Al-Tanzim: Jurnal Manajemen Pendidikan Islam
Al-Tanzim : Jurnal Manajemen Pendidikan Islam is a premier academic journal published by Lembaga Penerbitan, Penelitian, dan Pengabdian kepada Masyarakat (LP3M) of Nurul Jadid University, Paiton, Probolinggo, East Java, Indonesia. The journal is dedicated to advancing scholarly discourse and research on Transformative Management Practices in Islamic education, deeply rooted in Islamic values, across diverse educational institutions. The journal’s scope encompasses Islamic leadership, public relations management, organizational culture and behavior, and human resource management within both formal and non-formal Islamic educational institutions. Al-Tanzim serves as a key platform for academics, educators, policymakers, and researchers to share research findings and new insights that foster professionalism and contribute to enhancing the quality of Islamic education as a whole. Al-Tanzim : Jurnal Manajemen Pendidikan Islam Jurnal Manajemen Pendidikan Islam (Al-Tanzim : Islamic Educational Management) has been accredited by Director General of Research and Development, Ministry of Higher Education, Science, and Technology Directorate General of Research and Development, No.0110/C3/DT.05.00/2026 E-ISSN: 2549-5720 and P-ISSN: 2549-3663. Indexed by :
Nurul Jadid University, Probolinggo, East Java, Indonesia
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Integrating Guided Inquiry with Islamic Values: Managing Islamic Education to Foster Character and Critical Thinking
This study aims to develop and validate the Islamic Value-Based Guided Inquiry (GI-BNI) model to improve students’ conceptual mastery and character development in Islamic Religious Education. The research method uses Research and Development (R&D) with the Thiagarajan model through the 4D approach (Define, Design, Develop, Disseminate). This study combines quantitative and qualitative methods (mixed methods), including tests, questionnaires, observations, and interviews, and uses the mean difference test for quantitative analysis. The results show that the developed model comprises eight phases (Open, Immerse, Explore, Identify, Gather, Create, Share, Evaluate) integrated with Islamic values (faith, honesty, responsibility, and tolerance). Expert validation shows 93.33% feasibility, and implementation in Praja Pratama classes achieves an average observation score of 87.4%. This model is effective, as evidenced by increases in Islamic Religious Education (PAI) learning scores (meeting I: 58.24 to 73.23; meeting II: 66.17 to 84.5; meeting III: 55.34 to 81.78). This model also has a significant impact on student behavior (93.48%). Supporting factors include the learning environment, lecturers, students, and curriculum. This study concludes that the eight-phase model and Islamic values are effective in Islamic Religious Education (PAI) learning and changing student behavior.
Copyright (c) 2026 Lilis Sholihah, Aan Hasanah, Hariman, Nurhamzah https://creativecommons.org/licenses/by-nc-sa/4.0
Managing Innovation in Boarding Schools to Develop Qur’anic Character in Public Senior High Schools
This study aims to examine the management strategies, implementation processes, and challenges of character education in boarding programs at two public high schools. Although national education policy emphasizes character development, empirical evidence on how such programs are planned, implemented, and evaluated in school settings remains limited. This study employed a qualitative approach, with data collected through interviews, observation, and documentation. Data were analyzed using the Miles and Huberman interactive model. The results indicate that both schools systematically integrate character values into the curriculum, daily routines in the boarding school, and extracurricular activities through structured planning, implementation, and evaluation. However, significant challenges remain, such as the negative influence of mass media, inadequate facilities and infrastructure, low student motivation, and limited parental involvement. To address these challenges, the schools have implemented measures such as strengthening teacher leadership and capacity, improving facilities, developing extracurricular activities focused on character building, and increasing parental involvement through workshops and community programs. This study contributes to the theory and practice of character education in boarding schools by emphasizing the importance of context-responsive management strategies, strong stakeholder collaboration, and ongoing monitoring and evaluation.
