MIMBAR PENDIDIKAN

Teacher Candidates’ Satisfaction and Teaching Confidence in Brunei’s M.Teach Programme: A Programme Evaluation

Jainatul Halida Jaidin — 2026-10-10

ABSTRACT: This study evaluates teacher candidates’ satisfaction with Brunei Darussalam’s M.Teach (Master of Teaching) programme and its relationship to teaching confidence, using survey data from the 2016-2017 graduating cohort (n=94)—the first systematic evaluation since the programme’s inception in 2009. A mixed-methods design combined descriptive statistics, Spearman’s correlation, and multiple regression analysis with thematic analysis of open-ended responses. Teacher candidates reported moderate-to-high satisfaction (M=18.6, SD=4.64). Satisfaction correlated positively with confidence in professional knowledge and skills (r? = .411, p < .001) and professional engagement (r? = .490, p < .001). Regression analysis identified practicum satisfaction as the strongest predictor of confidence in professional knowledge and skills (? = .38, p < .001), whereas feedback quality was the strongest predictor of professional engagement confidence (? = .41, p < .001). Qualitative analysis revealed four key tensions in the programme: practicum experiences that were valuable but varied widely; feedback that was appreciated but inconsistently delivered; heavy coursework that competed with school placement demands; and institutional support that existed on paper but was difficult to access in practice. Findings provide an empirical baseline for programme reform and call for longitudinal evaluation to assess change over time.
KEY WORD: Initial Teacher Preparation; Teacher Satisfaction; Teacher Confidence; Teaching Practicum; Programme Evaluation.

ABSTRAKSI: “Kepuasan Calon Guru dan Keyakinan Mengajar dalam Program M.Teach Brunei: Satu Penilaian Program”. Kajian ini menilai kepuasan calon guru terhadap program M.Teach (Sarjana Pengajaran) Brunei Darussalam dan hubungannya dengan keyakinan mengajar, menggunakan data tinjauan daripada kohort graduan 2016-2017 (n=94) — penilaian sistematik pertama sejak penubuhan program ini pada tahun 2009. Reka-bentuk kaedah campuran menggabungkan statistik deskriptif, korelasi Spearman, dan analisis regresi berganda dengan analisis tematik respons terbuka. Calon guru melaporkan kepuasan sederhana hingga tinggi (M=18.6, SD=4.64). Kepuasan berkorelasi positif dengan keyakinan terhadap pengetahuan dan kemahiran profesional (r? = .411, p < .001) dan penglibatan profesional (r? = .490, p < .001). Analisis regresi mengenal-pasti kepuasan praktikum sebagai peramal keyakinan terkuat terhadap pengetahuan dan kemahiran profesional (? = .38, p < .001), manakala kualiti maklum balas merupakan peramal keyakinan penglibatan profesional terkuat (? = .41, p < .001). Analisis kualitatif mendedahkan empat ketegangan utama dalam program ini: pengalaman praktikum yang berharga tetapi berbeza-beza secara meluas; maklum balas yang dihargai tetapi disampaikan secara tidak konsisten; kerja kursus yang berat yang bersaing dengan tuntutan penempatan sekolah; dan sokongan institusi yang wujud di atas kertas tetapi sukar diakses dalam amalan. Penemuan menyediakan garis dasar empirikal untuk pembaharuan program dan memerlukan penilaian membujur untuk menilai perubahan dari semasa ke semasa.
KATA KUNCI: Persediaan Guru Awal; Kepuasan Guru; Keyakinan Guru; Praktikum Mengajar; Penilaian Program.

