http://journal2.uad.ac.id/index.php/ijemi <div id="journalDescription"> <table class="data" width="100%" bgcolor="#f0f0f0"> <tbody> <tr valign="top"> <td width="20%">Journal title</td> <td width="80%"><strong>International Journal of Educational Management and Innovation</strong></td> </tr> <tr valign="top"> <td width="20%">Initials</td> <td width="80%"><strong>IJEMI</strong></td> </tr> <tr valign="top"> <td width="20%">Abbreviation</td> <td width="80%"><em><strong>Int. Journal Educational Management </strong></em></td> </tr> <tr valign="top"> <td width="20%">Frequency</td> <td width="80%"><strong>3 issues per year | January - May - September</strong></td> </tr> <tr valign="top"> <td width="20%">DOI</td> <td width="80%"><strong>Prefix 10.12928</strong><strong> by <img src="http://172.10.15.33/public/site/images/dyoyo/CROSREFF_Kecil2.png" alt="" /></strong></td> </tr> <tr valign="top"> <td width="20%">ISSN</td> <td width="80%"><strong>ISSN <a href="https://portal.issn.org/resource/ISSN/2721-933X" target="_blank" rel="noopener">2721-933X</a> (print) | <a href="https://portal.issn.org/resource/ISSN-L/2716-2338" target="_blank" rel="noopener">2716-2338</a> (online)</strong></td> </tr> <tr valign="top"> <td width="20%">Editor-in-chief</td> <td width="80%"><a href="https://www.scopus.com/authid/detail.uri?authorId=57211511158" target="_blank" rel="noopener"><strong>Prof. Dr. Suyatno, M.Pd.I</strong></a></td> </tr> <tr valign="top"> <td width="20%">Publisher</td> <td width="80%"><a href="https://uad.ac.id/en/"><strong>Universitas Ahmad Dahlan</strong></a></td> </tr> <tr valign="top"> <td width="20%">Citation Analysis</td> <td width="80%"><a title="Scopus Citation" href="http://journal2.uad.ac.id/index.php/ijemi/scopus_citation" target="_blank" rel="noopener"><strong>SCOPUS</strong></a><strong> | <a href="https://sinta.kemdikbud.go.id/journals/profile/9353" target="_blank" rel="noopener">SINTA</a> | </strong><strong><a href="https://scholar.google.com/citations?user=w6V_i2cAAAAJ&amp;hl" target="_blank" rel="noopener">GOOGLE SCHOLAR</a> | <a title="Dimensions" href="https://app.dimensions.ai/discover/publication?search_mode=content&amp;and_facet_source_title=jour.1386498">DIMENSIONS</a> | <a title="Index Copernicus" href="https://journals.indexcopernicus.com/search/details?id=69260&amp;lang=pl" target="_blank" rel="noopener">COPERNICUS</a> | </strong></td> </tr> </tbody> </table> IJEMI (International Journal of Educational Management and Innovation) is a refereed journal published by Universitas Ahmad Dahlan. It is a semi-annual journal published in January, May and September. The IJEMI has sought to publish research on publishing qualitative, quantitative, and mixed research articles in the scope of Education Management including leadership, education planning, human resources, education finance, curriculum, facilities and infrastructure, public relations, student affairs, learning process, education management, organizations, quality assurance, and education policy.Submission the journal should normally follow the <a style="background-color: #ffffff;" href="https://drive.google.com/file/d/1xG4O5tV9gh3LnekigCgrlrQkF4349Prs/view" target="_blank" rel="noopener"><strong>IJEMI template.</strong></a></div> Universitas Ahmad Dahlan en-US International Journal of Educational Management and Innovation 2721-933X <p>The copyright to this article is transferred to Universitas Ahmad Dahlan (UAD) if and when the article is accepted for publication. The undersigned hereby transfers any rights in and to the paper including without limitation all copyrights to UAD. The undersigned hereby represents and warrants that the paper is original and that he/she is the author of the paper, except for material that is identified as to its source, with permission notices from the copyright owners where required. The undersigned represents that he/she has the power and authority to make and execute this assignment.</p> <p>We declare that:</p> <p>This paper has not been published in the same form elsewhere.<br />It will not be submitted anywhere else for publication before acceptance/rejection by this Journal.<br />Copyright permission is obtained for materials published elsewhere and which require this permission for reproduction.<br />Furthermore, I/We hereby transfer the unlimited rights of publication of the above-mentioned paper in whole to UAD. The copyright transfer covers the exclusive right to reproduce and distribute the article, including reprints, translations, photographic reproductions, microform, electronic form (offline, online), or any other reproductions of similar nature.