Copyright (c) 2026 Reni Elfiana, Bahrun, Ismail https://creativecommons.org/licenses/by-nc-sa/4.0
Exploring Commitment to Quality Improvement in State Islamic Senior High Schools: Insights from Aceh
This study aims to analyze and understand the practice of commitment to improving educational quality in several State Islamic Senior High Schools (Madrasah Aliyah) in Aceh. Using a qualitative, multisite Design, this study examines variations in the implementation of quality assurance across three madrasas with different institutional characteristics. Data were collected through observation, interviews, and documentation. Data analysis was conducted through data reduction, data display, and conclusion. The results indicate that madrasah principals’ commitment is expressed through systematic approaches, relational strategies, and culture-based leadership. Furthermore, quality assurance strategies vary from formal, data-driven systems to flexible, value-based approaches, while stakeholder engagement ranges from structured participation to informal, trust-based collaboration. The implications of this study underscore the importance of tailoring quality improvement strategies to each madrasah's specific context. This research demonstrates that adequate quality assurance requires leadership commitment, tailored strategies, and active stakeholder involvement, all of which contribute to the sustainability of educational improvement. This research provides policymakers and educational leaders with valuable insights for improving the quality of education in madrasahs.
Copyright (c) 2026 Rejeki Lensa, Candra Wijaya, Achyar Zein https://creativecommons.org/licenses/by-nc-sa/4.0
Islamic Parenting Management and Digital Literacy Integration to Strengthen Family Roles
The rapid expansion of digital technology has reshaped parenting practices, creating new demands for families to guide children responsibly while maintaining Islamic educational values. This study aims to examine how Islamic parenting management is integrated with digital literacy to reinforce parental roles in children’s academic development. Using a qualitative case study approach, data were gathered through interviews, observations, and document analysis involving parents, teachers, and psychological counselors. The findings reveal that combining Islamic parenting principles with digital tools enhances parents’ capacity to monitor children’s development, maintain consistent routines, and strengthen value-based communication at home. Digital platforms also increase parental reflection and enable more responsive school–family interactions. This study offers novelty by demonstrating that integrating faith-based guidance with digital literacy provides a culturally grounded model that prior studies typically do not address, examining these elements separately. Theoretically, the study enriches the understanding of how religious values can be operationalized within technology-assisted parenting. Practically, the findings suggest that schools can improve family engagement by designing structured, faith-oriented programs supported by accessible digital tools.
Copyright (c) 2026 Dirlam, Efrita Norman, Aip Syarifudin, Masduki Duryat, Mohammad Akmal Haris https://creativecommons.org/licenses/by-nc-sa/4.0
Digital-Based Change Management for Enhancing Vocational Students’ Work Readiness
This study aims to develop a digital-based change management model to enhance vocational students’ work readiness in vocational schools. Rapid technological change and evolving industry requirements have intensified the mismatch between vocational graduates’ competencies and labor market expectations. Previous studies highlight that limited digital integration and weak change management reduce the relevance of vocational education. This research employed a qualitative case study involving school leaders, vocational teachers, industry partners, and students. Data were collected through in-depth interviews, observations, and document analysis, and were analyzed thematically using Atlas. Ti 9. The findings indicate that effective digital transformation is shaped by six interrelated factors: the urgency for change, school–industry collaboration, continuous teacher competency development, technology-embedded curriculum implementation, systematic evaluation mechanisms, and graduate outcomes. These factors collectively strengthen students’ technical skills, digital literacy, and employment-readiness. The proposed model demonstrates that adaptive change management and active stakeholder involvement improve curriculum relevance and perceived employability. This study contributes theoretically by enriching perspectives on change management in vocational education and, practically, by offering a contextual framework for digital curriculum development. It recommends continuous curriculum updating, infrastructure investment, and sustained industry partnerships to ensure long-term workforce readiness.
Copyright (c) 2026 Muhtadin, Enung Hasanah, Sukirman https://creativecommons.org/licenses/by-nc-sa/4.0
The Role of Leadership in the Transformation of Local Cultural Values through Community-Based Islamic Education
This study aims to analyze the role of leadership in transforming local cultural values through community-based Islamic education in an indigenous community in Indonesia. The research method is a qualitative approach using ethnographic techniques, including participatory observation, in-depth interviews, and documentation. The analysis was conducted using the interactive model of Miles and Huberman, which includes data reduction, data presentation, and conclusion. The results of the study indicate that customary and religious leadership play a key role in maintaining local cultural values , such as cooperation and deliberation, in line with Islamic teachings. This leadership not only functions as a director in social life but also as a facilitator in the process of internalizing cultural values in society, ensuring that traditions remain alive without sacrificing religious principles. In addition, customary and religious leaders work together to guide the community so that these values are relevant to the modern social and religious context. The implications of this study indicate the importance of community-based Islamic education as an effective means to maintain and transform local culture, as well as the need to strengthen the leadership capacity within indigenous communities to manage cultural change. These findings contribute to the development of community-based Islamic education theory and the relevance of local cultural values in the era of globalization.
