MENGATASI KESENJANGAN TEORI DAN PRAKTIK DALAM MANAJEMEN PENDIDIKAN: STUDI KOMPARATIF INDONESIA-MALAYSIA
Main Article Content
Abstract
This study explores the integration of educational and management theories to develop adaptive, effective, and sustainable educational governance. The main focus is addressing the gap between theory and practice in educational management within Indonesia and Malaysia, as well as evaluating the application of classical and contemporary management theories in an educational context. Classical management, emphasizing efficiency and hierarchical structure, is considered insufficiently flexible for modern educational needs, necessitating supplementation with human relations theory and transformational leadership that encourage innovation and well-being. This research aims to develop a new conceptual model that merges educational and management theories and provides practical recommendations for educational management in Indonesia. Employing a normative approach through literature review and comparative analysis of educational management policies and practices in Indonesia and Malaysia, findings indicate Malaysia's greater success in outcome-based management through community engagement, while Indonesia faces challenges in consistent policy implementation across regions. The study emphasizes the importance of adaptive managerial strategies based on local social and cultural contexts. It contributes theoretically by offering a new model for educational management and provides practical recommendations, including adaptive strategies and enhanced cross-sectoral and regional collaboration in ASEAN to strengthen education quality and sustainability
Article Details
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
http://jurnal.iuqibogor.ac.id/index.php/tadbiruna/index
References
Abraham, T. H. (2021). A method for developing trustworthiness and preserving richness of qualitative data during team-based analysis of large data sets. American Journal of Evaluation, 42(1), 139–156. https://doi.org/10.1177/1098214019893784
Aithal, P. S., & Aithal, S. (2019). Analysis of higher education in Indian National Education Policy Proposal 2019 and its implementation challenges. International Journal of Applied Engineering and Management Letters (IJAEML, 3(2), 1–35.
Aktar, S. (2021). New Education Policy 2020 of India: A theoretical analysis. International Journal of Business and Management Research, 9(3), 302–306.
Al-Hunaiyyan, A., Al-Hajri, R., Alzayed, A., & Alraqqas, B. (2016). Towards an effective distance learning model: Implementation framework for Arab universities. International Journal of Computer Application, 6(5), 179–225.
Banerjee, N., Das, A., & Ghosh, S. (2021). National Education Policy (2020): A critical analysis. Towards Excellence, 13(3), 406–420.
Barokas, J., & Barth, I. (2018). Multi-stakeholder ecosystems in rapidly changing educational environments. In 2018 IEEE Global Engineering Education Conference (EDUCON) (pp. 1934–1938). IEEE. https://ieeexplore.ieee.org/abstract/document/8363472/
Bhatti, S. H., Hussain, M., & Salman, M. (2022). The realistic approach of criminological theories to reduce social evils: A case study of Pakistan with an international perspective. Annals of Social Sciences and Perspective, 3(2), 373–385.
Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry & research design: Choosing among five approaches (4th ed.). SAGE.
Emmerich, M., & Hormel, U. (2021). Unequal inclusion: The production of social differences in education systems. Social Inclusion, 9(3), 301–312.
Goldbach, A., Hauser, M., Schuppener, S., Leonhardt, N., van Ledden, H., & Bergelt, D. (2022). Social responsibility in the context of inclusive higher education development: Experiences and insights from the perspective of participatory teaching. International Journal of Sustainability in Higher Education, 23(4), 799–814.
Hovardas, T. (2021). Social sustainability as social learning: Insights from multi-stakeholder environmental governance. Sustainability, 13(14), 7744.
Klein, J. T. (2020). Sustainability and collaboration: Crossdisciplinary and cross-sector horizons. Sustainability, 12(4), 1515.
Koutsouris, G., Anglin-Jaffe, H., & Stentiford, L. (2020). How well do we understand social inclusion in education? British Journal of Educational Studies, 68(2), 179–196