Tarbawi: Jurnal Keilmuan Manajemen Pendidikan

Path Analysis of Organizational Climate, Servant Leadership, and Personality on Teachers’ OCB: The Mediating Role of Trust

2025-11-20T05:13:35+07:00

This study examines the direct and indirect effects of organizational climate, servant leadership, and personality on teachers’ Organizational Citizenship Behavior (OCB), with trust as a mediating variable. Using a quantitative approach, data were collected from 110 private junior high school teachers in Tangerang Regency, Indonesia, and analyzed using regression-based path analysis. The results indicate that organizational climate, servant leadership, personality, and trust each have significant positive direct effects on teachers’ OCB, with trust emerging as the strongest predictor. Further analysis reveals that trust selectively mediates the relationships between servant leadership and OCB, as well as between personality and OCB, while it does not mediate the effect of organizational climate on OCB. These findings suggest that relational and dispositional factors influence teachers’ discretionary behavior primarily through trust-based mechanisms, whereas organizational climate operates through normative or structural pathways. The study contributes to the OCB literature by demonstrating trust as a selective, rather than universal, mediator within an integrated organizational–individual model. Practically, the findings underscore the importance of servant leadership practices and trust-building processes in fostering voluntary and extra-role behavior among teachers.

How Marketing Mix Strategy Influences Prospective Student Admission Decisions: A Case Study of Madrasah Ibtidaiyah Teacher Education Program in Indonesia

2025-05-14T01:44:08+07:00

Student program selection has become a strategic concern for higher education institutions, yet empirical evidence on how marketing mix factors influence enrolment decisions in Islamic teacher education remains limited. This study investigates the determinants of prospective students’ admission decisions in Madrasah Ibtidaiyah Teacher Education programs at State Islamic Religious Higher Education Institutions (PTKIN) in Indonesia. Using a quantitative survey of 547 students from three PTKINs, data were collected through a structured Likert-scale questionnaire and analysed using Confirmatory Factor Analysis and regression techniques. The findings identify five key determinants of admission decisions: Influence of Surroundings, Consideration of University, Perceived Usefulness, Social Consideration, and Vocational Aspects. Among these, the Influence of Surroundings emerged as the most dominant factor, indicating the central role of family, peers, and community networks in shaping students’ program choices. Institutional reputation and perceived career prospects also significantly influenced decision-making. This study extends the higher education marketing literature by providing an empirically grounded model of student choice within the marketing mix framework in the context of Islamic higher education.

When Artificial Intelligence Meets Blended Learning: A Quasi-Experimental Study of Physics Achievement at the University of Khartoum, Sudan

2025-05-11T09:41:07+07:00

Artificial intelligence (AI) has increasingly been integrated into blended learning environments to enhance instructional effectiveness in higher education. However, empirical evidence regarding its impact on student learning outcomes in science education remains limited in developing contexts. This study examines the effect of AI-based blended learning on the academic achievement of second-year physics students at the College of Education, University of Khartoum, Sudan. A quasi-experimental design was employed with 40 students assigned to an experimental group (n = 20) and a control group (n = 20). Data were collected via an achievement test and analyzed using SPSS. The findings reveal a statistically significant improvement in physics achievement for students exposed to the AI-based blended learning approach compared with those receiving conventional instruction (p < 0.05). These results indicate that integrating AI with blended learning can enhance learning effectiveness in science education. The study highlights the importance of strengthening institutional infrastructure and professional development to support the implementation of AI-supported blended learning in higher education.

