cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Dodi Ilham
Contact Email
journal.asia.education@gmail.com
Phone
+628114121449
Journal Mail Official
journal.asia.education@gmail.com
Editorial Address
Office: Microteaching Building 1st Floor State Islamic Institute of Palopo (IAIN Palopo), Jl. Agatis, South Sulawesi, Indonesia, 91914
Location
Kota palopo,
Sulawesi selatan
INDONESIA
International Journal of Asian Education
Published by Institut Agama Islam Negeri Palopo
ISSN : 2723746X     EISSN : 27228592     DOI : 10.46966/ijae
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Mathematics Other
International Journal of Asian Education invites scholars, researchers, and students to contribute the result of their studies and researches in the areas related to Education, The focus of the Journal is on all levels, stages, and processes of education (e.g., formal, informal, non-formal, early childhood, lifelong, schooling, adult education, vocational education and training, higher education). Which covers textual and fieldwork investigation with various perspectives of: Education Curriculum, Education Philosophy, Education Management Education Technology The International Journal of Asian Education aims to publish articles that show high levels of theoretical insight and /or empirical analytic work and gives preference to articles that demonstrate engagement on the key issues that face Asian education. Issues internal to education rather than external forces impacting on education are given preference. While it is intended that the Journal will remain academic in nature, the readers are considered to be educational generalists, and articles that are of interest to such readers will receive preference.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 194 Documents
 9   10   11   12   13 
Meta-Analysis Study: The Effect of Augmented Reality on Student Learning Outcomes Laksmi Evasufi Widi Fajari; Popi Dayurni; Ayu Rahayu
International Journal of Asian Education Vol. 4 No. 1 (2023): IJAE Vol. 04, No. 1, March 2023
Publisher : Research and Education Development (READ) Institute collaborate with Faculty of Education and Teacher Training of IAIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46966/ijae.v4i1.301

Abstract

This study aims to determine the effect of Augmented Reality on student learning outcomes. This study consists of two variables: Augmented Reality as the independent variable and student learning outcomes as the dependent variable using quantitative meta-analysis research. The instrument used is an article coding sheet containing the data needed for meta-analysis in the form of mean data, the number of samples, and the standard deviation of control and experimental groups from articles that have passed the selection based on inclusion and exclusion criteria obtained through Google Scholar search. The results of the meta-analysis on 13 research articles obtained a summary effect (average effect size) of 0.541 which means that augmented Reality has a significant positive effect on student learning outcomes based on the effect size category set by Cohen. The results of the publication bias test show that the conclusion of the meta-analysis is not indicated by publication bias, as evidenced by the results of the funnel plot, egger test, and fail-safe N results. This study concludes that there is an effect of Augmented Reality on student learning outcomes.
Emergent Online Teaching Effect on International Graduate Students’ Academic Performance in Japan during COVID-19 Jiwon Jung; Chun Yee Wong
International Journal of Asian Education Vol. 4 No. 1 (2023): IJAE Vol. 04, No. 1, March 2023
Publisher : Research and Education Development (READ) Institute collaborate with Faculty of Education and Teacher Training of IAIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46966/ijae.v4i1.314

Abstract

International graduate students reluctantly partook in the distance learning with the closure of national borders with the outbreak of COVID-19. Different instructional modes (in-person, online, and hybrid) and timing of the online learning exposure would play a role in international students’ academic achievement considering the expectations and motivations to learn abroad. Based on 267 course-based panel data, for the same courses, online-mode teaching yielded worse Grade Point Averages (GPAs) and less of a sense of class community compared to the in-person mode. Similarly, students who started the program after COVID-19 (i.e., Class of 2022) performed worse than those who changed their mode of study during their study due to COVID-19 (i.e., Class of 2021). The more frequent interactions with schoolmates and professors partially mediated this detrimental effect of international online learning. Online learning, on average, decreases the GPA by 0.2 standard deviations (p<0.05). However, this effect became insignificant in the model with the frequency of interacting with classmates or professors that raise the GPA by 0.686 and 0.216 standard deviations (p,0.05), respectively. As the study sheds light on the predicament of emergent distance learning, the study addresses some cautious notes on designing effective and sustainable international education in the post-pandemic era.
The Utilization of Virtual Learning Environment in Malaysian Non-Arabic Speaking Learners’ Classroom Noorafini Kassim; Muhammad Sabri Sahrir
International Journal of Asian Education Vol. 4 No. 1 (2023): IJAE Vol. 04, No. 1, March 2023
Publisher : Research and Education Development (READ) Institute collaborate with Faculty of Education and Teacher Training of IAIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46966/ijae.v4i1.318

