Article Per Year (5 Year)
p-Index From 2020 - 2025
0.562
P-Index
This Author published in this journals
All Journal International Journal of Evaluation and Research in Education (IJERE) REGISTER JOURNAL
Jamaludin, Khairul Azhar
Unknown Affiliation
Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

Published : 3 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 3 Documents
Search

 1 
Flipped classroom approach of language education: a systematic review Mazlan, Rohaida; Mahamod, Zamri; Jamaludin, Khairul Azhar
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 2: April 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i2.31718

Abstract

The flipped classroom approach has emerged as an innovative pedagogical model in language education, transforming traditional teaching methods by reversing the conventional sequence of instruction and homework. The objectives of this systematic literature review are to examine the impact of various technological enhancements on the effectiveness and student engagement in flipped classrooms. Secondly, to explore the perceptions and attitudes of students and teachers towards flipped classroom methodologies across different educational contexts. Thirdly, to assess the effects of flipped classroom approaches on students’ academic performance and critical thinking skills across various disciplines. This study conducted an extensive search of scholarly articles from reputable databases such as Scopus and Web of Science, focusing on studies published from 2021 until 2024. The flow of the study is based on the PRISMA framework. The database search identified 35 final primary studies that were analyzed. The findings were divided into three themes: i) technological enhancements in flipped classrooms, which were found to significantly improve student engagement and learning outcomes; ii) student and teacher perceptions of flipped classrooms, which were generally positive, with many highlighting increased interaction and autonomy in learning; and iii) outcomes and effectiveness of flipped classroom approaches, showing a positive impact on students’ academic performance and critical thinking skills. In conclusion, the flipped classroom approach holds considerable promise for language education, offering a more effective and engaging alternative to traditional instruction. This review provides valuable insights for educators and policymakers seeking to adopt innovative teaching strategies in language education.
Principal instructional leadership: a systematic review of China 2014-2024 Shihui, Hua; Mansor, Azlin Norhaini; Jamaludin, Khairul Azhar
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 4: August 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i4.33641

Abstract

The current research on instructional leadership is predominantly focused on European contexts, with limited studies addressing its application in China. This review aims to explore the instructional leadership practices of Chinese principals, focusing on their unique behaviors and strategies in different urban school contexts. Using the preferred reporting items for systematic reviews and meta-analyses (PRISMA) approach, 483 English-language publications (2014-2024) from five databases: Scopus, Web of Science (WoS), Taylor & Francis, Wiley, and ScienceDirect were analyzed. Deductive thematic analysis focused on three core themes: defining the school mission, managing the instructional program, and developing a positive school climate. The findings reveal that while Chinese principals excel in articulating a clear school mission and vision, they demonstrate limited involvement in curriculum management. These insights underscore the need for targeted professional development to enhance principals’ instructional leadership capacities, particularly in curriculum oversight, to improve teaching quality and student outcomes in China.
Exploring Asnaf Students’ Acceptance of an Islamic-Integrated English Module in Malaysian Muslim Orphanage Zakaria, Nur Yasmin Khairani; Hashim, Harwati; Jamaludin, Khairul Azhar
Register Journal Vol. 18 No. 1 (2025): REGISTER JOURNAL
Publisher : UIN Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/register.v18i1.173-193

Abstract

English language proficiency, particularly communicative competence, is essential for socio-economic mobility. Communicative competence in English refers to the ability to communicate effectively in all contexts. However, asnaf students—underprivileged Muslim individuals from Islamic backgrounds—often encounter Western-centric content that can lead to feelings of alienation and eventually limits their learning. Recognizing this need, the present study explores the integration of Islamic content into a communicative English module to create a more inclusive and responsive educational experience for asnaf students. Utilizing a Design and Development Research (DDR) model, this study comprises three phases: analyzing students’ learning needs, developing content for the module, and evaluating asnaf students’ acceptance of the module. Data were collected through semi-structured interviews and classroom observations, where researchers recorded students’ engagement in class and participants reflected on their learning experiences. Thematic analysis revealed four key themes: confidence in spoken English, connection to Islamic-integrated content, participation in tasks, and challenges in the English language. The study noted several limitations, including a small sample size and a relatively short intervention period, impacting generalizability. Future research could replicate the module in different socio-religious settings or employ quantitative approaches to further assess its effectiveness on language performance.
Co-Authors Hashim, Harwati Mansor, Azlin Norhaini Mazlan, Rohaida Shihui, Hua Zakaria, Nur Yasmin Khairani Zamri Mahamod