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About the Authors: Dr. Jainatul Halida Jaidin, Dr. Rosmawijah Jawawi, and Dr. Roslinawati Mohd Roslan are Senior Assistant Professors at SHBIE UBD (Sultan Hassanal Bolkiah Institute of Education, Universiti Brunei Darussalam); Assoc. Prof. Dr. Sallimah Mohd Salleh is Senior Lecturer at SHBIE UBD; Dr. Marlizayati Johari is Deputy Dean of Research, Innovation and Sustainability at SHBIE UBD; Dr. Juraidah Musa is Deputy Dean of Academic and Student Affairs at SHBIE UBD; and Dr. Shamsiah Zuraini Kanchanawati Tajuddin is Permanent Secretary (Core Education), Ministry of Education, Brunei Darussalam. Corresponding Author: rosmawijah.jawawi@ubd.edu.bn

Suggested Citation: Jaidin, J.H. et al. [R. Jawawi, R.M. Roslan, S.M. Salleh, M. Johari, J. Musa & S.Z.K. Tajuddin]. (2026). “Teacher Candidates’ Satisfaction and Teaching Confidence in Brunei’s M.Teach Programme: A Programme Evaluation” in MIMBAR PENDIDIKAN: Jurnal Indonesia untuk Kajian Pendidikan, Volume 11(2), September, pp.1-14. Bandung, Indonesia: MINDAMAS (Minda Masagi Suci) Foundation and ASPENSI (International Association for Historians and History Educators) in Bandung, West Java, Indonesia with ISSN 2527-3868 (print) and 2503-457X (online).

Article Timeline: Accepted (July 27, 2026); Revised (August 31, 2026); and Published (September 30, 2026).

Buang Undi untuk Demokrasi: Satu Analisis Perbandingan tentang PRU di Malaysia dan PEMILU di Indonesia pada Tahun 1955

Andi Herman Andi Appi — 2026-10-10

ABSTRAKSI: PRU (Pilihan Raya Umum) 1955 di Malaysia dianjur 2 tahun sebelum Negara Persekutuan Tanah Melayu memperolehi kemerdekaan pada 31 Ogos 1957. Manakala PEMILU (Pemilihan Umum) 1955 di Indonesia dilaksanakan 10 tahun selepas negara tersebut mengisytiharkan kemerdekaan pada 17 Ogos 1945. Dengan mengguna-pakai kaedah sejarah, naratif kualitatif, dan sorotan literature dapatan kajian menunjukkan bahawa Pilihan Raya di Malaysia pada 1955 dianjur secara berperingkat mulai dari Perbandaran, Negeri, hingga Persekutuan. Parti Perikatan, iaitu UMNO (United Malays National Organisation), MCA (Malaysian Chinese Association), dan MIC (Malaysian Indian Congress), memenangi kerusi majoriti di Parlemen. Pilihan Raya di Malaysia selanjutnya dianjur secara tersusun saban 5 tahun sekali hingga sekarang. Manakala PEMILU 1955 di Indonesia dianjur untuk memilih wakil-wakil rakyat di DPR (Dewan Perwakilan Rakyat) dan ahli-ahli dalam Majelis Konstituante, satu badan yang merangka dan membuat perlembagaan baru. Empat parti politik besar yang tak nak berperikatan memenangi kerusi dalam PEMILU 1955, iaitu PNI (Parti Nasional Indonesia), MASYUMI (Majelis Syuro Muslimin Indonesia), NU (Nahdlatul Ulama), dan PKI (Parti Komunis Indonesia). PEMILU di Indonesia dianjur seterusnya sebaik Kerajaan Orde Baru berkuasa (1968-1998), iaitu pada 1971, dan berterusan saban 5 tahun. Hatta, pada masa Kerajaan Orde Reformasi (1998-sekarang), selain dianjur PEMILU juga PILPRES (Pemilihan Langsung Presiden) pada mulakan 2004 hingga sekarang.
KATA KUNCI: Pilihan Raya; Berkerajaan Sendiri; Alat dan Matlamat Demokrasi; Malaysia dan Indonesia.

