Indonesian Journal of Educational Management and Leadership

The basis and strategies of gender mainstreaming in Islamic education: A conceptual review

2025-10-11T15:18:21+07:00

ABSTRACT

Purpose − This paper seeks to articulate the foundations and strategies for gender mainstreaming within Islamic education. This topic is urgent, as gender inequality in education continues to be a significant issue today. Furthermore, Islam is frequently viewed as contradictory to the principle of gender equality due to its textual interpretations of the Quran and hadith, which serve as primary sources for Muslims.

Method − The researchers conducted a qualitative literature review of various texts related to Islamic education, aiming to gather insights from Muslim philosophers regarding the foundations of gender mainstreaming in education. Data collection involved techniques such as active listening and note-taking. The analysis of the data was carried out in three phases: reduction, presentation, and inductive conclusion

Findings − Based on the analysis conducted, it is clear that Islam actively supports gender mainstreaming efforts in education to foster social justice and equality. Islam does not differentiate between men and women in terms of their opportunities to acquire knowledge and become exemplary individuals, or khalifatullah fi al-ardh (stewards of the earth). Muslim philosophers endorse gender equality in education both implicitly and explicitly, with no philosophers advocating for discrimination against either gender in the pursuit of quality education. To effectively implement gender mainstreaming in Islamic education, the following strategies should be adopted: (1) Emphasize the importance of allowing students the freedom to choose their fields of study. (2) Foster collaboration between the state and society—through influential organizations or figures—to advance gender mainstreaming in education. (3) Establish a school environment that is rooted in principles of gender equality. (4) Develop educational practices and school management that are sensitive and responsive to gender considerations. (5) Encourage the government, particularly the Ministry of Religious Affairs, to create model or pilot schools that exemplify gender equality and can serve as examples for replication. (6) Provide intensive training and seminars focused on gender issues for educators within both the Ministry of Education and the Ministry of Religious Affairs.

Gamification in management education: Enhancing MBA student engagement and performance through game-based learning technologies

2025-10-11T15:18:20+07:00

Purpose − This study explores the integration of game-based learning technologies within management education to evaluate their influence on student engagement, motivation, and academic performance. The primary purpose is to assess whether gamification can enhance the learning experience for postgraduate business students by replicating real-world challenges in an interactive environment.

Method − A mixed-methods research design was adopted, involving surveys, classroom observations, and academic performance data from 150 MBA students across five Indian business schools. Game-based tools such as simulations, point systems, digital quizzes, and interactive role-play were implemented in subjects including marketing, operations, and strategic management. Quantitative analysis revealed that students exposed to gamified instruction demonstrated improved motivation levels, higher participation rates, and a statistically significant increase in academic scores. Qualitative feedback from focus group discussions further emphasized students’ preference for engaging challenge-based activities over traditional lectures.

Findings − The study concludes that gamification fosters active learning, improves conceptual understanding, and contributes to better classroom dynamics. However, it also highlights the need for thoughtful implementation, faculty training, and technological support. It is recommended that management institutes gradually incorporate structured gamified modules aligned with course outcomes and industry applications. Additional data collected includes comparative test scores, student satisfaction ratings, and faculty observations, which support the positive impact of gamification. The findings provide actionable insights for educators, curriculum designers, and academic administrators aiming to modernize MBA pedagogy through technology-enhanced strategies.

Junior high school principals’ perspectives in underdeveloped area on independent curriculum implementation in Indonesia

2025-10-11T15:18:16+07:00

Purpose − Educational disparities in underdeveloped areas of Indonesia present significant challenges for policy implementation, including the recent introduction of the Independent Curriculum. This study explores how junior high school principals in these regions perceive and implement the curriculum, focusing on their understanding, the obstacles they encounter, and the strategies they adopt.

Method − A qualitative research design was employed, with data collected through semi-structured interviews involving principals from several underdeveloped regions. Thematic analysis was conducted to identify recurring patterns and insights.

Findings − The findings reveal three major areas of concern: teacher competence, school infrastructure, and parental involvement. Principals reported difficulties in implementing student-centred learning due to limited teacher training, challenges in integrating technology, and increased administrative workloads. Infrastructural limitations, such as unreliable internet access and a shortage of textbooks, further hinder curriculum delivery. Additionally, many parents are unable to support their children's learning due to work demands and unfamiliarity with the curriculum content. In response, principals have initiated various strategies, including providing internet quota assistance, conducting internal teacher training, and collaborating with local organizations. This study highlights the crucial role of school leadership in adapting national educational policies to local contexts. It underscores the need for targeted support systems and infrastructure development and calls for future comparative research across different regional contexts to inform more equitable curriculum implementation.