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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
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Optimizing the Role of Committees in School Facilities and Infrastructure Management M, Siti Maisaroh; S, Rustan; Kaharuddin, Kaharuddin
International Journal of Asian Education Vol. 5 No. 3 (2024): IJAE Vol. 05, No. 3, September 2024
Publisher : Research and Education Development (READ) Institute collaborate with Faculty of Education and Teacher Training of IAIN Palopo (Fakultas Tarbiyah dan Ilmu Keguruan IAIN Palopo)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46966/ijae.v5i3.391

Abstract

This research utilizes a qualitative approach to investigate the role of committees in infrastructure management at SDN 8 Salobulo, Palopo City. Adequate facilities and infrastructure are crucial for enhancing the quality of learning, but challenges related to coordination and management are often encountered. The study incorporates interviews, observations, and document analysis to explore (1) strategies employed by the committee in managing facilities and infrastructure, (2) specific actions taken by the committee, and (3) challenges encountered throughout the process. The findings indicate that enhanced communication, effective planning, and increased transparency have positively influenced the school's reputation, resulting in higher student enrollments and a more conducive learning environment. These results provide insights for other schools seeking to improve their infrastructure management to facilitate effective learning.
Work Motivation and Principal Supervision Perception: Effects on Teacher Performance Sumantri, Sumantri; Mahmud, Hilal; Shaleh, Mahadin
International Journal of Asian Education Vol. 5 No. 3 (2024): IJAE Vol. 05, No. 3, September 2024
Publisher : Research and Education Development (READ) Institute collaborate with Faculty of Education and Teacher Training of IAIN Palopo (Fakultas Tarbiyah dan Ilmu Keguruan IAIN Palopo)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46966/ijae.v5i3.419

Abstract

Teachers are a key element in the education system. Other components, such as curriculum, infrastructure, and funding, become meaningless without quality teachers. This study aims to analyze the influence of teachers' work motivation and their perception of school principal supervision on teacher performance at SMPN 1 Bone-Bone. The research employs an ex-post facto design with a population of 49 teachers. All are included as samples (total sampling). Data were collected via a questionnaire covering work motivation, perception of supervision, and teacher performance and analyzed using multiple linear regression. The results show that teachers' work motivation and perception of school principal supervision are in the medium category, with average scores of 90.531 and 71.571, respectively. Teacher performance varies more widely, with an average score of 142.367. Regression analysis indicates a significant influence of work motivation and perception of school principal supervision on teacher performance. These findings highlight the importance of enhancing teachers' work motivation and the quality of school principal supervision to improve teacher performance, suggesting strategies such as professional development, recognition, and support from school principals.
Professional Learning Community: Analysis and Impact on the Quality of Learning in Nusantara Capital Buffer School (IKN) Dinanty, Najwa Shabrina; Setiawan, Muhammad Andri; Putro, Hendro Yulius Suryo
International Journal of Asian Education Vol. 5 No. 3 (2024): IJAE Vol. 05, No. 3, September 2024
Publisher : Research and Education Development (READ) Institute collaborate with Faculty of Education and Teacher Training of IAIN Palopo (Fakultas Tarbiyah dan Ilmu Keguruan IAIN Palopo)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46966/ijae.v5i3.423

Abstract

This study aims to analyze the impact of the Professional Learning Community (PLC) on the quality of learning in Nusantara Capital Buffer Schools (IKN). A mixed-method approach, combining qualitative and quantitative elements, was employed to understand the phenomenon comprehensively. The results indicate a significant improvement in learning outcomes, as evidenced by the increase in the average post-test score (70) compared to the pre-test score (48.75). The PLC program provided a platform for teachers to collaborate, share insights, and develop effective strategies to address learning challenges. Furthermore, implementing the PLC fostered a more supportive school environment, making students feel more comfortable and engaged. The findings underscore the importance of enhancing and expanding PLC initiatives to improve students' academic and non-academic achievements. Practically, these results suggest that the PLC model can be a valuable tool for teacher development and improved student outcomes. Academically, this study contributes to the growing literature on collaborative learning environments and their role in enhancing educational quality.
Teacher Learning Management: A Key to Improving Student Academic Outcomes Samsudding, Andi; Thaha, Hisban; Hasbi, Hasbi
International Journal of Asian Education Vol. 5 No. 3 (2024): IJAE Vol. 05, No. 3, September 2024
Publisher : Research and Education Development (READ) Institute collaborate with Faculty of Education and Teacher Training of IAIN Palopo (Fakultas Tarbiyah dan Ilmu Keguruan IAIN Palopo)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46966/ijae.v5i3.425