Managing Democratic Education within Pesantren Traditions: A Multi-Case Study of Islamic Boarding Schools in Cianjur, Indonesia

2026-01-02T05:23:28+07:00

Democratic education in Islamic boarding schools (pesantren) is frequently understood as an implicit cultural outcome of religious traditions rather than a product of intentional institutional governance. This study addresses this gap by examining how democratic education is organised and enacted within pesantren management structures. Using a qualitative multi-case study of three pesantren in Cianjur, Indonesia, data were collected through interviews, observations, and document analysis, and analysed through cross-case thematic comparison. The findings reveal a hybrid governance model in which participatory practices are embedded within kyai-centred authority. Democratic planning is conducted through consultative forums, organisational arrangements combine hierarchical leadership with student self-governance, and democratic enactment occurs through student organisations, deliberative forums, and regulated leadership elections. Monitoring relies primarily on dialogic evaluation and collective reflection. Conceptually, the study introduces a tradition-based democratic governance model. It reframes democratic education in pesantren as a process of guided participation, extending hidden curriculum theory by demonstrating how participatory values are institutionally structured within faith-based educational settings. These findings contribute to broader debates on culturally embedded democratic governance in education.

The Influence of Participative Leadership Style on Teachers' Work Ethic and School Climate as an Intervening Variable

2026-02-01T21:29:29+07:00

The purpose of this study is to examine the influence of a participative leadership style on teachers' work ethic and school climate, using school climate as an intervening variable. This quantitative research, guided by the research problems and objectives, employs an explanatory research approach and a survey method. The questionnaire was developed based on the research variables, namely participative leadership style, teachers’ work ethic, and school climate. Data were collected from 100 teachers who served as the sample of this study. Data collection was conducted using a random sampling technique at SMAN 1 Boyolangu, Tulungagung. The data analysis was performed using the Partial Least Squares (PLS) method in SmartPLS. The results indicate that the participative leadership style has a significant effect on teachers’ work ethic. The higher the level of participative leadership, the higher the teachers’ work ethic, suggesting that participative leadership can enhance teachers’ motivation and performance. The study found that school climate significantly affects teachers’ work ethic; a positive school climate fosters a conducive work environment, thereby improving teachers’ motivation and performance. There is also an indirect effect of participative leadership style on teachers’ work ethic through school climate. Participative leadership can indirectly influence teachers’ work ethic by creating a more positive school climate, suggesting that it enhances it by fostering a supportive school environment. Participative leadership style and school climate are crucial factors that influence teachers’ work ethic. Therefore, schools need to implement participative leadership and cultivate a positive school climate to improve teachers’ work ethic and, ultimately, the quality of education.

Enhancing School Management Efficiency through Digital Classroom Management: A Comparative Study of Kenya and Indonesia

2025-09-17T04:33:44+07:00

This study investigates and compares digital classroom management practices in Kenya and Indonesia, with particular attention to the extent to which digital tools contribute to the efficiency of school management and instructional processes. Using a cross-national comparative design, a systematic survey was administered to 200 participants, comprising teachers and students from elementary, junior high, and senior high schools, in both countries. The data were analysed using descriptive statistics, independent-samples t-tests, and regression analyses to examine differences between contexts and to assess the relationship between digital classroom management practices and learning-related outcomes. The findings indicate that digital classroom management has been adopted in both Kenya and Indonesia; however, significant disparities persist in terms of technological infrastructure, teacher digital competence, and access to learning resources. Indonesian schools demonstrate a higher level of integration with digital platforms, whereas Kenyan schools exhibit greater adaptability and innovative use of limited resources. Regression results further reveal that infrastructural readiness, teacher competency, and student engagement are significant predictors of effective digital classroom management. These comparative insights contribute to the literature on digital school management by highlighting contextual factors shaping digital implementation in developing countries. The study offers evidence-based policy and practice recommendations to support more equitable and effective digital classroom management across diverse educational settings.

