Management of Education: Jurnal Manajemen Pendidikan Islam
https://jurnal.uin-antasari.ac.id/index.php/moe
<p><strong>Management of Education: Jurnal Manajemen Pendidikan Islam </strong>is the leading journal in Islamic educational institutions concerning Education Management. The journal promotes research and scholarly discussion concerning the Management of Education in Academic disciplines and Institutions, focusing on the advancement of scholarship in both formal and non-formal education. Topics might be about the Curriculum and Learning Management, Educational Leadership, Human Resource Management, Financial and Resource Management, Facilities and Infrastructure Management, Evaluation and Development of Education Quality, Innovation and Technology Education in Formal and Non-Formal Institutions, Collaboration and Networking of Educational Institution, Research and service results in the world of education.</p> <p>The journal serves as a platform for scholars, educators, and practitioners to disseminate their research findings, theoretical insights, and practical experiences in the field of educational management. It seeks to contribute to the advancement of knowledge and practice in educational management by publishing high-quality research articles, reviews, and case studies.</p> <p><strong>Management of Education: Jurnal Manajemen Pendidikan Islam</strong> is published by the Department of Educational Management, Faculty of Education, UIN Antasari Banjarmasin, in collaboration with the Indonesian Educational Management Association (Perkumpulan Prodi Manajemen Pendidikan Indonesia). The journal is published twice a year, in February and Auguts, and has obtained registration numbers p-ISSN: <strong> <a href="https://issn.lipi.go.id/terbit/detail/1413270739">2442-4048</a></strong> and e-ISSN: <strong><a href="https://issn.lipi.go.id/terbit/detail/20211014012250842">2808-408X</a></strong>, issued by the Indonesian Institute of Sciences (LIPI). The journal has been accredited by the Indonesian Ministry of Research, Technology, and Higher Education (RistekDikti) as a scientific journal in Director Decree (SK Dirjen No. 225/E/KPT/2022), and this certification is effective until 2025.</p>en-US<p>Authors who publish with this journal agree to the following terms:</p> <ul> <li>Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a <a href="https://creativecommons.org/licenses/by/4.0/">Creative Commons Attribution 4.0 International</a> that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.</li> </ul> <ul> <li>Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.</li> </ul> <ul> <li>Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.</li> </ul>[email protected] (Dr. Ahmad Juhaidi, M.Pd)[email protected] (Makherus Sholeh)Fri, 01 Aug 2025 00:00:00 +0000OJS 3.2.1.4http://blogs.law.harvard.edu/tech/rss60A Systematic Review of Exit Exams in Higher Education: The Upsides and Downsides
https://jurnal.uin-antasari.ac.id/index.php/moe/article/view/16120
<p>Exit exams in higher education have both upsides and downsides. This review examines their impact using the PRISMA methodology. It analyzes 22 empirical studies published between 1994 and 2024. The search covered databases like Google Scholar, ERIC, PubMed, Scopus, and Web of Science. A thematic narrative synthesis was used to evaluate the findings. Exit exams improve accountability and standardize assessments. They align curricula with learning goals. This ensures consistent educational quality across institutions. Students gain job-ready skills, enhancing employability. Exams also promote critical thinking and inclusivity. However, downsides exist. High-stakes exams increase student stress and anxiety. They may lead to "teaching to the test," narrowing curricula. Creativity and deeper learning can suffer. Equity concerns arise due to cultural and socioeconomic disparities. Underrepresented groups often face disadvantages. The review highlights a need for balance. While exams raise standards, their risks must be managed. Support systems can reduce student stress. Diverse assessment methods should complement exams. Equitable access to resources is crucial. Policymakers and educators must collaborate for fair practices. Ongoing research is needed. Future studies should explore long-term impacts on students. Cross-cultural comparisons can identify best practices. Alternative assessment models may offer solutions. Addressing equity gaps remains a priority. In conclusion, exit exams have clear upsides but significant downsides. A balanced approach is essential. This ensures that exams enhance education without harming students. Continuous evaluation and adaptation are key to maximizing upsides while minimizing harm.<strong> </strong></p>Samson Worku Teshome
Copyright (c) 2025 Samson Worku Teshome
https://creativecommons.org/licenses/by/4.0
https://jurnal.uin-antasari.ac.id/index.php/moe/article/view/16120Thu, 01 May 2025 00:00:00 +0000