Abstract

This study aimed to provide an overview of the implementation of teacher learning management in improving student academic achievement at Madrasah Tsanawiyah Darussalam Buriko. Data were collected through interviews, observations, and documentation using a qualitative descriptive method. The findings indicate that effective learning management at Madrasah Tsanawiyah Darussalam Buriko involves three key stages: (1) Learning Planning: Lesson plans and other administrative tools are prepared, although often only to meet administrative requirements. (2) Implementation: Teachers generally follow their lesson plans, except in certain subjects where they rely solely on student textbooks. (3) Evaluation: This involves formative and summative assessments and evaluations of students' spiritual and social attitudes. Improved student learning outcomes are evidenced by fewer remedial cases attributed to teachers' innovative methods. However, challenges include insufficient infrastructure, additional teacher assignments, inadequate knowledge of planning and implementation, limited study duration, and student-related issues such as afternoon drowsiness, lack of enthusiasm, and discipline problems.This study aimed to provide an overview of the implementation of teacher learning management in improving student academic achievement at Madrasah Tsanawiyah Darussalam Buriko. Data were collected through interviews, observations, and documentation using a qualitative descriptive method. The findings indicate that effective learning management at Madrasah Tsanawiyah Darussalam Buriko involves three key stages: (1) Learning Planning: Lesson plans and other administrative tools are prepared, although often only to meet administrative requirements. (2) Implementation: Teachers generally follow their lesson plans, except in certain subjects where they rely solely on student textbooks. (3) Evaluation: This involves formative and summative assessments and evaluations of students' spiritual and social attitudes. Improved student learning outcomes are evidenced by fewer remedial cases attributed to teachers' innovative methods. However, challenges include insufficient infrastructure, additional teacher assignments, inadequate knowledge of planning and implementation, limited study duration, and student-related issues such as afternoon drowsiness, lack of enthusiasm, and discipline problems.
Reflecting on the Implementation of Online English Learning in Islamic Higher Education: Lecturers and Students’ Perspectives Madehang, Madehang; Masruddin, Masruddin; Iksan, Muhammad
International Journal of Asian Education Vol. 5 No. 3 (2024): IJAE Vol. 05, No. 3, September 2024
Publisher : Research and Education Development (READ) Institute collaborate with Faculty of Education and Teacher Training of IAIN Palopo (Fakultas Tarbiyah dan Ilmu Keguruan IAIN Palopo)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46966/ijae.v5i3.426

Abstract

The penetration of technology into education has rebounded since the emergence of the COVID-19 pandemic era, especially in bridging the practice of online learning in schools and universities. Reflecting on the practice of online learning, teachers and students give various perceptions. Some benefits and obstacles are mentioned. This descriptive study focused on investigating the perception of lecturers and students toward online language learning in Islamic higher education. The data were collected from teachers and students in three Islamic Higher Education, namely the State Islamic Institute of Palopo, the State Islamic Institute of Bone, and the State Islamic University of Makassar. The questionnaire was used to collect data from 12 lecturers and 86 students participating. In contrast, the interview was used to gain more profound information about the lecturers’ experience and opinions about implementing online learning. From both the questionnaire and the interview, the writers concluded that Lecturers and students in Islamic higher education in South Sulawesi have a positive view of online EFL learning. They value the flexibility, access to resources, and networking opportunities it provides. Students appreciate the ability to manage their learning independently, connect with diverse learners, and engage with various language aspects. However, there's a need for improvements in technology familiarity, stable internet access, access to online learning equipment, and pedagogical training for lecturers to enhance the online learning experience further.
Developing Critical Thinking in Grades 3-4: Inclusive, Student-Centric Writing Approaches Nalls, Irdawati
International Journal of Asian Education Vol. 5 No. 3 (2024): IJAE Vol. 05, No. 3, September 2024
Publisher : Research and Education Development (READ) Institute collaborate with Faculty of Education and Teacher Training of IAIN Palopo (Fakultas Tarbiyah dan Ilmu Keguruan IAIN Palopo)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46966/ijae.v5i3.438

