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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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Community and Quality of Education: A Study on Perception and Motivation Towards Islamic Elementary School Arfah, Muh.; Kaharuddin, Kaharuddin; K, Bulu
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.v5i4.444

Abstract

This research examines the community’s perception and motivation regarding the Darussalam Integrated Islamic Elementary School in Palopo City. The objectives are: 1) to explore the community's perception of the school, 2) to identify factors motivating families to choose the school, and 3) to evaluate the quality of education provided. Using a qualitative, descriptive field study approach, data was collected through observations, interviews, and documentation from parents and teachers. The analysis included data condensation, presentation, and conclusion drawing, with credibility ensured through extended observations, triangulation, and accuracy checks. The findings reveal that the community holds a highly positive perception of the school, valuing its ability to develop students' character and morals in line with Islamic teachings, alongside a strong focus on Qur’an literacy. The school’s comprehensive facilities and balanced integration of the Merdeka Curriculum and the Integrated Islamic School Network (JSIT) curriculum, combining general and Islamic studies, also contribute to this favorable view. Factors like parents’ educational background, economic status, and the school's location further influence their perceptions and decisions.
Enhancing Potential: Performance Evaluation of Arabic Language Teachers Misra, Misra; Sahraini, Sahraini; Kartini, Kartini
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.v5i4.446

Abstract

This study aims to contribute theoretically to the development of educational science and provide practical insights for Madrasah Tsanawiyah Negeri Towuti and similar institutions in evaluating teacher performance to enhance educational quality. The research employs an evaluative approach using the discrepancy model, conducted through qualitative methods, including observation, interviews, and document analysis, focusing on the performance evaluation of Arabic language teachers at MTsN Towuti. The findings reveal that Arabic teachers excel in lesson planning, as evidenced by the comprehensive administrative preparations at the start of the academic year. However, while overall performance was good during the implementation phase, challenges such as ineffective classroom management, monotonous teaching methods, and insufficient encouragement for creative thinking were noted. In the assessment phase, teachers demonstrated strong performance in designing assessment tools, applying diverse strategies to monitor student progress, and providing constructive feedback, aligning with school and national standards. The evaluation concludes that the teachers' performance in planning, implementation, and assessment is generally good, adhering to established standards. The study recommends that these strengths be maintained and further enhanced. The implications suggest that stakeholders should pay greater attention to teacher qualifications, advocating for more extensive training and certification programs. Practically, the findings serve as constructive feedback for Arabic language teachers to improve their performance further.
Profiling Eco-literacy in Elementary School Students: A Qualitative Case Study Approach Najib, Muhamad Ainun; Nurdiani, Sulastri; Puspaningtyas, Anindya; Anjani, Siti Ratna; Setiawan, Raysa Amaviska Putri; Maharani, Arista Selly; Ningsih, Rizki Wulan; Putri, Amanda Sabrina Zahra; Marliani, Hetty; Fajari, Laksmi Evasufi Widi
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.v5i4.448

Abstract

This study aims to describe the eco-literacy profile formulated by the Centre of Eco-literacy. The research design used in this article is qualitative with a case study approach. The research subjects consist of 5 students, two teachers, and the principal. The data collection techniques in this study used three techniques: observation, interviews, and documentation. The data analysis technique examines the data obtained from the beginning of data collection to conclude. The research result shows that: (1) in the cognitive aspect, students understand environmental issues and can connect this knowledge with concrete actions in their daily lives; (2) the emotional aspect shows that students are deeply aware of the interdependence between living beings and the environment, accompanied by empathy and care for nature; (3) the activity aspect is evident from students' involvement in using tools and resources wisely and integrating eco-literacy principles into various practical activities; and (4) the spirit aspect is reflected in the increased awareness of students regarding the relationship between humans and nature, manifested through actual actions born from their knowledge and care. This study concludes that students' eco-literacy profile is good, with skills encompassing cognitive, emotional, activity, and spirit aspects that mutually support understanding and responding to environmental issues effectively. This research is expected to serve as a reference for policymakers and schools in implementing eco-literacy in elementary schools.
Trends and Challenges in Mixed Methods Educational Research: A Comprehensive Analysis of Empirical Studies Zhao, Xiantong; Xu, Renying
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.v5i4.450