Copyright (c) 2026 Yayan Supian, Jaja Jahari, Setia Gumilar, Dewi Sadiah, Muhammad Afif Zakwan Azhar https://creativecommons.org/licenses/by-nc-sa/4.0
Principal Managerial Leadership in Managing Professional Learning Communities in Elementary Schools
This study examines the critical role of principals in managing Professional Learning Communities (PLCs) to enhance teacher professional development and improve the quality of education in elementary schools. This study used a qualitative case study approach, with data collected through interviews, observation, and documentation. The results indicate that principals play a dynamic managerial role in the success of PLCs through comprehensive management functions, including planning, organizing, mobilizing, and controlling (POAC). Specifically, principals conduct in-depth needs analyses based on educational data, strategically plan and organize resources, and actively engage teachers in collaborative activities that foster a culture of participatory learning. Furthermore, regular reflection and data-driven evaluation ensure that the learning community remains aligned with school goals, leading to measurable improvements in teaching practices and student learning outcomes. This study highlights the importance of principal leadership in overcoming challenges such as resistance to change and limited integration of digital platforms. This study contributes to the literature by emphasizing the importance of principals’ managerial skills in effectively managing PLCs to achieve sustainable education reform. Practical implications suggest that principals need to focus on data-driven planning, resource optimization, and ongoing teacher engagement to strengthen PLCs in schools.
Copyright (c) 2026 Tumiyati, Nurkolis, Lilik Ariyanto https://creativecommons.org/licenses/by-nc-sa/4.0
Enhancing Counseling Practices with Total Quality Management and Photovoice to Mitigate Academic Burnout in Madrasah
Academic burnout among madrasah students remains insufficiently examined, especially through participatory and culturally responsive approaches. Existing research tends to emphasize quantitative measurement or teacher-centered interventions. This study seeks to address this gap by integrating photovoice within a Participatory Action Research (PAR) framework and grounding it in the principles of Total Quality Management (TQM) to explore and mitigate academic burnout. The research involved collaboration with two Guidance and Counseling teachers and ten students at a Madrasah Tsanawiyah in Pekanbaru. Data were collected through reflective writing, semi-structured interviews, photo elicitation, and participatory observation, and analyzed using thematic coding with methodological triangulation. The findings demonstrate that photovoice effectively exposes latent academic stress, strengthens teachers’ reflective practice, and promotes meaningful student engagement in counseling processes. Visual narratives—such as torn notebooks, clocks, and fatigue-related imagery—functioned as symbolic expressions of burnout that facilitated empathetic dialogue and informed more precise intervention strategies. This study contributes a novel model of student-led visual diagnostic practice within Islamic school counseling, aligned with TQM’s continuous improvement framework. The findings highlight the value of photovoice as a culturally relevant and sustainable method for strengthening student-centered burnout prevention and improving the overall quality of guidance and counseling services in madrasah settings.
Copyright (c) 2026 Riswani, Zarkasih, Lailatul Munawwaroh, Nola Fibriyani Bte Salman https://creativecommons.org/licenses/by-nc-sa/4.0
Bridging Theory and Practice: A Learning Management Model for Enhancing Entrepreneurial Creativity and Competency in Students
Education plays a crucial role in shaping the mindset and practical skills students need to navigate the ever-evolving workplace. However, learning practices that focus too heavily on theory lead to suboptimal development of entrepreneurial skills. This study aims to analyze a learning management model that can strengthen students’ motivation, creativity, and entrepreneurial competency. This study employed a qualitative case study approach, collecting data through interviews, observation, and documentation. Thematic analysis was used to process the data through six phases: identifying the data, developing initial codes, identifying and reviewing themes, and producing a final report. The results indicate that hands-on experience, entrepreneurial projects, mentoring, and community collaboration play a significant role in shaping students’ business attitudes and skills. This model has been shown to enhance their independence, problem-solving abilities, and practical readiness for entrepreneurship. However, challenges such as limited facilities and the need for teacher training remain. These findings provide a theoretical contribution to the development of entrepreneurial learning management and offer an applicable model that other schools can adapt.
