Article Per Year (5 Year)
p-Index From 2020 - 2025
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All Journal Journal of Higher Education and Academic Advancement
Sudrajat, Mahdi
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Education Languange, Linguistic, Communication & Media Social Sciences Other

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BOARDING EDUCATION THROUGH THE LSTEAM LEARNING MODEL: A STRATEGIC RESPONSE TO THE DEMANDS OF 21ST CENTURY EDUCATION Sudrajat, Mahdi
Journal of Higher Education and Academic Advancement Vol. 2 No. 9 (2025): Journal of Higher Education and Academic Advancement
Publisher : PT. Antis International Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61796/ejheaa.v2i9.1382

Abstract

Objective: This conceptual article aims to explore how boarding schools can integrate the LSTEAM (Law, Science, Technology, Engineering, Art, and Mathematics) model to develop globally competent students who are ethically grounded and culturally rooted. Method: Through a literature review and contextual analysis, the study investigates the potential for applying the LSTEAM approach within the unique ecosystem of boarding school education. Results: The findings suggest that LSTEAM provides a transformative framework that aligns ethical reasoning, scientific exploration, technological literacy, and creative expression. The study highlights the importance of project-based learning, cultural relevance, and collaborative pedagogy in implementing LSTEAM effectively in a boarding school setting. Novelty: This article contributes to the growing body of knowledge by proposing a holistic educational model for boarding schools, emphasizing the integration of LSTEAM to produce students capable of navigating global challenges while staying connected to their cultural roots. The model promotes a balance between global competence and local cultural awareness, offering new insights into 21st-century educat.
GENDER INCLUSION AND JUSTICE IN EDUCATION: A CRITICAL REVIEW BASED ON RESEARCH RESULTS Apriliana, Teguh Firmansyah; Khoiroh, Nisaul; Utami, Cintara Prili Widya; Zania, Firda; Maspupah; Nuraeni, Dede Eni; Sudrajat, Mahdi; Priyonggo; Damayanti, Fitri
Journal of Higher Education and Academic Advancement Vol. 3 No. 1 (2026): Journal of Higher Education and Academic Advancement
Publisher : PT. Antis International Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61796/jheaa.v3i1.1596

Abstract

Objective: This study aims to provide a comprehensive analysis of the implementation of gender inclusion and justice in education by examining policy frameworks and empirical research within Indonesian and global contexts. Method: Using a Systematic Literature Review (SLR) approach, the study integrates findings from 23 national and international indexed journal articles published between 2017–2025, complemented by relevant educational policies, to identify trends, barriers, and opportunities for gender-responsive educational practices. Results: The analysis reveals a substantial gap between established policies and their implementation, characterized by persistent gender stereotypes in curricula—especially in STEM fields—limited teacher competence in applying gender-responsive pedagogy, disparities in educational access between rural and urban regions, and inadequate representation of women in academic leadership. The findings emphasize the need for comprehensive pedagogical transformation supported by multi-stakeholder collaboration and strengthened GESI integration. Novelty: This study offers an intersectional synthesis of policy and empirical evidence, highlighting systemic inconsistencies and proposing an integrative framework for advancing gender-inclusive education practices across diverse learning environments.
Co-Authors Apriliana, Teguh Firmansyah Fitri Damayanti Khoiroh, Nisaul Maspupah Nuraeni, Dede Eni Priyonggo Utami, Cintara Prili Widya Zania, Firda