ABSTRACT: “Casting Votes for Democracy: A Comparative Analysis of the 1955 General Elections in Malaysia and Indonesia”. The 1955 General Election in Malaysia was held two years before the Federation of Malaya gained independence on August 31, 1957. In contrast, the 1955 General Election in Indonesia took place ten years after the country proclaimed its independence on August 17, 1945. Utilizing historical methods, qualitative narratives, and a literature review, the study reveals that the 1955 election in Malaysia was conducted in stages, progressing from the municipal and state levels to the federal level. The Alliance Party, comprising UMNO (United Malays National Organization), MCA (Malaysian Chinese Association), and MIC (Malaysian Indian Congress), secured a parliamentary majority. Subsequent elections in Malaysia have been organized systematically every five years to the present day. Meanwhile, the 1955 election in Indonesia was held to select representatives for the DPR (People's Representative Council) and members of the Constituent Assembly, a body tasked with drafting and formulating a new constitution. Four major political parties: PNI (Indonesian National Party), MASYUMI (Consultative Council of Indonesian Muslims), NU (Nahdlatul Ulama), and PKI (Indonesian Communist Party) won seats in the 1955 election. Further elections in Indonesia were held once the New Order government came to power (1968–1998), beginning in 1971 and continuing every five years. Subsequently, under the Reform Era government (1998–present), direct presidential elections (PILPRES) have also been held alongside general elections, starting in 2004 and continuing to the present.
KEY WORD: Elections; Self-government; Means and Ends of Democracy; Malaysia and Indonesia.

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About the Authors: Andi Herman Andi Appi ialah Alumni Pelajar Sarjana Pendidikan Sejarah, Fakulti Pendidikan UKM (Universiti Kebangsaan Malaysia), 43600 Bangi, Selangor Darul Ehsan, Malaysia, dan Guru Sejarah SMK (Sekolah Menengah Kebangsaan) Madai Kunak, WDT 279, Kunak, Sabah, Malaysia; Prof. Dato Dr. Abdul Razaq Ahmad ialah Pensyarah Fakulti Pendidikan UKM; Dr. Andi Suwirta ialah Pensyarah Kanan Jabatan Pendidikan Sejarah FPIPS UPI (Fakulti Pendidikan Ilmu Pengetahuan Sosial, Universiti Pendidikan Indonesia) di Bandung; dan Prof. Dr. Mohd Mahzan Awang ialah Pensyarah Fakulti Pendidikan UKM. Alamat emel Penulis: ummi_wardah@yahoo.com

Suggested Citation: Appi, A.H.A. et al. [A.R. Ahmad, A. Suwirta & M.M. Awang]. (2026). “Buang Undi untuk Demokrasi: Satu Analisis Perbandingan tentang PRU di Malaysia dan PEMILU di Indonesia pada Tahun 1955” in MIMBAR PENDIDIKAN: Jurnal Indonesia untuk Kajian Pendidikan, Volume 11(2), September, pp.…. Bandung, Indonesia: MINDAMAS (Minda Masagi Suci) Foundation and ASPENSI (International Association for Historians and History Educators) in Bandung, West Java, Indonesia with ISSN 2527-3868 (print) and 2503-457X (online).

Article Timeline: Accepted (July 10, 2026); Revised (August 7, 2026); and Published (September 30, 2026).

Pengaruh Manajemen Kepala Sekolah dan Kinerja Guru terhadap Efektivitas Pembelajaran

Nurdin Nurdin — 2026-10-10

ABSTRAKSI: Penelitian ini bertujuan untuk mengetahui pengaruh manajemen Kepala Sekolah dan kinerja Guru terhadap efektivitas pembelajaran. Metode penelitian yang digunakan adalah kuantitatif dan teknik survey. Subjek penelitian adalah 160 siswa, yang diambil secara acak dari SMA (Sekolah Menengah Atas) Negeri 2 Tambun, Bekasi, Jawa Barat, Indonesia pada tahun ajaran 2024. Data dikumpulkan dengan instrumen angket menggunakan skla Likert. Keabsahan data diperoleh dengan uji validitas dan reliabilitas, dimana semua data memiliki distribusi normal. Hasil penelitian menunjukkan bahwa manajemen Kepala Sekolah memberi pengaruh yang signifikan terhadap efektivitas pembelajaran. Kepala Sekolah adalah seorang tenaga fungsional, yang diberi tugas untuk memimpin suatu sekolah, dimana diselenggarakan proses belajar-mengajar, atau tempat dimana terjadinya interaksi antara Guru yang memberi pelajaran dan murid menerima pelajaran. Begitu juga kinerja Guru memberi pengaruh yang signifikan terhadap efektivitas pembelajaran. Guru, dalam komponen sistem pendidikan, memiliki peran yang sangat menentukan terhadap keberhasilan peserta didik, terutama dalam menciptakan proses pembelajaran yang berkualitas. Koefisien determinasi (R²) adalah manajemen Kepala Sekolah dan kinerja Guru, yang mempunyai hubungan kuat terhadap efektivitas pembelajaran. Kepala Sekolah dan Guru secara bersama-sama, dengan demikian, mempunyai peran yang sentral, yaitu untuk menentukan tujuan dan isi pembelajaran, serta merealisasikan visi dan misi sekolah. Direkomendasikan bahwa Kepala Sekolah dan Guru harus terus meningkatkan kualitas manajemen dan kinerjanya dalam mengelola proses pembelajaran di sekolah, sehingga peserta didik dapat berpikir secara kritis, serta mampu memahami dan memecahkan masalah-masalah yang dihadapi dalam kehidupannya.
KATA KUNCI: Manajemen; Kinerja; Kepala Sekolah; Guru; Kualitas Pembelajaran.

