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Muhamad Ahyar Rasidi
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Kantor: Gedung SBSN, Program Studi PGMI, FTK, UIN Mataram. Jalan Gajah Mada Nomor 100 Kelurahan Jempong Mataram. email: nexjeme@uinmataram.ac.id
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The Nexus Journal of Education, Management, and Entrepreneurship
Published by Universitas Islam Negeri Mataram
ISSN : -     EISSN : 31243096     DOI : https://doi.org/10.61798/nexjeme.v1i2
Core Subject :
The Nexus Journal of Education, Management, and Entrepreneurship (E-ISSN: 3124-3096) is a peer-reviewed scholarly journal dedicated to publishing high-quality research and conceptual studies in the fields of education, management, entrepreneurship, and interdisciplinary innovation. The journal aims to advance theoretical development, practical innovation, and rigorous empirical research that address contemporary local, national, and global challenges. The journal welcomes original research articles, review articles, and conceptual papers in, but not limited to the following areas: Entrepreneurial education and Innovation in Learning, Digital transformation in education, AI and educational management, Innovation and startup ecosystem, Assessment and Evaluation in Education, Innovative Learning Models in Education, Educational leadership in Society 5.0, Digital business education, Sustainability and SDGs, Artificial intelligence in education, Islamic educational management, Pesantren entrepreneurship, Halal business education, Islamic leadership, and Socio-religious entrepreneurship.
Arjuna Subject : -
Articles 11 Documents
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Challenges in Retaining Skilled Workforce in Remote Mining Areas of Mongolia Narivo Harinandrasana Anjatiana Merisoa; Shahabuddin Esmati; Ahmed Djoumoi; Randriatsilanimanga Sendra Symphrose
The Nexus Journal of Education, Management, and Entrepreneurship Vol. 1 No. 1 (2026): Nexjeme
Publisher : Universitas Islam Negeri Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61798/nexjeme.v1i1.6

Abstract

This study examines the persistent challenge of retaining skilled workers in remote mining areas of Mongolia, aiming to identify the individual, organizational, and structural factors that influence workforce retention in geographically isolated mining regions. A qualitative case study design was employed, drawing on semi-structured interviews, focus group discussions, and document analysis conducted at major mining sites, including Oyu Tolgoi and Tavan Tolgoi. Participants include current and former mining employees, human resource managers, vocational educators, and community members. Data were analyzed thematically using Braun and Clarke’s six-phase framework, with NVivo software to support systematic coding and interpretation. The findings reveal that workforce retention is shaped by a complex interplay of factors, including family dislocation, harsh working conditions, limited career advancement opportunities, gender-based barriers, and a misalignment between vocational training and industry needs. Social isolation, inflexible human resource policies, and inadequate living infrastructure further contribute to high attrition rates, while salary incentives alone prove insufficient for long-term retention. By centering workers’ lived experiences and integrating perspectives from industry, education, and community stakeholders, this study provides a context-specific and holistic understanding of workforce retention challenges in Mongolia’s mining sector, offering practical insights for policy reform and human resource strategies in remote, resource-dependent economies.
Barriers to Effective Digital Learning Implementation in Madagascar Marolahy Jacquot Urbain; Paolo Emilio Raholinarivo Solonavalona; Ratianarimamy Niriko Elysa; Marolahy Todisoa Julio Herman
The Nexus Journal of Education, Management, and Entrepreneurship Vol. 1 No. 1 (2026): Nexjeme
Publisher : Universitas Islam Negeri Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61798/nexjeme.v1i1.7

