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 <a href="https://mpi.uin-antasari.ac.id/">Department of Educational Management,</a> <a href="https://ftk.uin-antasari.ac.id/">Fakultas Tarbiyah dan Keguruan, UIN Antasari Banjarmasin</a>, in collaboration with the Indonesian Educational Management Association (<a href="https://ppmpi.net/journal/">Perkumpulan Prodi Manajemen Pendidikan Indonesia</a>). The journal is published twice a year, in <strong>February</strong> and <strong>Auguts</strong>, and has obtained registration numbers p-ISSN: <a href="https://issn.lipi.go.id/terbit/detail/1413270739">2442-4048</a> and e-ISSN: <a href="https://issn.lipi.go.id/terbit/detail/20211014012250842">2808-408X</a>, Prefix: <a href="https://jurnal.uin-antasari.ac.id/index.php/moe/management/settings/context/10.18592/moe">10.18592/moe</a><strong>,</strong> issued by the Indonesian Institute of Sciences (LIPI). The journal has been accredited <a href="https://drive.google.com/file/d/1iMgia7jDauO9wtSg5p_YygV6Rcs1899M/view?usp=sharing"><strong>SINTA 2</strong></a> by the Indonesian Ministry Of Higher Education, Science, And Technology as a scientific journal in Decree of the Director General of Research and Development No. 295/C/C3/KPT/2026, and this certification is effective until 2029.</p> Fakultas Tarbiyah dan Keguruan UIN Antasari en-US Management of Education: Jurnal Manajemen Pendidikan Islam 2442-4048 <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> Inclusive Leadership and Equity Outcomes in Heterogeneous Primary Education https://jurnal.uin-antasari.ac.id/index.php/moe/article/view/19677 <p>Today, primary education increasingly embraces inclusive leadership as schools face growing diversity in students' academic levels, learning characteristics, and social backgrounds. Although policy and instructional literature widely discuss inclusion, empirical research rarely examines how school leaders enact inclusive leadership in everyday management practices. This study explores how equity-oriented leadership practices enhance inclusion in managing heterogeneous primary education learners. Using an exploratory qualitative case study design, we investigated inclusive leadership practices at SDTQ Anak Sholih through semi-structured interviews with school leaders and teachers, classroom observations, and analysis of institutional documents. The researchers conducted a thematic analysis to identify patterns and leadership practices related to equity and inclusion. The analysis revealed that school leaders operationalized inclusive leadership through four key approaches: equity-centered decision-making, differentiated classroom organization, restorative strategies for social dynamics, and distributed collaboration with teachers and parents. Notably, even in instances of limited parental engagement, equity-oriented leadership persisted, indicating that distributed leadership supports inclusive practices. The findings position inclusive leadership not merely as a normative ideal but as a dynamic systemic process with significant implications for both educational leadership theory and the inclusive management of diverse school classrooms.</p> Nadiatul Hatimah Adiyono Adiyono Mabrouk Chibani Mansouri Naila Widya Daryanti Copyright (c) 2026 Nadiatul Hatimah, Adiyono Adiyono, Mabrouk Chibani Mansouri, Naila Widya Daryanti https://creativecommons.org/licenses/by/4.0 2026-02-22 2026-02-22 12 1 1 15 10.18592/moe.v12i1.19677 Is Remuneration a Hygiene Factor in Higher Education? Evidence from ICT Competence, Prophetic Leadership, and Lecturer Performance in Indonesian Public Service Agency Universities https://jurnal.uin-antasari.ac.id/index.php/moe/article/view/20094 <p>Despite extensive remuneration reforms in Indonesian Public Service Agency universities (PTN BLU), empirical evidence remains inconclusive as to whether financial incentives genuinely improve lecturer performance. Most prior studies emphasize satisfaction effects, leaving a gap regarding remuneration’s role as a performance driver once adequacy thresholds are met. Grounded in Herzberg’s Two-Factor Theory and supported by the MARS Model, this study positions remuneration as a potential hygiene factor, ICT competence as an ability dimension, and prophetic leadership as a value-based determinant shaping role perceptions. A quantitative cross-sectional survey of 390 permanent lecturers was analysed using Partial Least Squares Structural Equation Modelling (PLS-SEM). The results reveal that remuneration has no significant direct effect on lecturer performance once perceived as adequate. In contrast, ICT competence exerts a strong positive influence (p &lt; 0.001), and prophetic leadership shows a moderately significant effect (p &lt; 0.001). The model explains 72.3% of the variance in performance. This study provides original empirical evidence that remuneration primarily functions as a hygiene factor in Islamic public higher education, highlighting the strategic importance of digital competence and value-based leadership beyond financial incentives.