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All Journal IWJ : Inland Waterways Journal Asian Journal of Applied Education IWTJ : International Water Transport Journal
Lopulalan, Pierre Marcello
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Civil Engineering, Building, Construction & Architecture Control & Systems Engineering Decision Sciences, Operations Research & Management Education Electrical & Electronics Engineering Engineering Environmental Science Mathematics Mechanical Engineering Transportation Other

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Journal : Asian Journal of Applied Education

 1 
Adaptive Managerial Strategies in Schools During the Digital Disruption Era to Foster Innovative Learning Environments Pettalongi, Sagaf S; Lopulalan, Pierre Marcello; Gunawan, Adriani
Asian Journal of Applied Education (AJAE) Vol. 4 No. 4 (2025): October 2025
Publisher : PT FORMOSA CENDEKIA GLOBAL

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55927/ajae.v4i4.15583

Abstract

This study analyzes adaptive managerial strategies adopted by high schools in responding to digital disruption, focusing on leadership policies and management practices that foster creative, collaborative, and technology-based learning environments. Using a qualitative case study approach involving 12 informants from three schools in Palu City, data were collected through interviews, observations, and document analysis, then examined using thematic analysis. The findings reveal that key adaptive strategies include strengthening digital leadership, enhancing teacher competence through continuous training, optimizing online learning platforms, and cultivating a culture of collaboration and innovation. The study concludes that school success amid digital disruption depends on flexible, responsive, and visionary management, contributing to adaptive education management theory and offering practical guidance for developing sustainable, innovation-driven learning ecosystems.
Building Sustainable School Governance through Participatory Decision-Making and Ethical Management Lopulalan, Pierre Marcello
Asian Journal of Applied Education (AJAE) Vol. 5 No. 1 (2026): January 2026
Publisher : PT FORMOSA CENDEKIA GLOBAL

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55927/ajae.v5i1.15845

Abstract

Sustainable school governance has become a key issue in modern educational management due to growing demands for transparency, accountability, and stakeholder involvement. This study examines the role of participatory decision-making and ethical management in strengthening sustainable school governance. Using a mixed-methods explanatory design, the research was conducted at a public senior high school in Serang City, Banten. Quantitative data were collected from a survey of 60 respondents, while qualitative data were obtained through in-depth interviews with eight key informants and institutional document analysis. Quantitative analysis employed structural regression techniques, and qualitative data were thematically coded. The results show that participatory decision-making significantly enhances trust, transparency, and accountability, while ethical management reinforces leadership integrity and consistency in governance practices. Together, these factors synergistically support more adaptive, inclusive, and sustainable school governance. The study highlights the importance of integrating stakeholder participation and managerial ethics as a foundation for strengthening educational governance and contributes both theoretically and practically to governance models in local and regional contexts.
Cultivating Metacognitive Resilience for Adaptive Learning and Academic Integrity in Post-Pandemic Higher Education Berliani, Teti; Lopulalan, Pierre Marcello; Ischak, Rabbani; Efendi, Rachmat
Asian Journal of Applied Education (AJAE) Vol. 5 No. 1 (2026): January 2026
Publisher : PT FORMOSA CENDEKIA GLOBAL

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55927/ajae.v5i1.15846

Abstract

The post-pandemic shift in higher education requires students to develop strong metacognitive resilience to adapt effectively to hybrid learning while maintaining academic integrity. This study examines the relationship between metacognitive resilience, adaptive learning ability, and commitment to academic integrity among university students in Banten Province. Using a mixed-methods sequential explanatory design, quantitative data were collected through a survey of 60 purposively selected students, followed by in-depth interviews to enrich the findings. Data were analyzed using descriptive, correlational, and thematic techniques. The results indicate that metacognitive resilience significantly enhances students’ ability to adjust learning strategies and uphold ethical academic behavior in digital learning environments. Students with higher reflective awareness demonstrate greater flexibility in addressing online learning challenges and stronger consistency in maintaining academic honesty. The study highlights the importance of strengthening metacognitive literacy and academic ethics as foundations for sustainable adaptive learning in post-pandemic higher education.
The Influence of Art Therapy, Growth Mindset, and Mindfulness Practices in Reducing Teacher Anxiety: A Mixed-Methods Approach Suhartono, Robertus Heru Setyo; Sapan, Yustina; Indrojiono, Indrojiono; Ode, Asmi; Lopulalan, Pierre Marcello
Asian Journal of Applied Education (AJAE) Vol. 5 No. 1 (2026): January 2026
Publisher : PT FORMOSA CENDEKIA GLOBAL

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55927/ajae.v5i1.15936

Abstract

Teacher anxiety is a growing challenge in contemporary education, particularly as educators are expected to integrate mindfulness practices while managing complex emotional demands. This study examines the effects of an integrative intervention combining art therapy, growth mindset practices, and mindfulness on reducing teacher anxiety through enhanced emotional regulation. Using a mixed-methods sequential explanatory design, the findings show a significant reduction in anxiety and improved emotional regulation among participating teachers, with emotional regulation identified as a key mediating mechanism. The results highlight the value of integrating creative, cognitive, and self-awareness–based approaches as an evidence-based strategy for strengthening teachers’ emotional well-being in mindfulness-oriented classroom contexts.
Teachers' Pedagogical Adaptation in the Use of Artificial Intelligence in Secondary School Learning Syarifuddin, Syarifuddin; Lopulalan, Pierre Marcello; Harun, Rudi
Asian Journal of Applied Education (AJAE) Vol. 5 No. 1 (2026): January 2026
Publisher : PT FORMOSA CENDEKIA GLOBAL

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55927/ajae.v5i1.16040

Abstract

The integration of artificial intelligence (AI) in secondary education requires teachers to adapt pedagogically to sustain meaningful learning. This mixed-methods study examines teachers’ pedagogical adaptation in using AI, focusing on learning strategies, assessment, classroom management, and professional readiness. The findings show that effective adaptation is shaped by teachers’ digital competence, institutional support, and prior experience. Teachers who successfully integrate AI adopt learner-centered approaches, use AI for personalized learning and formative assessment, and act as learning facilitators. However, limited training, ethical concerns, and unequal access remain challenges. The study highlights the need for continuous professional development, supportive policies, and clear pedagogical frameworks to ensure AI enhances learning quality.
Co-Authors Aditya, Virgo Ambassador, Topaz Ramadan Berliani, Teti Broto Priyono Dahlia Dewi Apriani Efendi, Rachmat Elfita Agustini Gunawan, Adriani Harun, Rudi Indrojiono, Indrojiono Ischak, Rabbani Ode, Asmi Pettalongi, Sagaf S Sapan, Yustina Saputra, Muhammad Ilham Dwi Sari, Yulia Puspita Sidartha, Driakoro Budi Suhartono, Robertus Heru Setyo Syahputri, Cindy Maretha Indah Syarifuddin Syarifuddin