Abstract

The mixed methods research approach combines quantitative and qualitative methodologies to comprehensively understand complex research questions, particularly valuable in educational studies. This study critically examines adopting and utilizing mixed methods in Chinese educational research by analyzing 105 empirical studies published in major Chinese academic databases from 2002 to 2023. Using a framework based on established mixed-methods criteria, researchers evaluated these studies across five dimensions: research objectives, rationale for mixed methods, methodology and sample size, design type, and journal category. The findings reveal that while mixed methods usage in Chinese educational research has grown significantly since 2018, especially with a preference for explanatory sequential and concurrent designs, many studies lack clarity in articulating the rationale behind their methodological choices. This lack of transparency limits the potential of mixed methods to address educational challenges in depth. Additionally, data collection methods remain limited, relying on questionnaires and interviews and less frequently using techniques such as observations and experiments. High-quality journals show a preference for rigorously conducted mixed-methods research, underscoring the importance of methodological rigor. This study advocates for improved alignment of research questions, clearer rationale, and diversified data collection to enhance methodological robustness in future mixed methods educational studies in China.
Challenges and Strategies in School Improvement: School Principals' Experiences and Reflections Dinler, Caner
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.v5i4.451

Abstract

This study examines the experiences of public primary school principals in Istanbul in implementing school improvement strategies, addressing challenges, and assessing the outcomes of their efforts. Using a qualitative case study design, data were collected through semi-structured interviews with nine experienced principals, focusing on their activities, challenges, and solutions in fostering educational change. The findings highlight the importance of systematic planning, creating supportive learning environments, and fostering participatory leadership to drive school improvement. Collaborative approaches, involving teachers, parents, and community stakeholders, were emphasized as key to achieving shared goals. Principals faced several challenges, including a lack of organizational culture, resistance to change, excessive administrative demands, inadequate physical conditions, and resource limitations. To address these issues, they employed strategies such as building participatory school cultures, establishing effective communication networks, and leveraging external support from NGOs and municipalities. These efforts not only mitigated immediate barriers but also strengthened stakeholder relationships and promoted a sense of collective ownership. The results indicate significant positive impacts on students, teachers, and parents. School improvement initiatives enhanced student engagement, increased teacher satisfaction, and improved school-community relationships. Principals also reported that their schools became more desirable within their communities, reflecting the broader benefits of their leadership efforts. This study contributes to understanding effective school improvement practices in urban settings and underscores the importance of systemic support and equitable resource allocation. It provides actionable insights for policymakers and educators, emphasizing the need for sustainable strategies to ensure continuous progress in education.
Strategic Management in Strengthening Religious Moderation: A Case Study in Primary Schools Aruman, Iman; Hasbi, Hasbi; Firman, Firman; Ilham, Dodi
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.v5i4.455

Abstract

Indonesia’s rich cultural and religious diversity presents both opportunities and challenges, particularly in fostering social harmony in pluralistic societies. This study examines the management of religious moderation in two primary education institutions, Madrasah Ibtidaiyah Swasta (MIS) Rantepao and SD Katolik Rantepao III, located in North Toraja Regency. Using a descriptive qualitative research design, the study explores the implementation, strategic steps, and challenges of strengthening religious moderation within these schools. Findings reveal that religious moderation is tailored to the unique contexts of each institution. MIS Rantepao integrates Islamic values with community engagement through activities such as celebrating Islamic holidays and promoting social harmony among students. Conversely, SD Katolik Rantepao III emphasizes humanistic values, inclusivity, and interfaith respect, creating a learning environment that prioritizes egalitarianism and collaboration. Both schools also incorporate nationalism and civic education, reinforcing unity through Indonesia’s foundational principles of Pancasila. Systematic steps, such as lesson planning, diverse teaching methodologies, and inclusive character education, demonstrate the commitment of both schools to fostering tolerance and inclusivity. Despite their efforts, challenges persist, including resource limitations, internal religious differences, and navigating local cultural traditions. These challenges underscore the need for sustained dialogue, enhanced resources, and innovative strategies to support religious moderation. This study contributes to understanding the role of education in promoting tolerance and social cohesion in multicultural societies. The findings offer practical insights for educators and policymakers aiming to foster inclusivity and harmonious coexistence through educational institutions.
The Performance of the Adiwiyata Program: An Evaluation Study at Madrasah Tsanawiyah Negeri Masdar, Masdar; K, Nurdin; Kamal, Helmi
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.v5i4.461

Abstract

Environmental challenges, such as climate change, pollution, and deforestation, require proactive educational strategies to foster sustainability awareness and responsible behavior among students. The Adiwiyata Program, introduced by the Indonesian Ministry of Environment and Forestry, aims to integrate environmental education into the school curriculum to promote sustainable practices. This study evaluates the implementation of the Adiwiyata Program at MTs Negeri Luwu Timur using the CIPP (Context, Input, Process, Product) evaluation model. The research adopts a qualitative approach, utilizing observations, semi-structured interviews with school administrators, teachers, students, and community members, and document analysis to assess the program's effectiveness. The findings reveal that the program aligns well with the school’s vision and mission, emphasizing academic excellence and environmental stewardship. Strong government support and active community engagement significantly contribute to the program's success. Adequate resources, including well-trained educators and interdisciplinary curriculum integration, have increased environmental awareness, positive behavioral changes among students, and noticeable improvements in the school’s physical environment. However, challenges such as limited funding, delayed external resource fulfillment, and difficulties in engaging new students highlight areas for improvement. This study concludes that the Adiwiyata Program at MTs Negeri Luwu Timur effectively integrates environmental education in madrasahs. The research offers strategic recommendations for enhancing program sustainability, improving stakeholder collaboration, and expanding the program’s impact beyond the school community. These findings contribute to the broader discourse on environmental education and its role in fostering sustainable development in educational institutions.
Enhancing Students' Character Development through a Point-Based Violation System Syarif, Aswar; Baderiah, Baderiah; Taqwa, Taqwa
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.v5i4.464