ABSTRACT: “The Influence of Principal Management and Teacher Performance on Learning Effectiveness”. This study aims to determine the influence of Principal management and Teacher performance on learning effectiveness. A quantitative research method utilizing a survey technique was employed. The research subjects consisted of 160 students randomly selected from SMAN (Sekolah Memengah Atas Negeri / Public Senior High School) 2 Tambun, Bekasi, West Java, Indonesia during the 2024 academic year. Data were collected using a questionnaire based on a Likert scale. Data validity and reliability were verified, and the data were found to follow a normal distribution. The results indicate that Principal management significantly influences learning effectiveness. A Principal is a functional professional tasked with leading a school—an institution where the teaching-learning process takes place and where interaction occurs between the Teacher delivering instruction and the students receiving it. Similarly, Teacher performance significantly influences learning effectiveness. Within the education system, Teachers play a decisive role in student success, particularly in creating a high-quality learning process. The coefficient of determination (R²) indicates a strong relationship between Principal management, Teacher performance, and learning effectiveness. Thus, the Principal and Teachers jointly play a central role in determining learning objectives and content, as well as realizing the school's vision and mission. It is recommended that Principals and Teachers continuously improve the quality of their management and performance in overseeing the school's learning process, thereby enabling students to think critically and to understand and solve the problems they encounter in their lives.
KEY WORD: Management; Performance; Principal; Teacher; Learning Quality.

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About the Authors: Dr. Nurdin adalah Dosen Pendidikan Bahasa Indonesia pada Universitas Indraprasta PGRI [Persatuan Guru Republik Indonesia] Jakarta, Jalan Nangka Np.58-C, Tanjung Barat, Jakarta Selatan, Indonesia; Dr. Imam Suseno adalah Dosen Pendidikan Bahasa Inggris pada Universitas Indraprasta PGRI Jakarta; dan Dr. Ani Interdiana Candra Sari adalah Dosen Pendidikan Ekonomi pada Universitas Indraprasta PGRI Jakarta. Alamat e-mail Penulis: dr.nudin3067@yahoo.com

Suggested Citation: Nurdin, Imam Suseno & Ani Interdiana Candra Sari. (2026). “Pengaruh Manajemen Kepala Sekolah dan Kinerja Guru terhadap Efektivitas Pembelajaran” in MIMBAR PENDIDIKAN: Jurnal Indonesia untuk Kajian Pendidikan, Volume 11(2), September, pp.35-48. Bandung, Indonesia: MINDAMAS (Minda Masagi Suci) Foundation and ASPENSI (International Association for Historians and History Educators) in Bandung, West Java, Indonesia with ISSN 2527-3868 (print) and 2503-457X (online).

Article Timeline: Accepted (July 15, 2026); Revised (August 15, 2026); and Published (September 30, 2026).