</p> Khaeroni Khaeroni Ilzamudin Ilzamudin Subhan Subhan Copyright (c) 2026 Khaeroni, Ilzamudin, Subhan https://creativecommons.org/licenses/by/4.0 2026-03-03 2026-03-03 12 1 16 33 10.18592/moe.v12i1.20094 The Application of Deep Learning in Enhancing the Effectiveness of Islamic Religious Education Curriculum in Madrasahs https://jurnal.uin-antasari.ac.id/index.php/moe/article/view/20058 <p style="text-align: justify;">This study aims to investigate the application of deep learning technologies in enhancing the effectiveness of the Islamic Religious Education (IRE) curriculum in madrasahs. Employing a Systematic Literature Review (SLR) methodology based on the PRISMA 2020 guidelines, this research synthesizes findings from 42 peer-reviewed articles published between 2020 and 2025, sourced from Scopus-indexed journals and SINTA-accredited national journals. The review identifies five major thematic areas: (1) adaptive and personalized learning through deep learning algorithms, (2) automated curriculum content analysis using Natural Language Processing, (3) predictive analytics for student learning outcomes, (4) intelligent assessment and feedback systems, and (5) deep learning-enhanced multimedia for IRE instruction. Findings reveal that deep learning applications hold significant promise for personalizing IRE content delivery, improving student engagement with Quranic and Hadith-based materials, and enabling data-driven curriculum evaluation. However, substantial challenges persist, including limited technological infrastructure in madrasahs, insufficient teacher digital literacy, ethical considerations surrounding AI in religious education, and the scarcity of Arabic and Indonesian language training datasets for deep learning models. This study contributes to the literature by bridging the gap between artificial intelligence research and Islamic education, proposing a conceptual framework for the systematic integration of deep learning into the IRE curriculum. The findings provide actionable recommendations for policymakers, madrasah administrators, and educational technology developers seeking to modernize Islamic education while preserving its spiritual and moral foundations.</p> Idham Idham Rokimin Rokimin Muhamad Towil Akhirudin Miftah Hur Rahman Zh Zahid Zufar At Thaariq Copyright (c) 2026 Idham Idham, Rokimin Rokimin, Muhamad Towil Akhirudin , Miftah Hur Rahman Zh, Zahid Zufar At Thaariq https://creativecommons.org/licenses/by/4.0 2026-03-13 2026-03-13 12 1 34 48 10.18592/moe.v12i1.20058 Diffusion of Technological Innovation in Non-Formal Education: The Mediating Role of Digital Social Interaction https://jurnal.uin-antasari.ac.id/index.php/moe/article/view/20172 <p>This study examines the strategic diffusion of technological innovation in a non-formal language course institution through the lens of Diffusion of Innovation theory. While digital transformation has significantly influenced educational practices, empirical research on how technological innovation is diffused and sustained within community-based non-formal institutions remains limited. Using a qualitative case study design, data were collected through semi-structured interviews, observations, and document analysis involving 18 participants, consisting of 8 tutors and 10 learners actively engaged in technology-supported learning in Kampung Inggris, Pare. The findings reveal that innovation adoption was primarily influenced by perceived instructional relevance, ease of use, and compatibility with learning needs. Diffusion occurred through hybrid communication networks that combined interpersonal interaction with digitally mediated platforms, where early adopters served as internal change agents who modeled and legitimized technology use. Institutional support, including digital training and infrastructure, facilitated sustainability, though disparities in digital literacy hindered uniform integration. The study highlights the mediating role of digital social interaction in structuring innovation diffusion within non-formal education. By situating diffusion processes within relational and networked learning ecosystems, this research refines the contextual application of Diffusion of Innovation theory. It provides practical insights for sustaining inclusive technological transformation beyond formal educational systems.</p> Ali Muchasan Dwi Marlina Lusianti Salim Ashar Dhuhaa Rohmawan Nurhuda Nurhuda Copyright (c) 2026 Ali Muchasan, Dwi Marlina Lusianti, Salim Ashar, Dhuhaa Rohmawan, Nurhuda Nurhuda https://creativecommons.org/licenses/by/4.0 2026-03-15 2026-03-15 12 1 49 59 10.18592/moe.v12i1.20172