Abstract

This study aimed to understand the utilization of VLE in Non-Arabic Speaking Learners’ classrooms from the perspective of Arabic teachers in higher education institutions. Purposive sampling was utilized to pick the research sample for this study. Then, the sample used for this study consisted of 3 Arabic language teachers. One-to-one in-depth interviews were conducted with the three informants. Semi-structured interviews were used to gather the data to allow the informants to express their experiences in an accessible manner. A case study was used in this study to create a qualitative design. The researcher used a method called thematic analysis (TA) and followed a few steps, including (i) word-by-word transcription, (ii) interview transcription, (iii) coding, and (iv) labeling. The findings illustrated the Arabic teachers’ perspectives on using VLE, the approaches when implementing VLE, and how VLE can effectively teach the Arabic language. The responses of the three informants would illustrate the main themes found using the thematic analysis (TA) method. The analysis of this study helps provide such information to universities on the perspectives of Arabic teachers on the use of VLE, their approaches when implementing VLE, and how VLE can be effective in their language teaching in a virtual learning context. This study allows us to understand better how Malaysian Arabic teachers adapt to virtual language learning environments by utilizing VLE at the university level.
Predictors of Internet Addiction in Middle Adolescence: Social, Emotional Loneliness and Digital Gaming Serhat Turan; Selda Uzun; UÄŸur Alemdar
International Journal of Asian Education Vol. 4 No. 1 (2023): IJAE Vol. 04, No. 1, March 2023
Publisher : Research and Education Development (READ) Institute collaborate with Faculty of Education and Teacher Training of IAIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46966/ijae.v4i1.322

Abstract

The research aims to determine how much Internet addiction, an important problem in middle adolescence, is explained by social and emotional loneliness and digital game-playing duration. For this purpose, 283 (108 females+175 males) middle-adolescent individuals participated in the study. “Personal Information Form,” “Social and Emotional Loneliness Scale (SELSA),” and “Internet Addiction Scale (IAS)” were used as data collection tools in the research. The data collected online were coded and transferred to the SPSS program, and descriptive statistics, Pearson correlation, and Regression techniques were used in statistical analysis. In the study, the level of significance was taken as p<.05. According to the results of the analysis, there is a low, significant, and positive correlation between SELSA and IAS and a low, significant, and positive correlation between SELSA and digital game playing duration and a low, significant, and positive correlation was found between IAS and the duration of playing digital games. It was determined that the statistical analysis results did not show a significant difference in the gender variable of the IAS and SELSA scores. As a result of the regression analysis, it was seen that SELSA and digital game-playing duration significantly predicted addiction. SELSA and digital game-playing duration explain 9.6% of the total variance regarding Internet addiction. As a result, it can be said that individuals in middle adolescence experience social and emotional loneliness at a moderate level and are connected to the Internet at a low level.
Implementation of Inspirative Models of Guidance and Counseling Services Curriculum Independent at Inspiring School Hendro Yulius Suryo Putro; Ali Rachman; Toni Maxitop
International Journal of Asian Education Vol. 4 No. 1 (2023): IJAE Vol. 04, No. 1, March 2023
Publisher : Research and Education Development (READ) Institute collaborate with Faculty of Education and Teacher Training of IAIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46966/ijae.v4i1.323

Abstract

This study aims to determine the implementation of an inspirational model for Guidance and Counseling services in one of the Inspiring Schools, namely SMP Negeri 16 Banjarmasin. The research method uses descriptive qualitative. Data collection techniques using interviews, observation, and documentation. The research subjects included school principals as the Inspiring School program implementers, Grade 7 Guidance, Counseling teachers as independent curriculum implementers, and two learning committee teachers. Data were analyzed through three stages: data reduction, presentation, and conclusion. The study results show that implementing Guidance and Counseling using the Inspirational BK service model shows that the collaboration between Guidance and Counseling teachers and subject teachers is more intensive when implementing the independent curriculum. Guidance and Counseling service values ​​refer to the profile of Pancasila students. Therefore, guidance and counseling teachers are also involved in planning and implementing projects to strengthen Pancasila student profiles. However, the teacher's understanding of the achievements of Guidance and Counseling services in phase D needs to be further strengthened. Barriers experienced due to teacher training in the implementation of inspirational service models are still limited, so Guidance and Counseling teachers try to independently develop the implementation of inspirational guidance and counseling service models. References to implementing Guidance and Counseling services in the independent curriculum in Inspiring schools from independent teaching platforms and other sources are also limited.
Maritime Defense Strategy Education as an Effort of the Indonesian Government in Maintaining Maritime Security Kuncoro Arry Prasetyo; Ansori Ansori; Buddy Suseto
International Journal of Asian Education Vol. 4 No. 1 (2023): IJAE Vol. 04, No. 1, March 2023
Publisher : Research and Education Development (READ) Institute collaborate with Faculty of Education and Teacher Training of IAIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46966/ijae.v4i1.325