Digitalizing Sambang: The Role of Leadership in Enhancing Service Quality in Islamic Educational Institutions

2026-02-02T14:23:25+07:00

This study aims to analyze the role of digital reservation platforms in improving the quality of Sambang services at pesantren. The research background is based on the challenges of conventional services, which still face long queues, limited information, and manual administrative burdens, all of which are prone to causing dissatisfaction among guardians. Using a descriptive qualitative approach, data were obtained through interviews, observations, and documentation. The results indicate that digital reservation platforms play a crucial role in enhancing service quality across four key aspects. First, visitation management efficiency increases with reduced waiting times and automatic notifications. Second, service transparency is achieved through real-time visibility into schedules and reservation statuses, which guardians can monitor. Third, administrative effectiveness is achieved through automated data recording, reduced information duplication, and accountability for reports. Fourth, user satisfaction increases due to flexible access, streamlined processes, and fewer complaints. These findings confirm that the digitalization of visitation not only enhances the technical aspects of service but also reinforces the principles of accountability, openness, and satisfaction as key indicators of service quality.

Reconseptualizing School Facility Governance through Tri Hita Karana-Based Strategic Management: A Qualitative Case Study in Denpasar, Indonesia

2026-02-28T12:29:45+07:00

This study interrogates the limited integration of culturally grounded ethics within dominant models of school facility management, which remain largely technocratic and efficiency-driven. Addressing this gap, the research examines how strategic management can be reconfigured through the Tri Hita Karana framework to produce not only operational effectiveness but also ethical and ecological coherence in educational institutions. Focusing on SMP Negeri 11 Denpasar, the study employs a qualitative case study design to analyze the planning, implementation, and evaluation processes involving school leaders, teachers, staff, and students. Data were generated through in-depth interviews, participant observation, and analysis of institutional planning documents (RKS, RKAS, and digital inventory systems). The findings demonstrate that strategic management becomes substantively transformative rather than merely procedural when embedded within the relational principles of parhyangan (spiritual alignment), pawongan (social cohesion), and palemahan (environmental stewardship). Instead of functioning solely as an administrative control mechanism, facility management operates as a value-mediated governance practice that structures ethical decision-making, participatory accountability, and ecological responsibility. This repositioning shifts facility optimization from a resource-utilization paradigm toward a culturally embedded sustainability model. The study advances theory by proposing Value-Based Strategic Facility Management (VBSFM) as an integrative conceptual framework that bridges strategic management theory and indigenous philosophy in educational governance. By articulating how local wisdom restructures managerial rationality, this research moves beyond descriptive reporting toward a normative–theoretical argument: that sustainable school infrastructure management requires epistemic integration between strategic logic and culturally embedded value systems. The model offers a transferable analytical lens for examining culturally responsive governance in diverse educational contexts.

Holistic Achievement in Faith-Based Secondary Education: Structural Interrelations among Value Internalization and Learning Environment Dimensions

2026-02-21T04:23:01+07:00

Research on school learning environments remains fragmented, often examining instructional, relational, and environmental dimensions in isolation. This study addresses this gap by proposing an integrative structural model that explains how Islamic value internalization interacts with pedagogical and environmental factors to shape students’ task orientation in a faith-based secondary education context. A quantitative cross-sectional survey was conducted with 150 students, and Structural Equation Modeling (SEM) was employed to test the proposed relationships. The model demonstrates a good fit (χ²/df = 2.10; CFI = 0.96; TLI = 0.95; RMSEA = 0.055). Islamic values emerge as the strongest predictor of task orientation (β = 0.67, p < .001), while instructional activities significantly influence task orientation (β = 0.42, p < .01) and mediate the effects of teacher–student relationships and the physical learning environment. The model explains substantial variance in instructional activities (R² = 0.49) and task orientation (R² = 0.56). This study advances the literature by demonstrating that value internalization functions as a central mechanism within a holistic learning ecosystem, linking relational, pedagogical, and environmental dimensions. The findings provide a more integrated understanding of how faith-based educational environments shape students' academic engagement and offer implications for the design of value-oriented learning systems.