Abstract

This study aims to examine the key barriers to the effective implementation of digital learning in Madagascar by identifying the structural, institutional, pedagogical, and socio-economic factors that shape digital education practices within a low-income, capacity-constrained education system. The study adopts a qualitative descriptive research design using an interpretive approach. Data are drawn from peer-reviewed academic literature, empirical studies on digital learning and higher education in Madagascar, and comparative evidence from developing and post-crisis education contexts. The analysis applies a thematic analytical technique, involving systematic coding, categorization, and synthesis of recurring patterns related to infrastructure, governance, teacher capacity, access inequality, and technology adoption mechanisms. The findings reveal that the implementation of digital learning in Madagascar is constrained by interconnected barriers, including inadequate digital and physical infrastructure, limited institutional and governance capacity, insufficient teacher digital competence, and persistent socio-economic inequality that affects access and participation. Advanced technologies such as artificial intelligence offer potential benefits, yet their effectiveness remains limited by unresolved foundational conditions, and their adoption could exacerbate existing disparities if implemented prematurely. This study contributes original value by providing a context-sensitive and integrative analysis of digital learning barriers in Madagascar, moving beyond technology-centered explanations. By linking digital transformation theory with empirical evidence from a structurally constrained education system, the study offers practical insights for policy design and institutional reform. It enriches the literature on the implementation of digital education in low-income and developing contexts.
Managing Agricultural Expansion and Grazing Systems: Land-Use Conflicts in the SOFIA Region of Madagascar Vahinimalala Tahinarizafy Angelo; Soameva Léa; Koto Bernard
The Nexus Journal of Education, Management, and Entrepreneurship Vol. 1 No. 1 (2026): Nexjeme
Publisher : Universitas Islam Negeri Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61798/nexjeme.v1i1.8

Abstract

This study aims to examine the drivers of land struggles in the SOFIA region of Madagascar by analyzing how agricultural expansion, grazing practices, and governance dynamics shape conflicts between farmers and herders within rural land-use systems. The study adopts a qualitative research design. Primary data were collected through semi-structured interviews with 35 participants, including farmers, herders, and local authorities. Data were analyzed using inductive thematic analysis to identify recurring patterns in land use, governance, and livelihood management. The findings reveal competition over fertile land, the expansion of cash-crop agriculture, restricted grazing mobility, ambiguous land-tenure arrangements, and limited governance capacity, collectively intensifying land-related disputes. These challenges are further exacerbated by socioeconomic vulnerability and demographic pressures in communities that depend heavily on land-based agricultural and livestock livelihoods. This study contributes original insights by integrating agricultural and grazing practices with governance and livelihood management perspectives in an understudied region of Madagascar. It advances understanding of land-use conflicts by highlighting the interaction between rural enterprise activities, tenure insecurity, and local governance, offering context-specific implications for sustainable land management and conflict mitigation
Enhancing Administrative Autonomy within the Ministry of National Education in Madagascar by Reducing Political Influence Whega Danitsaike Bien-Aimé; Rabibisoa Giovanni; Ravaoarisoa Simonette Augustin
The Nexus Journal of Education, Management, and Entrepreneurship Vol. 1 No. 1 (2026): Nexjeme
Publisher : Universitas Islam Negeri Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61798/nexjeme.v1i1.9

Abstract

This study aims to examine the extent of administrative autonomy within the Ministry of National Education in Madagascar and to analyze how political influence shapes administrative practices, decision-making processes, and education governance outcomes. The study adopts a qualitative design based on semi-structured interviews and document analysis. Data were collected from 20 purposively selected key informants, including senior ministry officials, mid-level administrators, school inspectors, policy advisors, members of the National Assembly, and education experts. Thematic analysis was employed to identify patterns related to administrative autonomy, political influence, and governance constraints. The findings reveal that political interference significantly limits administrative autonomy, particularly in personnel management, budgeting, and policy implementation. Weak legal safeguards and ambiguous institutional roles intensify administrative dependence on political actors. Professional capacity and informal depoliticization strategies partially mitigate political pressure but remain insufficient to ensure sustained institutional autonomy. This study contributes original empirical evidence on ministerial-level administrative autonomy in a low-income, politically fragile context. By focusing on the central education administration in Madagascar, it addresses a gap in education governance literature that has largely emphasized school-level or higher education autonomy.
Students’ Perceptions of Job-Oriented Training Programs at the University of Toliara Hatimo Henintsoa Samira; Razafiharimbola Larissa; Hangivola Emyblonde Ratna
The Nexus Journal of Education, Management, and Entrepreneurship Vol. 1 No. 1 (2026): Nexjeme
Publisher : Universitas Islam Negeri Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61798/nexjeme.v1i1.10