Pendidikan sebagai Asas Pengukuhan dan Pelestarian Konsep MIB (Melayu Islam Beraja) di Negara Brunei Darussalam

Asbol Mail — 2026-10-10

ABSTRAKSI: Artikel ini membicarakan pendidikan sebagai asas untuk pengukuhkan dan pelestarian konsep MIB (Melayu Islam Beraja), yang memang jelas terdapat pada pendidikan Islam dan umum. Penyelidikan mengguna-pakai kaedah sejarah, pendekatan kualitatif, dan sorotan literature. Dapatan menunjukkan bahawa ketiga-tiga kompenan dalam konsep MIB telah wujud dan tergabung erat dalam sistem pendidikan Negara Brunei Darussalam. Pengukuhan “Melayu” boleh dilihat apabila pendidikan Islam diajarkan dalam Bahasa Melayu dengan menggunakan Tulisan Jawi. Dalam pendidikan umum pula, Bahasa Melayu diajarkan sebagai satu mata pelajaran. Selain itu mata pelajaran Bahasa Melayu dan MIB wajib diambil dan lulus kepada semua pelajar. Sementara itu, pengukuhan “Islam” boleh dilihat apabila matlamat pendidikan Islam dari Sekolah Rendah hingga ke peringkat Universiti agar para pelajar memperolehi pengetahuan ugama dengan baik. Mereka juga akan menjadi punggur kekuatan Islam dalam masyarakat Brunei, apabila dalam kalangan mereka berhasil memiliki kepakaran dalam bidang ugama. Akhir sekali, dari segi pengukuhan “Raja” boleh dilihat apabila penubuhan pendidikan Islam dan umum memang atas insiatif dan perancangan Raja atau Sultan. Dengan itu jelaslah, samada pendidikan Islam mahupun pendidikan umum telah menyatukan dan mempersepadukan komponen-komponen dalam konsep MIB hingga mampu menyumbang kepada pengukuhan, pelestarian, keharmonian, kesejahteraan, dan keselamatan Negara Brunei Darussalam.
KATA KUNCI: Pendidikan; Asas Pengukuhan dan Pelestarian; Konsep Melayu Islam Beraja; Negara Brunei Darussalam.

ABSTRACT: “Education as the Foundation for Strengthening and Preserving the MIB (Malay Islamic Monarchy) Concept in Brunei Darussalam”. This article discusses education as the foundation for strengthening and preserving the MIB (Malay Islamic Monarchy) concept, a role clearly evident in both Islamic and general education. The research employs the historical method, a qualitative approach, and a literature review. The findings demonstrate that the three components of the MIB concept are present and closely integrated within Brunei Darussalam’s education system. The strengthening of the "Malay" component is evident when Islamic education is taught in the Malay language using the Jawi script, while in general education, it is taught as a specific subject; furthermore, Malay Language and MIB are compulsory subjects that all students must take and pass. The strengthening of the "Islamic" component is seen in the objective of Islamic education—spanning from primary school to university—to ensure students acquire sound religious knowledge; these students subsequently become pillars of Islamic strength within Bruneian society as they develop expertise in religious fields. Finally, the strengthening of the "Monarchy" component is demonstrated by the fact that the establishment of both Islamic and general education systems was driven by the initiative and planning of the King (Sultan). Thus, it is clear that both Islamic and general education have united and integrated the components of the MIB concept, thereby contributing to the strengthening, preservation, harmony, well-being, and security of Brunei Darussalam.
KEY WORD: Education; Foundation for Strengthening and Preservation; Malay Islamic Monarchy Concept; Brunei Darussalam.

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About the Authors: Prof. Dr. Asbol Mail, Prof. Dr. Brahim Tengah, dan Dr. Tassim Abu Bakar ialah Pensyarah di APB UBD (Akademi Pengajian Brunei, Universiti Brunei Darussalam), Bandar Seri Begawan, Negara Brunei Darussalam. Dr. Andi Suwirta dan Prof. Dr. Leli Yulifar ialah Pensyarah di Program Studi Pendidikan Sejarah FPIPS UPI (Fakulti Pendidikan Ilmu Pengetahuan Sosial, Universiti Pendidikan Indonesia), Bandung, Jawa Barat, Indonesia. Emel Penulis: asbol.mail@ubd.edu.bn