Copyright (c) 2026 Akhmad Ramli, Siti Julaiha, Achmad Ruslan Afendi, Chairul Anwar, Chems Eddine Boukhedimi https://creativecommons.org/licenses/by-nc-sa/4.0
Redefining Servant Leadership: The Surprising Strength of Personal Competence in Theological College Graduates’ Performance
Developing leadership competencies is a central objective of theological education; however, empirical evidence on how such competencies influence graduates’ job performance within ministry-based contexts has remained limited. This study analyzed the effects of interpersonal and personal competencies on the performance of theological college graduates. Primary data were collected through structured interviews using a questionnaire administered to 77 randomly selected employed alumni of a theological college in Cianjur Regency, drawn from an alum list of 259 potential respondents. The data were analyzed using Partial Least Squares Structural Equation Modelling (PLS-SEM). The findings revealed that personal competency—encompassing self-awareness, integrity, and emotional maturity—had a more substantial influence on alum performance than interpersonal competency, which included empathy and communication. This study contributes empirical evidence from a theological education context, underscoring the importance of integrating personal formation into leadership development. The results suggest that theological institutions should enhance holistic curricula emphasizing character and self-leadership as foundations for effective servant leadership.
Copyright (c) 2026 Dreitsohn Franklyn Purba, Diding Nurdin, Asep Suryana, Djam’an Satori https://creativecommons.org/licenses/by-nc-sa/4.0
Thomas Lickona's Concept of Character Education in the Perspective of Educational Management
The transformation of education in the Society 5.0 era requires educational systems that adapt to rapid technological advancement while strengthening students’ character development. However, studies on Thomas Lickona’s character education have primarily focused on classroom-level pedagogy, leaving its relevance in educational management underexplored. This study aims to analyse the integration of Lickona’s character education framework into educational management in the context of Society 5.0. Using a Systematic Literature Review (SLR), ten peer-reviewed articles published between 2020 and 2025 were analysed through identification, screening, eligibility, and thematic synthesis stages. The findings reveal three dominant patterns. First, curriculum integration embeds moral knowing, moral feeling, and moral action into learning Design to support ethical reflection. Second, strengthening school culture emphasises institutional values, leadership modelling, and habitual practices in sustaining moral behaviour. Third, technology-supported character learning shows that digital media enhance moral engagement when guided by ethical management. Overall, character education is more effective when implemented systemically at the managerial level. This study contributes by repositioning Lickona’s framework as a management-oriented paradigm for human-centred education. Future research should expand empirical validation and explore AI-supported models of character education.
Copyright (c) 2026 Mochammad Rizky, Istikomah Istikomah, Miftahul Huda https://creativecommons.org/licenses/by-nc-sa/4.0
The Influence of Talent Management on Employee Performance with Organizational Commitment as a Mediating Variable
This study aims to provide empirical evidence and develop a theory-oriented prediction regarding the influence of talent management on employee performance, mediated by organizational commitment in madrasas. The study employed an explanatory approach with a survey method. Data were collected from 30 respondents, who served as the research sample, using a random sampling technique. Data analysis was conducted using the Partial Least Squares (PLS) method in SmartPLS. The results indicate that talent management positively affects performance and organizational commitment. The better the implementation of talent management, through the identification, development, and retention of high-potential individuals, the greater the improvement in individual and organizational performance. Effective talent management not only drives productivity but also builds a sense of appreciation and engagement among employees, thereby strengthening their commitment to contributing optimally to the organization. Furthermore, high employee competence enhances organizational commitment, as employees with strong abilities and self-confidence tend to demonstrate greater loyalty and responsibility towards their work. This study also found that performance has a positive effect on organizational commitment; high-performing employees tend to feel more satisfied and proud of their work, thus increasing their commitment to the organization.