Abstract

This study aims to analyze the effectiveness of a point-based violation system in fostering students' character development at SMAN 7 Luwu Timur. The primary purpose is to examine how structured disciplinary measures shape student behavior, enhance responsibility, and promote ethical values within the school environment. A qualitative research method was employed, utilizing observations, structured interviews with teachers and students, and document analysis. The data were collected over an academic year to assess changes in student behavior and disciplinary trends. Findings reveal that the point-based system positively influences student discipline and moral growth. Teachers report a significant decline in behavioral infractions and an improvement in students’ awareness of ethical conduct. The system fosters accountability and self-regulation, encouraging students to take responsibility for their actions. However, challenges persist, particularly in ensuring consistent enforcement and securing parental involvement. Variations in disciplinary application sometimes undermine effectiveness, highlighting the need for comprehensive teacher training and structured implementation guidelines. The study implies that a well-structured point-based violation system can be an effective character education tool when integrated with a supportive and fair disciplinary framework. Future research should explore long-term behavioral impacts and adaptations across diverse educational settings for better sustainability and effectiveness. Policymakers and educators must collaborate to refine disciplinary approaches to balance strict enforcement with character-building strategies.
Mentorship Challenges: Reflections from Mentor-Teachers in Pre-Service Teacher Programs Mkhomi, Moses Sipho; Mokobane, Z; Gqeba, NG; Mhlanga, N
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.v6i1.443

Abstract

Mentorship is crucial to pre-service teacher education, bridging the gap between theoretical knowledge and practical classroom experience. However, while extensive research has explored the perspectives of pre-service teachers (PSTs), limited attention has been given to mentor-teachers' challenges. This study examines the mentorship challenges encountered by mentor-teachers, framed within the Self-Regulation Learning (SRL) theory, which consists of three phases: Forethought, Performance, and Self-Reflection. Data were collected through semi-structured interviews with ten mentor-teachers from Buffalo City Metropolitan Education District schools using a qualitative phenomenological approach. Findings reveal three key challenges. First, in the forethought phase, PSTs lack structured preparation and clear expectations, leading to passive engagement and reliance on mentor-teachers. Second, in the performance phase, PSTs struggle with classroom execution and adaptability, failing to monitor and adjust their teaching strategies effectively. Third, in the self-reflection phase, many PSTs resist feedback and fail to engage in critical self-assessment, limiting their professional growth. This study recommends structured pre-placement training for PSTs, improved university-mentor communication, and the integration of reflection-based learning tools to enhance mentorship effectiveness. Strengthening mentorship programs through self-regulated learning strategies will better prepare PSTs for teaching challenges, promote autonomous learning, and reduce mentor-teacher burdens. This study contributes to teacher education literature by highlighting mentorship gaps and proposing a structured approach to improving mentorship in pre-service teacher training.
Empowering Students: Innovative Management of Extracurricular Activities for Greater Achievement Tawakkal, Muhammad; Nawas, M. Zuhri Abu; Sanusi, Syamsu
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.v6i1.452

Abstract

Extracurricular activities are a vital component in the educational process that supports holistic student development, encompassing intellectual, emotional, and social growth. This study aims to analyze the management of extracurricular activities at SMA Negeri 10 Luwu Utara and its impact on student motivation and achievement. Using a qualitative research design, data collection was conducted through observations, interviews, and documentation involving extracurricular supervisors, school officials, and students. The findings reveal that the management process follows four main stages: planning, organizing, implementing, and evaluating. The structured management approach significantly enhances student skills, fosters leadership, and boosts student engagement. However, several challenges were identified, including overlapping schedules, limited funding, and time constraints, which hinder the optimal execution of extracurricular programs. The study emphasizes that innovative management strategies, supported by the active role of teachers, school officials, and parents, are essential to maximize the benefits of extracurricular activities. Furthermore, the research highlights that effective extracurricular management not only improves student motivation but also enhances academic performance and character development. By addressing the existing challenges and strengthening collaboration among stakeholders, extracurricular activities can serve as a powerful tool to support student achievement and personal growth. This study provides valuable insights for educational institutions in developing more effective strategies to manage extracurricular programs and create a supportive learning environment that nurtures student potential in both academic and non-academic aspects.

Page 16 of 20 | Total Record : 194

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