Abstract

To establish good maritime governance, the Indonesian government must pay attention to maritime security aspects in every maritime policy and integrate maritime security education into the national education curriculum. However, implementing the World Maritime Axis concept, the Indonesian government still needs to consider the maritime security perspective as a top priority. The ultimate goal of good maritime governance development should include the strength of the Navy as the most important supporting element and the implementation of maritime security training and education for Indonesian maritime society. This study aims to analyze the efforts of the Joko Widodo (Jokowi) administration in addressing maritime security issues through the implemented maritime security training and education programs. The research method used is qualitative descriptive by using secondary data from a literature review and interpretation found in previous journal articles, with data collection techniques through literature study. The study results indicate that addressing maritime security issues requires hard and soft efforts from the government, including implementing maritime security training and education programs for Indonesian maritime society and integrating maritime security education into the national education curriculum.
Transition to Academic Probation: A Phenomenological Inquiry Deveyvon Espinosa; Jonelson Escandallo; Kristy Jane Muegna
International Journal of Asian Education Vol. 4 No. 2 (2023): IJAE Vol. 04, No. 2, June 2023
Publisher : Research and Education Development (READ) Institute collaborate with Faculty of Education and Teacher Training of IAIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46966/ijae.v4i2.327

Abstract

Academic probation implementation in higher education institutions aims to ensure that students are meeting academic standards and making satisfactory progress toward their degree or program requirements. It serves as a warning to students not meeting these standards that their academic performance needs improvement. Hence, the purpose of this study was to unveil the lived experiences of board program students who have undergone probation period. The study is qualitative research utilizing the phenomenological approach. This research used purposive sampling. The participating ten board program students were identified and divided equally for in-depth interviews and focus group discussion. The data gathered were analyzed through the use of coding and thematic analysis. Results revealed from responses regarding their experiences: (1) the feeling of self-doubt, (2) gained focus due to limited units, (3) fear of judgment, (4) being challenged to strive more, and (5) kept on blaming the self. In response to the challenges they have encountered, they emphasized the following coping mechanisms as essential: (6) gaining motivation from significant others, (7) managing time properly, (8) becoming optimistic, and (9) having an attitude of acceptance. Also, upon reflecting on their overall experiences, they highlighted the following insights: (10) never giving up, taking full responsibility amidst results, (11) challenging policy with a purpose, (12) making self-realizations, and (13) avoiding taking advantage. The results implied that there are certain interventions to be made within the institution to extend assistance to the students’ situations, such as tutorial sessions, and enhance the guidelines of the academic probation policy to strengthen collaboration with its stakeholders. This study is therefore deemed significant as this highly contributes to the body of knowledge related to academic probation policy implementation by higher education institutions.
Expanding Demand for Master’s Degree Programs in Interdisciplinary Studies in Education in Mongolia Oyuntsetseg Namjildorj
International Journal of Asian Education Vol. 4 No. 2 (2023): IJAE Vol. 04, No. 2, June 2023
Publisher : Research and Education Development (READ) Institute collaborate with Faculty of Education and Teacher Training of IAIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46966/ijae.v4i2.334

Abstract

The fourth revolution of industrialization has enormously influenced the education sector and needs to be dynamic and sensible in light of the changeable requirements of employers. Specifically, higher education institutions (HEIs) must focus on the global labor market to offer an innovative curriculum and attract prospective students. One of the current trends in the higher education sector is to design interdisciplinary degree programs. The interdisciplinary master's degree program is relatively new in Mongolian tertiary education. Therefore, we aimed to identify the need for a master’s degree program in interdisciplinary studies in education from the perspective of prospective students and also determine the areas of studies that have been preferred in the field of education. In this study, two online surveys and a focused-group interview were conducted. Three hundred ten educators were involved in the online surveys and focused-group interviews. The research questions were created on Google form, data was collected electronically, and focused group interviews were conducted simultaneously. The findings indicated that 52% of the prospective students preferred a master’s degree program in interdisciplinary studies in education, and a diverse combination of areas has been demanded, in particular, education and modern teaching methodology (26.4%); teaching and linguistics (25.5%); education and international studies (23%) and, teaching and psychology (19.4%). The other important finding was that interdisciplinary studies would be able to provide the necessary knowledge and skills that make graduates competitive in the labor market.
The Impacts of Task-Based Activities on Learners’ Grammatical Acquisition and Motivation at Dong Nai Technology University Thi Yen Nhi Ha; Hong Hai Pham; Trung Nghia Tran
International Journal of Asian Education Vol. 4 No. 2 (2023): IJAE Vol. 04, No. 2, June 2023
Publisher : Research and Education Development (READ) Institute collaborate with Faculty of Education and Teacher Training of IAIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46966/ijae.v4i2.335