Copyright (c) 2026 Abdul Rahman, Sriwiyani, Abdal Ahmed https://creativecommons.org/licenses/by-nc-sa/4.0
Strategic Management of Teacher Professionalism Development through the Teaching Factory Model
This study examines strategic management in developing teacher professionalism through the Teaching Factory (TeFa) approach. The Research aims to analyse strategic management processes, identify supporting and inhibiting factors, and examine the contribution of TeFa-based professional development to learning quality and student work readiness. A qualitative approach was employed using in-depth interviews, non-participant observations, and document analysis. Data were analysed through data reduction, data display, and conclusion drawing. The findings indicate that TeFa-based teacher professional development is managed through systematic stages of strategy formulation aligned with institutional vision, strategy implementation through delegated managerial roles and annual planning, and strategy evaluation of implemented programs. Supporting factors include institutional readiness and collaboration with industry partners, while inhibiting factors involve limited infrastructure, budget constraints, and unequal industry absorption capacity. The study also reveals that TeFa-based professional development contributes to improved instructional quality and enhanced student readiness for the world of work. These findings highlight the importance of strategic management in optimising the implementation of the Teaching Factory as a sustainable model for teacher professionalism development.
Copyright (c) 2026 Tuti Andriani, Umar Faruq, Yuriyan Dinata https://creativecommons.org/licenses/by-nc-sa/4.0
Transforming Islamic Educational Services: The Role of Banking Synergies in Enhancing Infrastructure and Programmatic Innovation in Pesantren
This study aims to analyze how community-based Islamic boarding school financing management synergizes with banking institutions to strengthen educational services. Islamic boarding schools have long played a strategic role in Indonesia's academic and social development; however, many face ongoing challenges related to financial sustainability, service quality, and managerial capacity amidst global change. This research uses a qualitative case study approach. Data were collected through interviews, observation, and documentation, and analyzed using data reduction, data display, and conclusion drawing techniques. The findings reveal three primary outcomes: first, synergy with banking institutions enables infrastructure development, program innovation, and the provision of scholarships that directly improve the quality of educational services. Second, improved financial governance, transparency, and access to financing strengthen institutional trust and operational sustainability. Third, integrating ZISWAF management and financial literacy programs empowers both institutions and students, engaging government, industry, academia, the community, and the environment. This study contributes to the Islamic education management literature by introducing an ecosystem-based financing perspective and by recommending broader policy support and future mixed-methods research to inform large-scale, inclusive Islamic boarding school financing models.
Copyright (c) 2026 Abd Hamid Wahid, Mashudi, Moh Husnur Ridlo https://creativecommons.org/licenses/by-nc-sa/4.0
Developing an Islamic Emotional Spiritual Quotient (ESQ) Digital Module for Enhancing Leadership Competencies in Madrasah
This study aims to develop a digital training module based on Emotional Spiritual Quotient (ESQ) from an Islamic perspective to improve the leadership competency of madrasah principals and teachers, by specifically positioning teachers as future instructional leaders (emerging leaders). This study contributes to the leadership training literature by integrating Islamic ESQ values and well-being awareness into a stand-alone digital module, an aspect rarely discussed in previous leadership development models. Using the Research and Development (R&D) method, this study involved 30 field trial subjects. Data analysis was conducted using descriptive techniques, the Wilcoxon Signed-Rank test, and the N-Gain Score. The results showed that experts rated the module as valid (average score of 3.70), while practitioners rated it very practical (96.25%). The effectiveness test showed a significant increase in competency (p=0.000), with an N-Gain score of 0.57 (moderately effective). It was concluded that this flipbook-based digital module is feasible and effective in fostering holistic Islamic educational leadership. This study recommends using this module for independent learning to support the practical development of character-based leadership in madrasah.