Suggested Citation: Mail, Asbol et al. [Brahim Tengah, Tassim Abu Bakar, Andi Suwirta & Leli Yulifar]. (2026). “Pendidikan sebagai Asas Pengukuhan dan Pelestarian Konsep MIB (Melayu Islam Beraja) di Negara Brunei Darussalam” in MIMBAR PENDIDIKAN: Jurnal Indonesia untuk Kajian Pendidikan, Volume 11(2), September, pp.49-70. Bandung, Indonesia: MINDAMAS (Minda Masagi Suci) Foundation and ASPENSI (International Association for Historians and History Educators) in Bandung, West Java, Indonesia with ISSN 2527-3868 (print) and 2503-457X (online).

Article Timeline: Accepted (July 27, 2026); Revised (August 25, 2026); and Published (September 30, 2026).

Dynamics and Institutional Development of the Muslim Minority in Post-Conflict Cambodia: An Educational Leadership Perspective

Marjuwan Ibrahim — 2026-10-10

ABSTRACT: In the aftermath of the extensive social and institutional disruption caused by the Khmer Rouge period, the Muslim Cham and Chvea communities gradually moved beyond basic survival toward a process of organized institutional reconstruction and community development. Drawing on qualitative case studies of two Cambodian “Tahfiz” boarding schools, MTDU (Maahad Tahfiz Darul Ulum) and MTDH (Maahad Tahfiz Darul Hadith), the study examines how educational leaders combine classical Islamic moral education (ta’d?b) with contemporary approaches to instructional leadership to support student rehabilitation and strengthen community life. The thematic findings are presented through comparative analysis, tables, and researcher-developed visual representations to illustrate the relationships among leadership practices, residential education, moral development, and institutional recovery. The findings demonstrate that effective character formation is grounded in an integrated educational process that emphasizes the personal embodiment of moral values by educators (mu’addib), restorative forms of discipline, consistent residential routines, and a structured institutional hierarchy. These institutions place ethical conduct, personal responsibility, social interaction, and moral development at the center of the educational process. The boarding schools to function not only as centers of religious learning but also as important institutions for rebuilding individual character, social cohesion, and community resilience.
KEY WORD: Muslim Minority in Cambodia; Educational Leadership; Tahfiz Boarding Schools; Post-Conflict Education; Restorative Discipline.

ABSTRAKSI: “Dinamika dan Pengembangan Kelembagaan Minoritas Muslim di Kamboja Pasca-Konflik: Perspektif Kepemimpinan Pendidikan”. Setelah mengalami gangguan sosial dan kelembagaan yang luas akibat masa Khmer Merah, komunitas Muslim Cham dan Chvea secara bertahap beralih dari sekadar bertahan hidup menuju proses rekonstruksi kelembagaan yang terorganisir dan pengembangan masyarakat. Melalui studi kasus kualitatif terhadap dua sekolah berasrama Tahfiz di Kamboja, yaitu MTDU (Maahad Tahfiz Darul Ulum) dan MTDH (Maahad Tahfiz Darul Hadith), penelitian ini menganalisis bagaimana para pemimpin pendidikan memadukan pendidikan moral Islam klasik (ta’d?b) dengan pendekatan kontemporer dalam kepemimpinan instruksional untuk mendukung rehabilitasi siswa dan memperkuat kehidupan bermasyarakat. Temuan tematis disajikan melalui analisis komparatif, tabel, dan representasi visual yang dikembangkan peneliti untuk menggambarkan hubungan antara praktik kepemimpinan, pendidikan berasrama, pengembangan moral, dan pemulihan kelembagaan. Hasil penelitian menunjukkan bahwa pembentukan karakter yang efektif berlandaskan pada proses pendidikan terpadu yang menekankan pada perwujudan nilai-nilai moral secara personal oleh para pendidik (mu’addib), bentuk disiplin restoratif, rutinitas asrama yang konsisten, serta hierarki kelembagaan yang terstruktur. Lembaga-lembaga ini menempatkan perilaku etis, tanggung jawab pribadi, interaksi sosial, dan pengembangan moral sebagai inti dari proses pendidikan. Sekolah berasrama tersebut berfungsi tidak hanya sebagai pusat pembelajaran agama, tetapi juga sebagai lembaga penting dalam membangun kembali karakter individu, kohesi sosial, dan ketahanan masyarakat.
KATA KUNCI: Minoritas Muslim di Kamboja; Kepemimpinan Pendidikan; Sekolah Berasrama Tahfiz; Pendidikan Pasca-Konflik; Disiplin Restoratif.