</p> <p>The corresponding author signs for and accepts responsibility for releasing this material on behalf of any and all co-authors. This agreement is to be signed by at least one of the authors who have obtained the assent of the co-author(s) where applicable. After submission of this agreement signed by the corresponding author, changes of authorship or in the order of the authors listed will not be accepted.</p> <p>Retained Rights/Terms and Conditions</p> <p>Authors retain all proprietary rights in any process, procedure, or article of manufacture described in the Work.<br />Authors may reproduce or authorize others to reproduce the Work or derivative works for the authors' personal use or for company use, provided that the source and the UAD copyright notice are indicated, the copies are not used in any way that implies UAD endorsement of a product or service of any employer, and the copies themselves are not offered for sale.<br />Although authors are permitted to re-use all or portions of the Work in other works, this does not include granting third-party requests for reprinting, republishing, or other types of re-use.</p> http://journal2.uad.ac.id/index.php/ijemi/article/view/11748 <p>This research aims to explore the cultural, social, and contextual factors that influence the practices of transformational leaders in Islamic-based schools, focusing on how these factors shape leadership styles and decision-making processes. Utilizing qualitative methods and NVivo software for data analysis, the study examines the roles of cultural values, social awareness, and community involvement in shaping the leadership practices of school principals. NVivo was employed to analyze and visualize key themes through tools such as word clouds, project map diagrams, and hierarchy charts, which helped identify and organize the most frequently mentioned concepts and relationships within the data. The findings highlight the significant impact of Islamic teachings, such as discipline, respect, cooperation, and transparency, in guiding leadership behaviors and decision-making. Culturally, leadership is deeply rooted in Islamic principles, fostering a supportive and inclusive school environment. Socially, leadership practices emphasize empathy, solidarity, and mutual aid, which influence leaders’ decisions in favor of the collective good. Contextually, routine religious practices and active community involvement contribute to the holistic development of students and staff, reinforcing the principles of collaboration and shared responsibility. Overall, this study underscores the importance of cultural, social, and contextual factors in shaping transformational leadership in Islamic-based schools, illustrating how these elements guide both leadership styles and decision-making processes toward achieving educational and spiritual goals.</p> Dwi Sulisworo Ummu Qurrata A’yun Ika Maryani Copyright (c) 2025 Dwi Sulisworo, Ummu Qurrata A’yun, Ika Maryani https://creativecommons.org/licenses/by-sa/4.0 2025-01-04 2025-01-04 6 1 10.12928/ijemi.v6i1.11748 http://journal2.uad.ac.id/index.php/ijemi/article/view/11249 <p>The research was conducted to answer whether teacher competency and educational facilities significantly impact the quality of education in public junior high schools in North Cikarang. The method used in this study is a quantitative approach with a survey method. The research was conducted at public junior high schools in North Cikarang from February to May 2024, with a sample size of 72 individuals selected through purposive sampling. This study used a questionnaire instrument with a Likert scale and simple linear regression analysis. The results showed a positive and significant effect of teacher competency (X1) on the quality of education (Y) by 17 people (around 23% from sample), a positive and significant effect of educational facilities (X2) on the quality of education (Y) by 16 people (around 21.5% from sample), and a significant simultaneous effect of teacher competency (X1) and educational facilities (X2) on the quality of education (Y), with the combined effect strengthening to 23 people (around 32.1% from sample). We can also find that teacher competency and the available infrastructure, which maximizes its contribution again because of the significant influence it provides, can still be improved. <br />Based on these results, the author suggests that schools should continue to improve teacher competency as there is still considerable room for a positive impact on the quality of education. Schools should also examine other factors that may influence the quality of education for further study.</p> Samuel B. Guiron Mesta Limbong Copyright (c) 2025 Samuel B. Guiron, Mesta Limbong https://creativecommons.org/licenses/by-sa/4.0 2025-01-10 2025-01-10 6 1 10.12928/ijemi.v6i1.11249