Abstract

This study aims to examine students’ perceptions of job-oriented training programs at the University of Toliara, with particular attention to their relevance to labor market needs, their contribution to skill development, their influence on career awareness, and the perceived effectiveness of institutional support. By focusing on students’ viewpoints, the study seeks to provide insights into how learners experience job-oriented training and how it supports their preparation for professional life. A qualitative approach was adopted to capture in-depth perspectives and lived experiences of students. Data were collected through direct observation of training-related activities and semi-structured interviews. A total of 20 students enrolled in programs within the Department of Law, Economy, Management and Sociology (DEGS) participated in the interviews. This methodological approach allowed for a detailed exploration of perceptions, supported by observations of learning contexts and student engagement. The findings indicate that students generally perceive job-oriented training as a valuable component of their academic experience, particularly in enhancing practical skills, professional confidence, and understanding of workplace expectations. Students acknowledged the role of training in improving career awareness and helping them reflect on future professional pathways. At the same time, challenges were identified, including concerns about alignment with labor market realities, continuity of training activities, and institutional resources, which influenced perceptions of overall effectiveness. This study offers original insights by centering students’ perceptions of job-oriented training at a public university in Madagascar. This setting remains underrepresented in the higher education literature. The findings offer practical implications for institutional improvement and provide a foundation for future studies on employability-oriented training in similar contexts.
Enhancing Students’ Learning Outcomes through Problem-Based Learning: An Empirical Study in Classroom Contexts Yunda Assyuro Hanun; Akhmad Asyari; Mimodje Noupeyou Modeste; Kuiliga Dieudonné Armel Nonguierma
The Nexus Journal of Education, Management, and Entrepreneurship Vol. 1 No. 2 (2026): Nexjeme
Publisher : Universitas Islam Negeri Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61798/nexjeme.v1i2.11

Abstract

This study aims to improve students’ learning outcomes through the implementation of the Problem-Based Learning (PBL) model in Islamic Education (PAI) for seventh-grade students at SMPN 2 Pringgasela. This research employed Classroom Action Research (CAR) consisting of two cycles, each involving planning, implementation, observation, and reflection stages. The study was conducted collaboratively between the teacher and the researcher as an observer. Data were collected using learning outcome tests and observation sheets to assess teacher and student activities. Quantitative analysis was used to determine individual and classical mastery, while qualitative analysis examined the implementation process. The results showed significant improvements across cycles. Classical mastery increased from 60.71% in Cycle I to 89.28% in Cycle II. Teacher activity scores improved from 65.21 to 86.95, and student activity scores rose from 60.86 to 86.95. These findings indicate that the PBL model effectively enhances student learning outcomes and classroom engagement
Career Guidance in High School to Reduce University Dropout in Madagascar Rakotoniriana Noelisoa Jean Michel; Ralaivao Hanginiaina Emynorane; Razafitahindraza Erica Feyzine Sulla; Hangivola Emyblonde Ratna
The Nexus Journal of Education, Management, and Entrepreneurship Vol. 1 No. 2 (2026): Nexjeme
Publisher : Universitas Islam Negeri Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61798/nexjeme.v1i2.13

Abstract

This study examines the role of career guidance in high school in reducing university dropout in Madagascar, with a focus on the Itasy region where students often face challenges in making informed academic and career decisions. The study aims to analyze how career guidance practices influence students’ readiness for higher education and their persistence in university. A qualitative approach was employed, involving 30 informants including high school students, teachers, school counselors, and university students. Data were collected through interviews, observation, and documentation, and analyzed using thematic analysis with triangulation to ensure credibility. The findings reveal that career guidance remains limited, irregular, and insufficiently integrated into school systems, leading to unclear career choices, low motivation, and difficulties in adapting to university studies. Social influences, particularly from families, also play a significant role in shaping students’ decisions, sometimes resulting in mismatches between interests and academic paths. The discussion emphasizes the importance of early, continuous, and context relevant career guidance to strengthen students’ self-awareness, adaptability, and decision-making skills. The study concludes that improving structured career guidance and fostering collaboration among schools, families, and communities can enhance students’ transitions to higher education and contribute to reducing university dropout in Madagascar.
Implementation of Strategic Management in Islamic Leadership to Improve Teacher Performance Yuli Supriani; Dian Eka Priyantoro; Muhammad Yusuf
The Nexus Journal of Education, Management, and Entrepreneurship Vol. 1 No. 2 (2026): Nexjeme
Publisher : Universitas Islam Negeri Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61798/nexjeme.v1i2.14

