Article Per Year (5 Year)
p-Index From 2020 - 2025
0.61
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All Journal Al-Hijr: Journal of Adulearn World Journal International of Lingua and Technology International Journal of Educational Narratives
Pao, Chai
Unknown Affiliation
Computer Science & IT Education Languange, Linguistic, Communication & Media Social Sciences Other

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The Role of School Principals in Promoting Inclusive Education Rivana, Anggi; Pao, Chai; Zahir, Roya; Misransyah, Misransyah
International Journal of Educational Narratives Vol. 2 No. 6 (2024)
Publisher : Yayasan Pendidikan Islam Daarut Thufulah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v2i6.1745

Abstract

Inclusive education has become a global priority in educational reform, aiming to provide all students, regardless of their abilities or disabilities, with equal opportunities to succeed. School principals play a vital role in fostering an inclusive environment, as they are responsible for leading the implementation of inclusive practices and promoting a culture of acceptance within the school community. However, there is a gap in understanding the specific roles and strategies school principals use to support inclusive education. This study aims to explore the role of school principals in promoting inclusive education, focusing on the strategies they employ, challenges they face, and the impact of their leadership on creating inclusive school environments. The study employed a qualitative research design, using in-depth interviews with 15 school principals across diverse educational settings. Data was analyzed thematically to identify key patterns in the principals’ approaches to inclusion, including leadership styles, professional development, and collaboration with teachers and parents. The findings indicate that school principals play a crucial role in fostering inclusive education by promoting inclusive policies, ensuring adequate resource allocation, and supporting professional development for teachers. However, challenges such as limited resources, resistance to change, and a lack of training were also identified. The study concludes that effective leadership by school principals is essential for the successful implementation of inclusive education. To overcome existing challenges, further professional development and a stronger emphasis on collaboration among educators and stakeholders are recommended.
Designing Culturally Responsive Language Curricula Muhammadiah, Mas’ud; Chai, Nong; Pao, Chai
Journal International of Lingua and Technology Vol. 3 No. 3 (2024)
Publisher : Sekolah Tinggi Agama Islam Al-Hikmah Pariangan Batusangkar, West Sumatra, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55849/jiltech.v3i3.730

Abstract

Language curricula often fail to address the diverse cultural backgrounds of learners, which can impact engagement and the effectiveness of language acquisition. In multicultural learning environments, culturally responsive curricula are essential to creating inclusive education that respects and integrates learners’ unique cultural experiences. This research aims to explore the design and implementation of culturally responsive language curricula that enhance learner engagement and improve language proficiency by aligning educational content with students’ cultural contexts. A qualitative research approach was employed, involving case studies of five educational institutions with diverse student populations. Data were collected through interviews with educators, curriculum developers, and students, as well as through analysis of existing curricula. The study examined how culturally relevant content and teaching methods were incorporated into language courses and evaluated their impact on student motivation, participation, and proficiency. The analysis also identified key strategies for designing culturally responsive curricula. The results indicated that integrating learners’ cultural backgrounds into the curriculum significantly improved engagement and language proficiency. Educators reported higher levels of student participation and motivation when the content reflected learners’ cultural identities and real-life experiences. Additionally, students showed greater retention of language skills when cultural relevance was emphasized in the learning process.  
Development of Gamification-Based Smart Education Platforms to Increase Student Involvement Syarif, Afwan; Som, Rit; Pao, Chai
Al-Hijr: Journal of Adulearn World Vol. 4 No. 1 (2025)
Publisher : Sekolah Tinggi Agama Islam Al-Hikmah Pariangan Batusangkar, West Sumatra, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55849/alhijr.v4i1.846

Abstract

The integration of technology into education has led to innovative teaching methods aimed at enhancing student engagement and participation. One such method is gamification, which leverages game mechanics to make learning more interactive and motivating. However, traditional educational models often fail to fully engage students, resulting in disengagement and suboptimal learning outcomes. This study aims to develop a gamification-based smart education platform designed to increase student involvement by integrating game elements into the learning process. The primary objective is to assess the effectiveness of gamification in enhancing student engagement, learning outcomes, and overall classroom participation. A mixed-methods approach was used, combining both qualitative and quantitative data collection methods. The research involved the design, development, and implementation of a smart education platform that incorporated elements such as points, badges, leaderboards, and challenges. Data was gathered from 200 students across various disciplines, and engagement metrics, academic performance, and student feedback were analyzed. The results showed a significant increase in student involvement and motivation, with notable improvements in academic performance and class participation. Students reported a higher level of enjoyment and interaction with the platform, indicating that gamification enhanced their learning experience. This study concludes that gamification-based smart education platforms are an effective tool for increasing student engagement and improving learning outcomes, offering a promising approach for modern educational environments.
Co-Authors Afwan Syarif Chai, Nong Mas'ud Muhammadiah Misransyah Akos Rivana, Anggi Som, Rit Zahir, Roya