Journal of Asian Islamic Educational Management (JAIEM)
Journal of Asian Islamic Educational Management (JAIEM) is a peer-reviewed journal reviewed journal that covers research publications in Islamic education management in Asian region or related fields including curriculum management, classroom management, learning process management, management of Islamic education facilities and infrastructure, Islamic education management, assessment management, and educator management and education personnel and integration between two or more disciplines in Islamic education management. In addition, this journal also covers the development of Islamic education management such as Islamic education leadership, management of Islamic educational institutions, and others. To provide an opportunity for researchers to write their perspectives on Islamic education management or related matters, since 2023, review articles are also welcome to be submitted to the Journal of Asian Islamic Educational Management. Journal of Asian Islamic Educational Management (JAIEM) is published by Gemilang Maju Publikasi Ilmiah (GMPI). Journal of Asian Islamic Educational Management (JAIEM) has become a Crossref member since year 2023 with prefix 10.53889. Therefore, all articles published by Journal of Asian Islamic Educational Management (JAIEM) will have unique DOI numbers since Vol. 1, No. 1, 2023. Since Vol. 1, No. 1, 2023 Journal of Asian Islamic Educational Management (JAIEM) uses Anti-Plagiarism Software "Turnitin" to check the authenticity article. Journal of Asian Islamic Educational Management (JAIEM) is cited by articles in Scopus database at least 7 times since published in July 2023 available online on https://scopus.com Journal of Asian Islamic Educational Management (JAIEM) has been indexed by
Teachers' Perspectives and Institutional Readiness in the Implementation of Holistic Islamic Education: A Case from Negeri Sembilan, Malaysia
This study explores the implementation of holistic Islamic education among secondary students at Sheikh Haji Mohd Said National Religious Secondary School, Negeri Sembilan, Malaysia. Holistic Islamic education promotes the integrated development of spiritual, intellectual, emotional, and social aspects to foster balanced individuals. Employing a qualitative case study approach, data were gathered through semi-structured interviews with six teachers, classroom observations over six weeks, and curriculum document analysis. Findings reveal that although the curriculum reflects the principles of holistic education, implementation varies due to limited resources, time constraints, and differences in teacher preparedness. Nonetheless, the approach positively influences students’ character, religious understanding, and social behavior. The study concludes that teacher capacity-building, infrastructural improvement, and community involvement are essential to strengthen holistic education practices. These findings contribute to the discourse on holistic Islamic education in Malaysia and offer practical recommendations for educators and policymakers aiming to promote balanced student development.
Copyright (c) 2025 Journal of Asian Islamic Educational Management (JAIEM) https://creativecommons.org/licenses/by-sa/4.0
The Effectiveness of Cooperative Learning in Enhancing Students’ Learning Interest in Islamic Religious Education: Evidence from Junior High School in Cirebon, Indonesia
This study aims to test the effectiveness of the Cooperative Learning model in increasing students' interest in Islamic Religious Education in grade 7 of State Junior High School 14 Cirebon. The background of this study is the low interest in learning due to the dominance of monotonous conventional learning methods. The research method uses a quantitative approach with a pre-experimental one-shot case Study type design. The research sample of 35 students was selected through a simple random sampling technique. Data collection techniques include observation, Likert scale questionnaires, and documentation. The validity and reliability of the instrument were tested using the SPSS application. Data analysis was conducted using the Pearson Product-Moment correlation test, the coefficient of determination (R²), and the t-test. The study results indicate a powerful relationship between the application of the Cooperative Learning model and students' interest in learning, with a correlation value of 0.864 and an influence contribution of 74.6%. This study provides practical implications for teachers in increasing student participation and learning motivation through a collaborative and enjoyable learning approach.