Copyright (c) 2026 Safaruddin, Yari Dwikurnaningsih, Mawardi https://creativecommons.org/licenses/by-nc-sa/4.0
Transformative Supervision and Teacher Agency: How Integrated Supervision Reshapes Teachers’ Professional Identity and Performance
This study explores the meaning of integrated supervision for teachers as a form of control or empowerment, and its impact on their agency and professional identity. Using a mixed methods design with a predominantly qualitative approach, the study was conducted in secondary schools in Indonesia. In the first phase, a survey of 80 teachers mapped their perceptions of supervision and their levels of agency. The next phase, in-depth interviews with 10 teachers, explored their experiences in supervisory practice. Findings indicate that control-based supervision tends to suppress teacher agency, shape a defensive professional identity, and reduce pedagogical initiative. Conversely, dialogic and trust-based supervision strengthens teacher agency, shapes a reflective professional identity, and encourages pedagogical courage. This study contributes in three aspects: first, it proposes the Transformative Supervision–Agency Loop model to explain the interaction of supervision, agency, and professional identity; second, the model builds on teachers’ narrative experiences; and third, it demonstrates the value of a mixed methods approach in capturing the relational and emotional dimensions of supervision. By shifting the analytical focus from managerial effectiveness to teacher subjectivity, this study offers a humanistic framework for reimagining supervisory practice in secondary education.
Copyright (c) 2026 Siti Aniqoh Shofwani, Tri Joko Raharjo, Fakhruddin Fakruddin, Sandy Arief https://creativecommons.org/licenses/by-nc-sa/4.0
Educational Quality Inequality and the Role of Principal Leadership in Realizing Educational Equity
Inequality in education is still a structural and ongoing problem in Indonesia. This phenomenon includes regional differences in quality, restricted access to educational technology, and a lack of professional development opportunities for instructors in underprivileged areas. These circumstances have increased the disparity between richer and less developed regions and led to unequal educational services. The purpose of this study is to investigate how school principals may lead in resolving these problems and advancing educational equity. A Systematic Literature Review (SLR) of 34 reputable journal publications and policy papers was used in this investigation. Google Scholar, Scopus, and Garuda were used for the search, and the results were selected based on theoretical contribution, methodological quality, and topic relevance. To identify trends, tactics, and the role of school leadership in advancing educational equity, the data were subjected to thematic analysis. The results show that thoughtful, context-responsive, and participative leadership makes a substantial contribution to closing educational gaps. By encouraging cooperation, raising teacher motivation, and making the most of school resources, principals serve as change agents. The study’s practical implications promote the implementation of equitable national education by highlighting the need for context-specific, long-lasting, and socially just school leadership development strategies.
Copyright (c) 2026 Hasbiyallah, A Heris Hermawan, Aulia Nursekha Salsabila, Tatang Muh Nasir, Zohaib Hassan Sain https://creativecommons.org/licenses/by-nc-sa/4.0
Knowledge Management Strategies to Improve Institutional Performance in Higher Education: A Study of Accredited Private Universities
This study aims to analyze the influence of knowledge sharing and knowledge transfer on the effectiveness of policymaking, with organizational learning as a mediating variable, among leaders of private universities accredited at least “Very Good”. The study used a quantitative, explanatory survey design. Data were collected through a structured questionnaire with a five-point Likert scale from 93 structural officials of private universities and analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) with SmartPLS. The results showed that knowledge sharing had a positive and significant effect on policymaking effectiveness, whereas knowledge transfer did not show a significant direct effect. However, both knowledge sharing and knowledge transfer were found to have a positive effect on organizational learning, which, in turn, significantly affected policy effectiveness and mediated the relationship between the knowledge variables and policy effectiveness. These findings confirm that policy effectiveness is not only determined by the availability or transfer of knowledge, but is highly dependent on the organization’s ability to manage learning collectively. This study provides theoretical contributions to the Knowledge-Based View and practical implications for strengthening learning-based governance in private universities.
Copyright (c) 2026 Suarni Norawati, Akmal Andri Yantama, Chandra Kusuma, Siti Syahsudarmi https://creativecommons.org/licenses/by-nc-sa/4.0
Education Level and Teaching Experience as Determinants of Teacher Competence in Rural Islamic Primary Schools
This study explores the simultaneous and partial associations among teachers’ educational level, teaching experience, and overall competence within a single rural Islamic primary school context. Using a quantitative survey design, the study involved a saturated sample of 30 teachers during the 2024/2025 academic year. Data were obtained from a validated teacher competence questionnaire and from institutional records on educational level and teaching experience. Descriptive statistics and multiple regression analyses were performed following standard assumption tests. The findings indicate that teachers’ education level and teaching experience are significantly associated with teacher competence, jointly accounting for 60.1% of the observed variance. Teaching experience shows a stronger association with competence than formal educational attainment, with incremental increases in competence scores observed across additional semesters of experience. While teachers holding a bachelor’s degree demonstrate higher competence scores than those without, these results should be interpreted with caution due to the study’s limited sample size and single-site design. Rather than offering broad generalizations, the findings provide context-specific insights that may inform future research and localized professional development initiatives in similar educational settings.