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About the Authors: Marjuwan Ibrahim, M.A. is President or Chairman of IGDA (Ikatan Guru dan Dosen Alwashliyah / Alwasliyah Teachers and Lecturers Association) in Indonesia; Ismail Suardi Wekke, Ph.D. is a Research Fellow at INTI International University, 71800 Nilai, Negeri Sembilan, Malaysia and Vice Rector of IAI (Institut Agama Islam / Islamic Religion Institute) Rawa Aopa, Maros, South Sulawesi, Indonesia; and Jaswan, M.Pd. is an Experienced Educator and Doctoral Candidate in Islamic Education of UMPAR (Muhammadiyah University of Parepare), South Sulawesi, Indonesia. Corresponding Author: mibrahim01@gmail.com

Suggested Citation: Ibrahim, Marjuwan, Ismail Suardi Wekke & Jaswan. (2026). “Dynamics and Institutional Development of the Muslim Minority in Post-Conflict Cambodia: An Educational Leadership Perspective” in MIMBAR PENDIDIKAN: Jurnal Indonesia untuk Kajian Pendidikan, Volume 11(2), September, pp.71-92. Bandung, Indonesia: MINDAMAS (Minda Masagi Suci) Foundation and ASPENSI (International Association for Historians and History Educators) in Bandung, West Java, Indonesia with ISSN 2527-3868 (print) and 2503-457X (online).

Article Timeline: Accepted (July 17, 2026); Revised (August 15, 2026); and Published (September 30, 2026).

Info.Edu.MIMBARDIK.Tainment for Issue of September 2026

Eti Setiawati — 2026-10-10

MIMBAR PENDIDIKAN: Jurnal Indonesia untuk Kajian Pendidikan (Indonesian Journal for Educational Studies). This journal, with ISSN 2527-3868 (print) and 2503-457X (online), was firstly published on March 11, 2016, by UPI (Indonesia University of Education) Press in Bandung and orgnized by the Lecturers of UPI Journal Developer Team till September 2020. The MIMBAR PENDIDIKAN is a new version journal from the old journal with the similar name that was published since 1995 to 2005. This journal is dedicated not only for Indonesian scholars who concern about educational studies, but also welcome to the scholars of Southeast Asian countries and around the world who care and share related to the educational studies in general. The MIMBAR PENDIDIKAN journal is published twice a year i.e. every March and September. Since September 2026 edition to date, this journal has been organized and published by MINDAMAS (Minda Masagi Suci) Foundation and ASPENSI (International Association for Historians and History Educators) in Bandung, West Java, Indonesia.

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Bandung, West Java, Indonesia: September 30, 2026

Eti Setiawati, M.M.Pd.
Director of MINDAMAS (Minda Masagi Suci) Foundation in Bandung

Contents and Kata Pengantar for MIMBARDIK, Issue of September 2026

Endang Komara — 2026-10-10

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Bandung, West Java, Indonesia: September 30, 2026

Prof. Dr. Haji Endang Komara
Ketua Redaksi Jurnal MIMBAR PENDIDIKAN; Ketua Dewan Pakar ASPENSI (Asosiasi Sejarawan dan Pendidik Sejarah Internasional); dan Rektor UNINUS (Universitas Islam Nusantara) Bandung, Jawa Barat, Indonesia.

Editors and Guidelines for MIMBARDIK Journal, Issue of September 2026

Andi Suwirta — 2026-10-10

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Bandung, West Java, Indonesia: September 30, 2926

Dr. Andi SUWIRTA
Managing Editor of MIMBAR PENDIDIKAN; and Secretary-General of ASPENSI in Bandung