Abstract

The study aims to measure the effect of Task-based language teaching on grammatical achievement and the motivation of EFL learners at Dong Nai Technology University. The research will conduct a quick grammar test to administer 48 students at the school to achieve this goal. After sitting the test, the learners will undergo a 6-week course applying task-based language teaching. Before the treatment, one certified instructor-made grammar test about the learning units will be encompassed as the pre-test. Furthermore, a motivation questionnaire will be carried out in this group at the research's beginning and end. Afterward, the learners will learn through the treatment, which is learning through the implementation of Task-based language teaching. After six weeks of treatment, the group will take the same teacher-made grammar test as the post-test. After that, the writer will analyze the data through paired sample t-test. The results demonstrated a significant difference between the pre-test and post-test in the student’s performance on grammar acquisition and the enhancement in learners’ motivation. Based on the findings of this research, it is believed that task-based language teaching can be used in English classes to enhance learners’ grammar achievements and motivation among Vietnamese university learners.
Difficulties of Vietnamese Students in Learning Academic Writing Ngo Phan Anh Nghi; Trong Nhan Truong
International Journal of Asian Education Vol. 4 No. 2 (2023): IJAE Vol. 04, No. 2, June 2023
Publisher : Research and Education Development (READ) Institute collaborate with Faculty of Education and Teacher Training of IAIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46966/ijae.v4i2.340

Abstract

Writing is consistently regarded as one of the most challenging language-learning abilities. This paper investigates the challenges Vietnamese students face in learning academic writing in English. Ninety-five students from grades 6 to 12 who have been studying English for several years were surveyed using a questionnaire. The questionnaire comprised 14 Likert-scale statements and one multiple-choice question to determine their interests, habits, and perspectives toward learning English. Most participants expressed a keen interest in learning languages but felt that their writing skills in English were not up to par, attributing this to inadequate time spent practicing. As a result, it is suggested that secondary school students in Vietnam increase their writing practice time in English and alter their learning routines and habits accordingly.

Page 11 of 20 | Total Record : 194

 9   10   11   12   13 

Filter by Year

2020 2025


Reset
Filter By Issues
All Issue Vol. 6 No. 4 (2025): IJAE Vol. 06, No. 3, December 2025 All articles in this issue include authors f Vol. 6 No. 3 (2025): IJAE Vol. 06, No. 3, September 2025 Vol. 6 No. 2 (2025): IJAE Vol. 06, No. 2, June 2025 Vol. 6 No. 1 (2025): IJAE Vol. 06, No. 1, March 2025 Vol. 5 No. 4 (2024): IJAE Vol. 05, No. 4, December 2024 Vol. 5 No. 3 (2024): IJAE Vol. 05, No. 3, September 2024 Vol. 5 No. 2 (2024): IJAE Vol. 05, No. 2, June 2024 Vol. 5 No. 1 (2024): IJAE Vol. 05, No. 1, March 2024 Vol. 4 No. 4 (2023): IJAE Vol. 04, No. 4, December 2023 Vol. 4 No. 3 (2023): IJAE Vol. 04, No. 3, September 2023 Vol. 4 No. 2 (2023): IJAE Vol. 04, No. 2, June 2023 Vol. 4 No. 1 (2023): IJAE Vol. 04, No. 1, March 2023 Vol. 3 No. 4 (2022): IJAE Vol. 03, No. 4, December 2022 Vol. 3 No. 3 (2022): IJAE Vol. 03, No. 3, September 2022 Vol. 3 No. 2 (2022): IJAE Vol. 03, No. 2, June 2022 Vol. 3 No. 1 (2022): IJAE Vol. 03, No. 1, March 2022 Vol. 2 No. 4 (2021): IJAE Vol. 02, No. 4, December 2021 Vol. 2 No. 3 (2021): IJAE Vol. 02, No. 3, September 2021 Vol. 2 No. 2 (2021): IJAE Vol. 02, No. 2, June 2021 Vol. 2 No. 1 (2021): IJAE Vol. 02, No. 1, March 2021 Vol. 1 No. 3 (2020): IJAE Vol. 01, No. 3, December 2020 Vol. 1 No. 2 (2020): IJAE Vol. 01, No. 2, September 2020 Vol. 1 No. 1 (2020): IJAE Vol. 01, No. 1, June 2020 More Issue