Copyright (c) 2026 Dewi Meriasih, Harries Madiistriyatno, Kemal Taufik https://creativecommons.org/licenses/by-nc-sa/4.0
Managing Digital Ethics: A Local Wisdom-Based Model for Cyberbullying Prevention in Islamic Educational Institutions
Cyberbullying has become a critical challenge in the digital era, threatening adolescents’ mental health and emotional development. This study aims to examine how cyberbullying prevention is implemented in Islamic boarding schools through local wisdom–based management and value internalization. Using a qualitative phenomenological design, data were collected from boarding school leaders, teachers, caregivers, and students through in-depth interviews, observations, and document analysis, and analyzed using NVivo-assisted thematic coding. The findings reveal that cyberbullying prevention is institutionally structured through four management functions: planning, organizing, actuating, and controlling, with actuating emerging as the most dominant function (51% of coded references). Prevention practices are operationalized through daily habituation, integration of digital ethics into religious instruction, and moral-spiritual supervision. Additionally, Acehnese local wisdom values such as Meuseuraya, Tameusaboh, Seumapa, Peumulia Jamee, and Adat Bak Poe Teumeureuhom are embedded as behavioral regulators in both offline and online interactions. This study contributes a culturally grounded cyberbullying prevention model that integrates educational management, local wisdom, and Islamic values. The findings suggest that sustainable digital ethics education should prioritize moral internalization and community-based supervision.
Copyright (c) 2026 Syarkawi, Hamsidar, Najmuddin, Muhammad Rizal https://creativecommons.org/licenses/by-nc-sa/4.0
Towards a Holistic Assessment Framework: Integrating Islamic Values into Madrasah Curriculum Evaluation
The Islamic education value-based curriculum evaluation system is an important element in realising holistic madrasah education. This study aims to analyse the Islamic education value-based curriculum evaluation system in madrasahs, including planning, evaluation models, and implementation effectiveness. This study uses a qualitative case study approach that integrates in-depth interviews, observations, and document analysis. The uniqueness of this study lies in its holistic approach, which combines authentic, character-based, and habituative assessment models to measure students’ cognitive, affective, spiritual, and social aspects. The results of the study show that the evaluation plan was systematically developed in accordance with KMA Number 1503 of 2025 and integrated Islamic values into learning indicators, attitude assessment, worship, and morals. Evaluation has evolved into a holistic assessment that covers cognitive, affective, spiritual, and social aspects through authentic assessment, observation, attitude journals, and religious habits. The evaluation model applied is effective in shaping students’ discipline, honesty, responsibility, and awareness of worship. This research reinforces the importance of Islamic value-based evaluation, strengthens Islamic character and the quality of madrasah education, and makes new contributions to Islamic education research through a holistic, integrated evaluation approach.
Copyright (c) 2026 Zultoni Lubis, Arfin Hasibuan, Nurhalimah Nurhalimah, Yenita Anggraini Barus https://creativecommons.org/licenses/by-nc-sa/4.0
Evaluating the Excellent Class Program Using the CIPP Model: Enhacing Islamic Education Quality in the Era of Global Transformation
This study aims to analyze Islamic education management, specifically the effectiveness of the management of the excellent class program in a state madrasah, using the CIPP (Context, Input, Process, Product) Model as an evaluation framework. A qualitative descriptive approach was used to gain a comprehensive understanding of the program’s planning, implementation, and outcomes in improving the quality of Islamic education. Data were collected through interviews, observations, and documentation, then analyzed using the Miles and Huberman interactive analysis model. The results indicate that the excellent class program, implemented for 2 years, aims to respond to the demands of globalization by integrating the national and Cambridge curricula. Program implementation is supported by qualified human resources, structured curriculum planning, and the institution’s commitment to quality improvement. However, the evaluation also identified several areas for improvement, such as consistency in program implementation, optimization of learning facilities, and systematic monitoring of academic processes. The learning program is implemented through extracurricular, co-curricular, and intracurricular activities that strengthen students’ academic competencies and Islamic character. Overall, this study provides evaluative insights into the management of the excellent class program in a state madrasah and recommends strengthening sustainable quality management.