Beyond Spiritual Authority: Kyai Leadership in Family Conflict Prevention within Pesantren Communities

2026-02-11T04:38:29+07:00

As traditional Islamic educational institutions, pesantren have a unique leadership structure, in which the kyai serves not only as a spiritual and academic leader but also as a central figure in maintaining social harmony, including in the dynamics of family conflict within the pesantren. The complexity of kinship relations, authority, and institutional management often gives rise to conflicts that require a resolution approach grounded in values and local wisdom. This study examines the leadership role of kyais in mediating family conflicts within the pesantren’s social and cultural environment. This research employed a qualitative case study of four Islamic boarding schools in East Java affiliated with Nahdlatul Ulama. Data were collected through in-depth interviews and participatory observation involving kyais and caretakers. Purposive sampling was applied with six informants from each pesantren. Data were analyzed using Miles, Huberman, and Saldana’s interactive model, comprising data condensation, data display, conclusion drawing, and verification. The findings reveal that kyais resolve conflicts through third-party mediation, foster emotional empowerment through roles and family gatherings, and promote financial equity. These actions reflect a comprehensive conflict resolution pattern rooted in sincerity, compassion, and justice. The study proposes the Charismatic Familial Mediation Model (CFMM), emphasizing spirituality, emotional intelligence, and socio-economic balance as foundations for sustainable family cohesion within pesantren.

Managing Local Culture-Based Learning to Foster Character Development in Early Childhood Education

2026-01-01T20:32:54+07:00

This study aims to describe the management of culture–based learning to strengthen early childhood character, focusing on planning, implementation, and evaluation. This research employed a qualitative case study design, conducted at TK Al-Kahfi in Kota Palopo. Data were collected through in-depth interviews, observations, and document analysis involving the principal and teachers. Data were analyzed using the Miles and Huberman model through the processes of data reduction, data display, and conclusion drawing, while data credibility was ensured through source and method triangulation. The findings indicate that teachers have a good understanding of the concept of local culture–based learning and systematically integrate it into learning planning through the Daily Lesson Plan. The learning implementation uses interactive and participatory approaches, such as traditional games and group projects, allowing children to engage directly with cultural practices. Learning evaluation is conducted holistically through observation and anecdotal records, with parental involvement in assessing children's character development. This study contributes to strengthening sociocultural perspectives within the context of Bugis–Toraja culture and highlights the pedagogical value of traditional games in fostering early childhood character development. The findings also have practical implications for developing more contextually relevant curricula, strengthening teacher training in culture-based learning design, and fostering partnerships between schools and local cultural communities.

The Strategic Role of AGPAII in Enhancing Islamic Religious Education Teacher Professionalism during WFH: A SWOT-Based Qualitative Study in Three Indonesian Provinces

2026-03-07T05:37:20+07:00

This research investigates the strategic role of the Indonesian Islamic Religious Education Teachers Association (AGPAII) in maintaining and enhancing teacher professionalism during the COVID-19 pandemic. The implementation of Work From Home (WFH) policies created a significant gap in educational continuity, particularly for Islamic Religious Education (IRE) teachers, who were traditionally perceived as having limited mastery of information technology (IT). Using a qualitative descriptive approach integrated with SWOT analysis (Strengths, Weaknesses, Opportunities, and Threats), this study explores AGPAII’s strategic interventions in three Indonesian provinces: Banten, South Sumatra (Palembang), and West Sumatra (Padang). Data were gathered through interviews, documentation studies, and observations. The results demonstrate that AGPAII acted as a vital bridge between government policy and classroom practice through digital literacy workshops, professional advocacy, and the revitalization of Subject Teacher Forums. While structural constraints such as uneven infrastructure and limited hardware availability persist, the association's transformational leadership successfully shifted IRE teachers' paradigm toward becoming digitally adaptive educators. This study implies that professional organizations serve as essential meso-level actors in driving digital transformation and maintaining educational quality during global crises.