Abstract

Improving teacher performance is a crucial factor in enhancing the quality of Islamic education in madrasah aliyah. However, several challenges remain, including the lack of well-directed managerial strategies and the inconsistent implementation of Islamic leadership values, which affect the effectiveness of learning. This study aims to analyze the implementation of strategic management based on Islamic leadership and its influence on teacher performance at MA Mamba’ul Ulum Metro. This research employed a descriptive qualitative method involving teachers and the head of the madrasah as research subjects. Data were collected through semi-structured interviews, participatory observation, and institutional documentation, and were then analyzed thematically. The findings indicate that participatory strategic planning, Islamic leadership that emphasizes trustworthiness (amanah) and consultation (musyawarah), and performance evaluation based on clear indicators substantially improve teachers’ motivation, professionalism, and creativity. The integration of managerial strategies and moral values creates a harmonious work environment and supports pedagogical innovation. This study concludes that strategic management based on Islamic leadership can serve as a model for madrasahs to improve teacher performance and the quality of education. It also provides a basis for further research on the impact of this strategy on students’ academic achievement and character development.
Data-Based and Continuous Evaluation Strategies for Assessing the Quality of Learning in Islamic Education Muslim; Yuli Supriani; Ika Ratna Rosanti; Andri Setiadi; Ani Apiyani
The Nexus Journal of Education, Management, and Entrepreneurship Vol. 1 No. 2 (2026): Nexjeme
Publisher : Universitas Islam Negeri Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61798/nexjeme.v1i2.15

Abstract

The quality of learning is a key factor in the success of Islamic education; however, the implementation of learning quality assessment in many Islamic secondary schools still faces a gap between actual practices and expected standards. This study aims to formulate a data-based and continuous evaluation-oriented strategy for assessing learning quality at MTs Mamba’ul Ulum Metro in order to improve teaching effectiveness and academic decision-making. This study employed a descriptive qualitative approach involving teachers, the school principal, and students as research subjects, with data collected through classroom observations, in-depth interviews, and document analysis of assessment records. The findings show that formative and summative assessments have been implemented; however, the use of assessment data for continuous improvement remains limited and has not yet been systematically integrated. The analysis indicates that a strategy based on continuous evaluation and teacher collaboration can improve learning responsiveness, identify students’ learning difficulties more quickly, and strengthen evidence-based quality management. In conclusion, a systematic and data-based assessment strategy not only bridges the gap between actual conditions and expected quality standards but also provides an innovative model that can be replicated in other Islamic educational institutions. Keywords: quality assessment strategy, continuous evaluation, Islamic education, data-based management.
Artificial Intelligence Integration in Madrasah Education: The Strategic Role of Principals in Improving Institutional Quality Asep Sopian; Yuli Supriani; Eko Suncaka; Ani Apiyani; Muslim; Slamet Setiawan
The Nexus Journal of Education, Management, and Entrepreneurship Vol. 1 No. 2 (2026): Nexjeme
Publisher : Universitas Islam Negeri Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61798/nexjeme.v1i2.16

Abstract

This study aims to analyze the leadership strategies of madrasah principals in integrating Artificial Intelligence (AI) as an effort to enhance educational quality at MA Al-Hidayah Ibun Bandung. Employing a descriptive qualitative approach, the research involved purposively selected informants, including the principal, teachers, and students. Data were collected through observation, semi-structured interviews, and document analysis, and were subsequently analyzed thematically. The findings indicate that the principal’s leadership strategy comprises four main steps: establishing a data-driven quality orientation, encouraging teachers to utilize learning data for continuous evaluation, strengthening teacher collaboration in academic decision-making, and fostering a madrasah culture that gradually and ethically adapts to AI utilization. Although AI integration has not yet taken the form of a fully centralized digital system, it is evident through the reinforcement of data-based practices, the use of simple digital summaries, and the application of evaluation results for remedial, enrichment, and learning improvement. These strategies contribute to increased teacher responsiveness, precise learning interventions, and the strengthening of a quality-oriented madrasah culture. The study emphasizes that successful AI integration in madrasahs heavily depends on the principal’s leadership in developing vision, teacher capacity, collaboration, and technology governance aligned with Islamic educational values.

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