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 accredited at the 5th grade by the Ministry of Higher Education, Science, and Technology of Republic of Indonesia since the first issue in Vol.1, No.1, 2023 according to the decision No. 156/C/C3/KPT/2026 Journal of Asian Islamic Educational Management (JAIEM) has been indexed by
Policy Innovation Model in Developing Child-Friendly Islamic Boarding Schools: An Islamic Education Management Perspective
Formulating a child-friendly Islamic boarding school system (pesantren) has become a crucial challenge in today’s Islamic education, especially in addressing the conflict between traditional hierarchical disciplinary culture and the growing demands of child rights-oriented education. The purpose of this paper is to examine how innovation in policymaking is used to achieve child-friendly pesantren education. This research employs a qualitative multiple case study design, involving three Islamic boarding schools in Pasuruan Regency, Indonesia, selected as information-rich and representative cases of ongoing institutional transformation. Data were collected through in-depth interviews with 18 informants (leaders, teachers, students, and external stakeholders); observation; and document analysis, using an interactive qualitative data analysis model. The results show that policy innovation in child-friendly pesantren does not unfold in a straight line or through an administrative process; rather, it occurs through a socio-organizational ecosystem. This ecosystem is composed of the dynamic interaction among four interconnected elements: leadership, student participation, organizational culture transformation, and stakeholder support. Leadership operates through religious-symbolic legitimacy and gradual communication; stakeholder engagement reinforces institutional capacity; cultural adaptation mediates the integration of humanistic values within disciplinary traditions; and student participation sustains inclusive practices. This study enhances the discourse by introducing a socio-organizational ecosystem model of policy innovation in faith-based education, which expands current policy innovation frameworks by integrating religious legitimacy and cultural negotiation as fundamental dimensions. These findings offer theoretical and practical guidance in developing sustainable child-friendly policy innovations in Islamic boarding schools.
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Structural Dimensions of Pre-Service Teacher Preparation for Rural Multigrade Schooling
This study addresses a critical yet underexplored issue in rural education: the persistence of multi-grade schooling challenges the dominant competency-based model of teacher readiness by requiring teachers to operate in complex, structurally constrained environments. Despite a growing body of research on teacher preparation, existing studies largely conceptualize readiness as an individual competence, overlooking its structural and institutional dimensions. This study aims to reconceptualize teacher readiness by examining prospective primary school teachers’ preparedness for rural multi-grade schooling as a structurally mediated phenomenon. A qualitative descriptive research design was employed, drawing on written reflections of 70 final-year pre-service primary school teachers in Türkiye. The data were analyzed using thematic analysis to identify recurring patterns related to perceptions of professional readiness. The findings reveal that teacher readiness is shaped by the interaction of institutional and contextual structures, manifested through four interrelated dimensions: limited context-specific pedagogical preparation; expanded professional and administrative responsibilities; instructional fragmentation and time management constraints; and contextual limitations in rural schooling environments. Rather than representing isolated challenges, these dimensions collectively indicate that readiness is produced through systemic misalignments between teacher education programs and the realities of rural schooling. This study contributes to the literature by reconceptualizing teacher readiness as an institutional alignment rather than an individual competency deficit, and by highlighting the need for structurally responsive teacher education programs grounded in the complexities of rural and multi-grade school contexts.
Reconceptualizing Islamic Primary Education: A Comparative Multiple Case Study of a Qur’anic–Montessori Hybrid Pedagogical Framework in Indonesia and Malaysia
This study addresses the gap between Islamic value-based education and contemporary child-centered pedagogies, which are often examined separately in previous research. It aims to analyze how an integrative Qur’anic curriculum can be effectively implemented within a Montessori-based framework in Islamic primary schools across Indonesia and Malaysia. This research employs a qualitative multiple case study design, using comparative analysis of selected Islamic schools that adopt integrative and Montessori-inspired practices. The findings indicate that integrating Qur’anic values with Montessori pedagogy fosters a holistic learning environment that supports students’ cognitive, social, emotional, and spiritual development. The use of mixed-age classrooms and prepared learning environments encourages autonomy, collaboration, and meaningful engagement, while spiritual practices are embedded within daily learning activities as lived experiences. This study contributes by proposing an integrative Qur’anic–Montessori model as a hybrid pedagogical framework that bridges religious education and modern learner-centered approaches. The findings offer practical and theoretical implications for developing holistic and value-oriented Islamic education systems in both local and broader international contexts.
Value-Based Strategic Language Management in Islamic Boarding Schools: Negotiating Communicative Competence and Religious Identity in English Language Programs
Despite growing interest in English-language education in faith-based institutions, limited attention has been given to how language policy and strategic leadership shape communicative competence in religious educational settings. This study investigates the strategic management of English language programs in an Islamic boarding school (pesantren) in Indonesia, focusing on the integration of language policy, institutional leadership, and Islamic values in developing students’ communicative competence. Employing a qualitative single-case study design, data were collected through semi-structured interviews, non-participant observations, and document analysis involving 15 participants, including institutional leaders, teachers, language coordinators, and students. The findings reveal that English language programs are strategically managed through value-based language policy, leadership alignment, environmental language regulation, and Islamic moral education. English is positioned not merely as an instructional subject but as an identity-compatible communicative practice embedded within the institution’s religious mission and daily social life. Institutional leaders play a central role in sustaining communicative practices through policy reinforcement, symbolic participation, and structured language environments extending beyond classroom instruction. The study contributes to language policy and communicative competence scholarship through the concept of value-based strategic language management, demonstrating that communicative competence in faith-based educational settings is socially and ideologically mediated rather than culturally neutral. The findings also provide insights for educational leaders seeking to balance global communicative demands with institutional religious identity.