Copyright (c) 2026 Alamsyahbani Alamsyahbani, Risnita Risnita, Dian Nisa Istofa https://creativecommons.org/licenses/by-nc-sa/4.0
Madrasah Public Relations Strategy in Building a Positive Image Based on Islamic Values
This study aims to explore madrasah public relations strategies for building a positive institutional image grounded in Islamic values in the digital era. This study used a qualitative case study design. Data were collected through in-depth interviews, participant observation, and document and digital content analysis. Data were then analyzed using the interactive model of Miles, Huberman, and Saldaña. The results indicate that digital public relations practices at the madrasah are implemented through a structured communication system utilizing websites and social media as the primary channels. Islamic values, such as tabayyun (references), politeness of language, and publication ethics, are effectively integrated into the process of content planning, verification, and dissemination. This strategy is supported by leadership commitment, a collaborative culture among teachers and students, and adequate digital infrastructure. However, this study also identified several challenges, including limited time for administrators, variations in digital literacy, and the lack of standard procedures for managing public interactions on social media. Overall, this study confirms that integrating Islamic values into digital public relations practices not only strengthens the institution’s image but also increases public trust and credibility in the madrasah.
Copyright (c) 2026 Sudadi, Hifni, Muhammad Taufiqqurahman, Suharyatun https://creativecommons.org/licenses/by-nc-sa/4.0
Modeling and Optimizing Lecturer Professional Commitment: A Culturally Rooted Approach Using the POP-SDM Framework
Growing demands for higher education quality require universities to model and optimise lecturers’ professional commitment through culturally rooted approaches. This study explores how local wisdom can enhance professional commitment among lecturers at Pancasila University, using the POP-SDM (Professional Organisational Performance-Human Resource Management) framework. It examines the relationship among local wisdom, organisational culture, and professional development in fostering greater commitment to teaching and academic responsibilities. Data was gathered through surveys and interviews with lecturers, followed by statistical analysis to identify key factors influencing professional commitment. The findings emphasise the significance of integrating local cultural values into the academic environment to improve lecturers’ job satisfaction, performance, and commitment. This research offers strategies to enhance lecturer professionalism in Indonesian higher education institutions and demonstrates how local wisdom can be applied in modern academic settings. By incorporating indigenous knowledge, the study shows that local wisdom not only strengthens professional commitment but also enriches the broader institutional culture, fostering a deeper connection between educators and the communities they serve. This model offers a sustainable approach for improving academic professionalism and institutional performance across Indonesian universities.
Copyright (c) 2026 Zainuri, Sri Setyaningsih, Herfina https://creativecommons.org/licenses/by-nc-sa/4.0
The Effects of Compensation, Competence, and Transformational Leadership on Lecturers’ Motivation and Performance
This study aims to analyse the influence of compensation, competence, and transformational leadership on lecturer performance, with work motivation as an intervening variable. The study employed a quantitative approach using a cross-sectional survey and Structural Equation Modelling (SEM) to confirm the relationships among variables. Data were collected through a Likert-scale questionnaire from 289 lecturers at private Islamic universities in Indonesia. The instrument was developed based on indicators for each variable, validated by experts, and pilot-tested, demonstrating validity and reliability. The results indicate that compensation significantly influences work motivation, but does not directly impact performance; however, compensation influences performance through motivation. Competence significantly influences motivation and performance, and improves performance through motivation. Transformational leadership significantly influences motivation but does not directly impact performance; rather, it does so through motivation. Work motivation significantly influences lecturer performance. The implications of this study emphasise that improving lecturer performance can be achieved through policies that strengthen motivation, such as fair compensation, competency development, and transformational leadership.
Copyright (c) 2026 Wahyuddin, Arismunandar, Ansar https://creativecommons.org/licenses/by-nc-sa/4.0