Abstract

This study aims to analyze the impact of high-stakes testing practices in Asian countries, particularly Singapore, on students' learning outcomes and overall intellectual development. While the education system that focuses on standardized testing has garnered international recognition, it also raises concerns about the dominance of rote memorization over the development of critical thinking skills. This research proposes integrating Bronfenbrenner's Ecological Systems Theory and Critical Theory in Education as a framework for curriculum design to create a more balanced educational approach. The research method employed was observational and participatory, conducted over one academic year in a 3rd and 4th-grade classroom in Singapore. Data were collected through classroom observations, student writing samples, and parental involvement in the writing program. Parental involvement included weekly writing facilitation sessions and providing insights into the influence of parents on student development. The results of the study indicate that high-stakes testing practices contribute to improved academic performance but tend to limit students' critical thinking abilities. The use of a holistic approach in the curriculum, emphasizing student engagement and environmental support, proved effective in fostering analytical thinking. The implications of this study highlight the need to balance test preparation with the development of critical thinking skills in the education system, ensuring that students not only excel academically but are also equipped to think critically and adapt to global contexts.
Practicing Islamic-Based Leadership: Arab Principals' Perspectives Sawalhi, Rania; AlSaleh, Amal; Khulief, Jameelah
International Journal of Asian Education Vol. 5 No. 3 (2024): IJAE Vol. 05, No. 3, September 2024
Publisher : Research and Education Development (READ) Institute collaborate with Faculty of Education and Teacher Training of IAIN Palopo (Fakultas Tarbiyah dan Ilmu Keguruan IAIN Palopo)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46966/ijae.v5i3.439

Abstract

Although the literature offers various frameworks related to Islamic-based leadership, we argue that these frameworks have not fully encompassed all the preparations that Muslims must undertake for the afterlife. Al-Kaylani (1937–2015) is one of the Islamic philosophers who developed a relational model that connects individuals with the Creator, the universe, fellow human beings, life, and the afterlife. This qualitative study aims to explore the perspectives of Arab school leaders on the extent to which they apply Islamic-based leadership based on Al-Kaylani's relational model, as well as the factors influencing their practices. In this study, 13 school principals shared their perspectives and practices concerning what they refer to as Islamic schools and Islamic education within the Arab context. The findings reveal that the school leaders' understanding of Islamic education varies significantly based on their assumptions, influencing their practices and priorities in school planning and goals. Only one school leader attempted to align their practices with the afterlife. This study encourages researchers and practitioners to explore Al-Kaylani's model further and reimagine Islamic education's meaning in Muslim schools.
Ethics and Science in Philosophy: Understanding the Nature of Science in an Educational Context Syifa, Nahdli Muhammad Nur; Husnaini, M.; Harimurti, Shubhi Mahmashony
International Journal of Asian Education Vol. 5 No. 4 (2024): IJAE Vol. 05, No. 4, December 2024
Publisher : Research and Education Development (READ) Institute collaborate with Faculty of Education and Teacher Training of IAIN Palopo (Fakultas Tarbiyah dan Ilmu Keguruan IAIN Palopo)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46966/ijae.v5i4.392

