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All Journal Early Childhood Development Gazette Eduvis : Jurnal Manajemen Pendidikan Islam
Oyeronke Christiana Paramole
Al-Hikmah University Ilorin
Humanities Education

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Land Limitations and Institutional Adaptation in Early Childhood Education Sri Nazwa; Topan Iskandar; Oyeronke Christiana Paramole
Early Childhood Development Gazette Vol. 2 No. 2 (2025): July-December
Publisher : Al-Qalam Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/gazette.v2i2.1702

Abstract

This study examines the impact of land limitations on the learning ecosystem, educational infrastructure capacity, and institutional adaptive strategies at Raudhatul Athfal. Employing a qualitative case study design, data were collected through direct observations and semi-structured interviews with the head of the institution, teachers, parents, and students. The findings reveal that spatial constraints significantly restrict children’s movement space, reduce the variation of learning activities—particularly gross motor activities—increase classroom density, and limit the availability and functionality of educational facilities and infrastructure. Overcrowded classrooms and shared use of specialized rooms affect instructional effectiveness, scheduling, and student comfort. However, the study also identifies adaptive institutional responses, including multifunctional classroom design, rotational scheduling of space usage, the use of portable and flexible learning media, vertical space optimization, and collaboration with the surrounding community to access alternative learning spaces. The study concludes that educational quality in spatially constrained environments depends not solely on physical infrastructure but on institutional resilience and adaptive capacity. Future research is recommended to employ mixed-method and comparative multi-site designs to quantitatively assess the long-term impact of spatial constraints on children’s developmental outcomes and learning achievement.
21st Century Leadership as a Catalyst for Sustainable Reform: Transformative Practices in Digital Education Moses Adeleke Adeoye; Rasheedat Modupe Oladimeji; Oyeronke Christiana Paramole
Eduvis : Jurnal Manajemen Pendidikan Islam Vol. 9 No. 2 (2024): Eduvis : Jurnal Manajemen Pendidikan Islam
Publisher : Universitas Islam Bunga Bangsa Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47453/eduvis.v9i2.3264

Abstract

In the rapidly evolving landscape of education, integrating digital technologies is essential for enhancing teaching and learning outcomes. However, successful implementation relies heavily on effective leadership. This research investigates the role of leadership, particularly transformational leadership, in facilitating digital integration within educational contexts. Employing a qualitative research approach, the study engaged school leaders—specifically principals and vice principals—from 30 institutions. The methodology utilised a thought experimental scenarios approach alongside a relevant literature review to gather insights into the experiences and perceptions of these leaders regarding leadership practices and change management processes. The findings reveal that transformational leadership significantly influences the successful adoption of digital technologies by fostering a culture of collaboration and innovation. Leaders who embody transformational qualities, such as inspiration and individualised support, effectively engage educators and promote a shared vision for digital integration. Additionally, the research highlights the importance of structured change management processes in guiding the implementation of digital initiatives, ensuring stakeholder engagement and continuous evaluation. In conclusion, this study underscores the critical role of leadership in navigating the complexities of digital integration in education. It contributes to the existing body of knowledge by providing a comprehensive theoretical framework that integrates transformational leadership, change management, and constructivist learning theories. The insights gained from this research offer practical recommendations for educational leaders, emphasising the need for ongoing professional development and stakeholder collaboration to sustain successful digital transformation in academic settings.
How Understandardisation in Assessment Methods Influences Student Performance and Motivation Oyeronke Christiana Paramole
Eduvis : Jurnal Manajemen Pendidikan Islam Vol. 9 No. 2 (2024): Eduvis : Jurnal Manajemen Pendidikan Islam
Publisher : Universitas Islam Bunga Bangsa Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47453/eduvis.v9i2.3291

Abstract

Assessment methods in education significantly influence student performance and motivation. However, standardisation—characterised by variability and inconsistency in assessment practices—challenges educators and learners alike. This research explores the impact of standardisation on student outcomes through a systematic literature review (SLR). The SLR synthesised existing studies to identify key themes regarding the correlation between assessment methods and student performance, the role of feedback, and the importance of fairness in assessments. Significant findings indicate that formative assessments enhance academic performance by providing ongoing feedback, while perceived fairness in assessments boosts student motivation and engagement. Additionally, varied assessment methods contribute to developing lifelong learning skills essential for success beyond the classroom. The study concludes that while traditional standardisation offers consistency, standardisation presents unique benefits that can foster a more equitable and effective educational environment. This research contributes to the field by highlighting the need for flexible assessment practices that cater to diverse student needs, offering recommendations for educators and policymakers to enhance assessment strategies and promote improved educational outcomes. Ultimately, this work underscores the importance of ongoing exploration in educational assessment to create inclusive learning environments that support all students.
Co-Authors Moses Adeleke Adeoye Rasheedat Modupe Oladimeji Sri Nazwa Topan Iskandar