A Cultural–Religious Integration Framework for Qur’anic Education: Evidence from Minangkabau Culture in Indonesian Secondary Education

2026-02-01T19:57:03+07:00

This study examines how Qur’anic education can be strengthened by integrating local cultural values into formal schooling. The purpose of this research is to develop an empirical framework for integrating Qur’anic teachings with indigenous cultural traditions in Islamic religious education. A qualitative case study design was employed at SMAN 5 Padang, Indonesia. Data were collected through in-depth interviews with Islamic education teachers and students, classroom observations, and document analysis of lesson plans and school programs. The data were analyzed using thematic analysis supported by NVivo software. The findings reveal three major themes. First, Qur’anic values are integrated with Minangkabau cultural philosophy through teaching materials, classroom practices, and school culture, guided by the principles Adat Basandi Syarak and Syarak Basandi Kitabullah. Second, both teachers and students perceive this integration as enhancing the relevance of religious learning by connecting Islamic teachings with local cultural identity. Third, curriculum adaptation occurs through contextual teaching strategies, although challenges remain in assessment and teacher training. This study contributes to the development of a cultural–religious integration framework for Qur’anic education that demonstrates how religious instruction can be contextualized within local cultural traditions in public secondary schools. The study provides theoretical and practical implications for designing culturally responsive Islamic education and offers an empirical model that can be adapted in other culturally diverse educational contexts.

Digital Mindset as a Key Driver of Teacher Performance in School Change Management: A Quantitative Study of Talent Management and Teacher Resilience among Indonesian Public Junior High School Teachers

2026-02-28T12:35:55+07:00

In the context of educational change management, improving teacher performance requires not only organizational support but also individual adaptability and digital readiness. This study aims to examine the influence of talent management, teacher resilience, and digital mindset on teacher performance during the change management process at SMP Negeri 1 Kabupaten Magetan. A quantitative survey design was employed, with all teachers as respondents, using a saturated sampling technique. Data were collected using validated and reliable questionnaires and analyzed using multiple linear regression. The findings reveal that talent management, teacher resilience, and digital mindset each have a positive and significant effect on teacher performance, both individually and collectively. The model explains 61.1% of the variance in teacher performance, indicating a substantial explanatory power. Among the variables, digital mindset emerges as the most influential factor, highlighting the critical role of teachers’ readiness to adapt to technological changes in enhancing performance. These results provide empirical evidence that successful change management in schools is strongly supported by integrating structured talent management practices, strengthening teacher resilience, and developing a digital-oriented mindset. This study contributes to the educational management literature by emphasizing the central role of a digital mindset as a key driver of teacher performance in the era of educational transformation.

Elective Grading as a Transformative Assessment Model in Islamic Higher Education: A Mixed-Methods Study on Motivation, Performance, and Stress

2026-02-01T21:14:28+07:00

Prevailing assessment regimes in higher education remain predominantly standardized and instructor-centered, often neglecting learner variability and exacerbating academic stress, particularly within underexamined faith-based educational contexts. Addressing this gap, this study theorizes and empirically evaluates Elective Grading (EG) as a student-centered assessment paradigm in Islamic higher education. A mixed-method quasi-experimental design was employed with 60 undergraduate students assigned to an EG intervention group (n = 30) and a conventional assessment group (n = 30). Quantitative data were collected using academic performance tests and validated academic stress scales, complemented by qualitative insights from semi-structured interviews. Results indicate that EG significantly improves academic performance (M = 85.4 vs. 75.8), t(58) = 5.47, p < 0.001, and yields a substantially greater reduction in academic stress (18.7% vs. 3.2%), t(58) = –4.28, p < 0.001. A moderate-to-strong negative correlation between academic stress and achievement (r = –0.62, p < 0.01) highlights the centrality of affective factors in assessment design. Qualitative findings further reveal that EG enhances learner agency, perceived assessment fairness, and adaptive coping strategies. Theoretically, this study advances a culturally grounded assessment framework by integrating EG with Islamic educational values: ikhtiyar (intentional effort), adl (justice), and amanah (ethical responsibility), thereby extending student-centered assessment discourse into faith-informed learning environments. These findings reposition assessment as a mechanism for aligning academic achievement with student well-being. Despite contextual limitations, this study offers robust empirical and conceptual contributions to the reconfiguration of equitable and human-centered assessment practices in higher education.