Abstract

This study aims to explore the crucial relationship between ethics and science within a philosophical framework, with a specific emphasis on understanding the nature of science in the context of education. The research addresses fundamental questions about how ethics influences and shapes the role of scientific knowledge in the educational process. Examining the concepts of ethics and science from a philosophical perspective, this study presents an in-depth analysis of their interconnectedness and philosophical significance. The significance of ethics in science, particularly in education, is the primary objective identified as a moral foundation guiding the development and utilization of scientific knowledge. In this context, the researcher employed a literature review method. The study proposes efforts to comprehend the nature of science as an integral part of student's character development and understanding of the world. These efforts include critically reflecting on the ethical values embedded in scientific knowledge and emphasizing the integration of ethics into forming worldviews. Taking a philosophical approach, this research delineates the conceptual and practical implications of the relationship between ethics and science, providing a foundation for holistic thinking. The conclusion of this research suggests the development of educational methods and strategies that consider ethics as a central element in the knowledge transmission process. The study is expected to contribute positively to strengthening the balance between ethics and science in future generations' education, fostering intellectual intelligence and ethical and social integrity.
KH. Ahmad Dahlan and the Muhammadiyah Movement: Trailblazers of Educational Transformation in Indonesia Maraulang, Maraulang
International Journal of Asian Education Vol. 6 No. 1 (2025): IJAE Vol. 06, No. 1, March 2025
Publisher : Research and Education Development (READ) Institute collaborate with Faculty of Education and Teacher Training of IAIN Palopo (Fakultas Tarbiyah dan Ilmu Keguruan IAIN Palopo)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46966/ijae.v6i1.427

Abstract

KH. Ahmad Dahlan, born Muhammad Darwis in 1868 in Yogyakarta, was a scholar, educator, and reformer who founded Muhammadiyah in 1912. He was concerned with education and religious understanding among Indonesian Muslims, who were lagging. Muhammadiyah aimed to advance education, health, and social welfare by establishing schools that integrated religious and secular knowledge. Before Muhammadiyah, education in Indonesia was dominated by traditional pesantren and madrasah, with less relevant methods to contemporary developments. KH. Ahmad Dahlan introduced modern teaching methods that encouraged critical thinking and understanding. This study employs a literature review method to explore the contributions of KH. Ahmad Dahlan and the Muhammadiyah movement are transforming education in Indonesia. Data were collected from academic journals, books, conference papers, and credible online sources discussing the history, philosophy, and influence of KH. Ahmad Dahlan and Muhammadiyah. The research findings indicate that KH. Ahmad Dahlan and Muhammadiyah brought significant changes to Indonesian education by integrating religious and secular education, using the Indonesian language as the medium of instruction, emphasizing character education, and promoting gender equality. Muhammadiyah also introduced modern teaching methods and holistic social services. These contributions have enhanced access to and quality education, strengthened national identity, and influenced national education policies. This study provides a deep understanding of the pivotal role of KH. Ahmad Dahlan and Muhammadiyah, in educational reform, offer valuable lessons for the future development of the education system.
Revolutionary Strategies for Enhancing Education in Islamic Boarding Schools Yusuf, Yukram; Yusuf, Munir; Sanusi, Syamsu
International Journal of Asian Education Vol. 5 No. 4 (2024): IJAE Vol. 05, No. 4, December 2024
Publisher : Research and Education Development (READ) Institute collaborate with Faculty of Education and Teacher Training of IAIN Palopo (Fakultas Tarbiyah dan Ilmu Keguruan IAIN Palopo)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46966/ijae.v5i4.442

Abstract

This study aimed to provide an overview of the implementation of teacher learning management in improving student academic achievement at Madrasah Tsanawiyah Darussalam Buriko. Data were collected through interviews, observations, and documentation using a qualitative descriptive method. The findings indicate that effective learning management at Madrasah Tsanawiyah Darussalam Buriko involves three key stages: (1) Learning Planning: Lesson plans and other administrative tools are prepared, although often only to meet administrative requirements. (2) Implementation: Teachers generally follow their lesson plans, except in certain subjects where they rely solely on student textbooks. (3) Evaluation: This involves formative and summative assessments and evaluations of students' spiritual and social attitudes. Improved student learning outcomes are evidenced by fewer remedial cases attributed to teachers' innovative methods. However, challenges include insufficient infrastructure, additional teacher assignments, inadequate knowledge of planning and implementation, limited study duration, and student-related issues such as afternoon drowsiness, lack of enthusiasm, and discipline problems.

Page 15 of 20 | Total Record : 194

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