The Relationship Between Lecturers' Teaching Styles and Learning Motivation of Students in the Primary School Teacher Education Program
This study analyzes the relationship between lecturers' teaching styles and students' learning motivation in higher education. Teaching style is an external factor significantly influencing student engagement and academic achievement. The study used a quantitative approach with a correlational method. The study sample consisted of 120 Elementary Madrasah Teacher Education Study Program students at Sultan Maulana Hasanuddin State Islamic University, Banten, selected through proportional stratified random sampling. The instruments used included the Teaching Style Inventory and the Academic Motivation Scale, which had been tested for content validity and reliability. Data were analyzed using descriptive statistics and the Pearson product-moment correlation test. The results showed a strong positive relationship between lecturers' teaching styles and students' learning motivation (r = 0.672; p < 0.001). The Facilitator dimension had the highest correlation (r = 0.701), followed by Personal Model and Expert. This finding is consistent with Self-Determination Theory, which emphasizes the importance of fulfilling the needs for autonomy, competence, and relatedness to increase students' intrinsic motivation. These findings recommend that lecturers optimize facilitative approaches, serve as academic role models, and provide constructive feedback. Universities are advised to facilitate ongoing pedagogical training to improve the quality of teaching styles oriented toward student empowerment.
Prophetic Leadership for Sustainable Islamic Higher Education: A Systematic Literature Review of Transformative Values and SDG Alignment (2009–2024)
This study systematically synthesizes the prophetic values embedded in leadership models for Islamic higher education and analyzes their alignment with the United Nations’ Sustainable Development Goals (SDGs). Conducting a Systematic Literature Review (SLR) via the PRISMA protocol, the study reviews thirty-six peer-reviewed publications from Scopus, DOAJ, and Google Scholar spanning 2009–2024, focusing on leadership, ethics, innovation, sustainability, and Islamic higher education. The investigation identifies three central themes: the integration of ṣidq (truthfulness) and amānah (trustworthiness) in institutional governance and culture; the application of fatanāh (wisdom) and tablīgh (effective communication) in developing value-driven curricula, green campus initiatives, and ethical research management; and the use of adālah (justice) and shūrā (consultation) for participatory decision making. These findings suggest that prophetic leadership directly supports SDG 4 (Quality Education), SDG 9 (Industry, Innovation, and Infrastructure), SDG 10 (Reduced Inequalities), and SDG 16 (Peace, Justice, and Strong Institutions). The review concludes that prophetic leadership offers an innovative, ethically robust, and adaptive framework for reforming Islamic higher education towards sustainable development, expanding value-based leadership theory, and recommending practical directions for curriculum, leadership training, and governance, while highlighting pathways for further empirical study in organizational performance and SDG impact assessment.
How Effective Principal Communication Drives Staff Performance: Robust Evidence from a Regression Study in a Pharmacy Vocational School
Effective communication is widely recognized as a core driver of educational leadership, yet its direct impact on staff performance remains underexplored in vocational school settings. This study seeks to provide compelling empirical evidence on how principal communication effectiveness contributes to measurable improvements in educational staff performance at a Pharmacy Vocational High School in Indonesia. Using a quantitative design, simple linear regression was applied to data collected from all 73 educational staff through a total sampling approach. The analysis examined the predictive power of principal communication effectiveness on staff performance outcomes. The results reveal a strong, statistically significant effect, with principal communication accounting for 71.4% of the variance in staff performance (R² = 0.714). A robust positive correlation was also observed (r = 0.845, p = 0.005), indicating that staff performance tends to increase substantially when leadership communication improves. The findings underscore the strategic importance of communication-centered leadership in strengthening school performance. By showing that a single leadership variable decisively contributes to staff effectiveness, this study highlights the need for educational institutions—especially vocational schools—to invest in sustained capacity-building in communication for school leaders. Future research is encouraged to explore complementary leadership factors that can further optimize performance outcomes.
Copyright (c) 2025 Hesti Fitiani, Irawati Irawati, Rini Setyaningsih, Edi Iskandar, Mamat Rahmatullah https://creativecommons.org/licenses/by-sa/4.0