaction, job security, and working conditions plays a central role in determining how effectively schools achieve their goals. This study examined the relationship between teachers’ job commitment and school effectiveness in public senior secondary schools in Kwara State, Nigeria. A descriptive correlational survey design was employed, involving 313 respondents (268 teachers and 45 principals) selected through multi-stage sampling. Data were collected using a validated questionnaire titled Teachers’ Job Commitment and School Effectiveness Questionnaire (TJCSEQ), and analysed with descriptive statistics and the Pearson Product-Moment Correlation (PPMC) at the 0.05 significance level. Findings revealed that both teachers’ job commitment and school effectiveness were at moderate levels. Significant positive relationships were found between teachers’ promotion and school effectiveness (r = 0.54, p < 0.05), job security and school effectiveness (r = 0.16, p < 0.05), and working conditions and school effectiveness (r = 0.30, p < 0.05). These results indicate that fair promotion, stable employment, and supportive environments enhance teachers’ dedication and contribute to more effective schools. The study concludes that improving teacher welfare and institutional management practices is critical for achieving sustainable school effectiveness. It contributes empirical evidence from North-Central Nigeria and offers a framework for policymakers to strengthen teacher motivation and educational quality nationwide.
Keefektifan Pendekatan Saintifik Berbasis Riset dalam Pembelajaran Menulis Esai Pada Siswa Kelas XI Madrasah Aliyah Negeri di Kabupaten Cirebon Budiana Budiana
Eduvis : Jurnal Manajemen Pendidikan Islam Vol. 9 No. 2 (2024): Eduvis : Jurnal Manajemen Pendidikan Islam
Publisher : Universitas Islam Bunga Bangsa Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47453/eduvis.v9i2.3659

Abstract

Penelitian ini dilakukan sebagai bentuk apresisasi terhadap kuriulum 2013. Kurikulum 2013 mengarahkan pembelajaran siswa di kelas dengan pendekatan saintifik. Pendekatan saintifik adalah pendekatan ilmiah yang mengarahkan siswa pada kegiatan mengamati, menanya, menalar, mencoba dan membentuk jejaring. Pada pendekatan ini siswa diajak berpikir kritis dan logis serta mampu menemukan solusi cerdas atas masalah yang dihadapinya. Pendekatansaintifik bersumber pada teori pembelajaran konstruktivisme yang diusung Vygotsky dan Jean Piaget. Pada teori pembelajaran konstruktivisme siswa diharuskan mampu mengonstruksi pemikiran atas solusi yang dikemukakannya. Teori ini mengamanatkan kepada kita bahwa pembelajaran itu bukan hanya sekadar menjelaskan, memberikan pengetahuan atau pemahaman guru kepada siswa, tetapi mencobakan penggalian pemahaman siswa terhadap masalah yang ditemukannya. Pada penelitian ini pendeatan saintifik digabungkan dengan proses penelitian. Prosdur penelitian menjadi jalan untuk lebih mendekatkan siswa dengan proses pembelajaran ilmiah/saintifik. Siswa melakukan riset sederhana untuk menemukan data/fakta hasil observasi, wawancara dan kajian-kajian pustaka dari berbagai sumber. Laporan hasil riset sederhana siswa kemudian dibuat dalam bentuk karangan esai. Variabel terikat pada penelitian ini adalah kemampuan menulis esai. Masalah yang ingin diketahui adalah apakah pendekatan saintifik berbasis riset efektif digunakan terhadap kemampuan menulis esai. Adapun objek penelitian adalah siswa Madrasah Aliyah Negeri di Kabupaten Cirebon. Dari 5 Madrasah Aliyah Negeri yang ada di Kabupaten Cirebon, terpilih secara acak 2 Madrasah Aliyah Negeri yaitu Madrasah Aliyah Negeri Cirebon I dan Madrasah Aliyah Negeri Babakan Ciwaringin. Setiap madrasah dibagi dalam dua kelompok penelitian yaitu 1 kelas kontrol dan 1 elas eksperimen dengan jumlah responden setiap kelas 30 siswa. Berdasarkan hasil penelitian didapat kemampuan menulis esai siswa, nilai rata-rata prates kelas kontrol MAN Cirebon I adalah 46 dan niai rata-rata pascates 48, sedangkan nilai rata-rata prates kelas kontrol MAN Babakan Ciwaringin adalah 45 dan nilai rata-rata pascates 48. Walaupun mengalami kenaikan, tetapi kurang signifikan. Sementara itu hasil prates kelas eksperimen MAN Cirebon I adalah 46 dan nilai rata-rata pascates 80. Hasil prates kelas eksperimen MAN Babakan Ciwaringin 46 dan nilai rata-rata pascates 78,5. Berdasarkan data tersebut setelah diolah dengan statistik dapat disimpulkan bahwa pendekatan saintifik berbasis riset efektif digunakan dalam pembelajaran menulis esai karena mampu meningkatkan kemampuan menulis esai siswa. Hasil observasi proses pembelajaran, aktivitas siswa dan respon siswa didapat data bahwa pmbelajaran dengan pendekatan saintifik berbasis riset terhadap kemampuan menulis esai sangat baik untuk digunakan dan dikembangkan sebagai salah satu alternatif model pembelajaran bahasa.

Page 5 of 10 | Total Record : 91

 3   4   5   6   7 

Filter by Year

2016 2026


Reset
Filter By Issues
All Issue Vol. 11 No. 1 (2026): Eduvis : Jurnal Manajemen Pendidikan Islam Vol. 10 No. 2 (2025): Eduvis : Jurnal Manajemen Pendidikan Islam Vol. 10 No. 1 (2025): Eduvis : Jurnal Manajemen Pendidikan Islam Vol. 9 No. 2 (2024): Eduvis : Jurnal Manajemen Pendidikan Islam Vol. 9 No. 1 (2024): Eduvis : Jurnal Manajemen Pendidikan Islam Vol. 8 No. 2 (2023): Eduvis : Jurnal Manajemen Pendidikan Islam Vol. 7 No. 2 (2022): Eduvis : Jurnal Manajemen Pendidikan Islam Vol. 7 No. 1 (2022): Eduvis : Jurnal Manajemen Pendidikan Islam Vol. 6 No. 2 (2021): Eduvis : JurnalManajemen Pendidikan Islam Vol. 6 No. 1 (2021): Eduvis : Jurnal Manajemen Pendidikan Islam Vol. 5 No. 2 (2020): Eduvis : Jurnal Manajemen Pendidikan Islam Vol. 5 No. 1 (2020): Eduvis : Jurnal Manajemen Pendidikan Islam Vol. 1 No. 1 (2016): Eduvis : Jurnal Manajemen Pendidikan Islam More Issue