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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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Scientific Literacy in Asia: Insights from the Top-Performing Economies in PISA 2022 Wu, Yi
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.v6i1.460

Abstract

The results reveal that socioeconomic status (ESCS) strongly affects scientific literacy across all five economies, with a particularly pronounced impact in Singapore and Japan. Teacher qualifications, especially the proportion of educators with doctoral degrees, significantly contribute to student performance in South Korea and Chinese Taipei. Additionally, school competition and creative learning environments play varying roles; while Singapore and Macao benefit from structured creativity programs, South Korea’s highly competitive environment leads to performance disparities. Psychological factors such as stress resistance and perseverance exhibit mixed effects. In South Korea, stress resistance positively correlates with achievement, whereas in Macao, it negatively impacts performance. Furthermore, student-teacher relationships significantly enhance literacy outcomes in Japan, emphasizing the role of positive academic interactions. These findings highlight the diverse yet interconnected educational strategies driving scientific literacy in Asia’s top-performing regions. The study underscores the importance of equitable resource distribution, teacher professional development, and balanced competitive environments in shaping student success. Policymakers can leverage these insights to refine educational frameworks globally, fostering scientific literacy while addressing disparities in STEM education.
Readiness Assessment for Literacy Program Implementation: A Case Study of Elementary Schools Nurhasanah, Nurhasanah; Rustan, Edhy; Mahmud, Hilal
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.v6i1.463

Abstract

This study examines the readiness of elementary schools in Palopo City, Indonesia, for implementing literacy programs under the Merdeka Curriculum framework. Using a mixed-methods approach and the Countenance Stake evaluation model, the study assesses key antecedents, including school policies, infrastructure, and instructional strategies. Data were collected from nine selected schools through observations, interviews, surveys, and document analysis. Findings reveal that while school policies align with national regulations, such as Ministry of Education Regulation No. 56/M/2022, inconsistencies in implementation persist due to resource constraints and uneven Standard Operating Procedures (SOPs). Infrastructure limitations, including inadequate library facilities, poorly maintained reading corners, and insufficient multimedia resources, hinder literacy-rich environments. Schools employ strategies, such as teacher training, reading programs, and stakeholder collaborations, to address these gaps. However, disparities in access to professional development and unequal resource distribution highlight ongoing challenges. This study underscores the importance of policy standardization, infrastructure enhancement, and targeted capacity-building programs to foster sustainable literacy practices. Strengthening school-community partnerships and increasing government support are crucial for addressing systemic gaps. The findings contribute to the discourse on literacy education in Indonesia, offering practical recommendations for policymakers and educators. Literacy programs can be more effectively implemented by improving school readiness, supporting national educational goals and enhancing student learning outcomes.
Holistic Approaches to Religious Education Management in Madrasah Aliyah Negeri Mappasanda, Rante; Thaha, Hisban; Guntur, Muhammad
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.v6i1.465

Abstract

Religious education plays a fundamental role in shaping students’ moral and spiritual values, especially in Madrasah Aliyah Negeri, which integrates both general and religious education. This study explores holistic approaches to religious education management, focusing on strategic planning, implementation, evaluation, and community participation. A qualitative research approach using a case study method was employed, involving interviews, observations, and document analysis to assess the effectiveness of religious education management. The findings indicate that effective religious education requires a combination of a well-structured curriculum, extracurricular activities, community involvement, and the use of technology. The main challenges in managing religious education include resource limitations, a lack of educators proficient in modern pedagogical methods, and external influences from social environments and digital media. To address these challenges, schools must develop teacher training programs, strengthen collaboration with parents and communities, and integrate technology as a learning tool. This study emphasizes the importance of continuous evaluation to ensure that religious education is theoretical and contributes to students’ character formation and behavior. By adopting a holistic management approach, Madrasah Aliyah Negeri can enhance the effectiveness of religious education, strengthen students’ religious identity, and prepare them to navigate modern challenges with strong moral foundations.
The Role of Leadership Styles in Improving Educational Standards: Teachers' Perspectives Sari, Nila; Ilham, Dodi; Hasbi, Hasbi; Mardhiah, Mardhiah
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.v6i1.467

Abstract

This study analyzes teachers' perceptions of the principal's leadership style in enhancing teacher performance, infrastructure, curriculum implementation, and the teaching and learning process at SD Celebes Islamic School Belopa, Kabupaten Luwu. The study involved 37 respondents (27 educators and 10 administrative staff) using a quantitative approach with a survey method. Data analysis is conducted descriptively. The findings reveal that the principal's leadership style significantly influences education quality: 1) The authoritarian style contributes the most to teacher performance development (37.5%) by increasing compliance through strict supervision; 2) In infrastructure provision, the authoritarian style is dominant (41.3%), ensuring facility availability through strict oversight, while the democratic style (41.2%) promotes participation and transparency, and the laissez-faire style (17.5%) offers freedom but negatively impacts maintenance; 3) The democratic leadership style has the greatest impact on curriculum implementation (43.9%), enhancing participation and satisfaction, whereas the authoritarian style (28.1%) supports uniformity but limits innovation, and the laissez-faire style (28.0%) allows freedom in teaching methods; 4) In the teaching process, the democratic style is most effective (38.3%), fostering innovation and teacher involvement, while the authoritarian style (34.5%) reinforces standards but restricts creativity, and the laissez-faire style (27.2%) encourages creativity but leads to inconsistency. The study highlights that a combination of leadership styles tailored to each educational aspect can create a conducive learning environment, emphasizing the importance of flexible leadership to meet dynamic educational needs and improve sustainable quality.
Teacher Strategies in Navigating Curriculum Transition: From K13 to the Merdeka Curriculum in Primary Schools Sari, Milda; Marwiyah, St.; Masruddin, Masruddin
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.v6i1.468

Abstract

This study evaluates the implementation of a point-based disciplinary system in fostering student character development at SMAN 7 Luwu Timur. The research examines how structured disciplinary measures shape student behavior, enhance responsibility, and promote ethical values. Data were collected over one academic year through classroom observations, structured interviews with teachers and students, and document analysis using a qualitative research design. Findings indicate that the point-based system positively influences student discipline and moral development. Teachers reported a significant decrease in behavioral infractions and a noticeable improvement in students’ ethical awareness. The system fosters accountability and self-regulation, encouraging students to take responsibility for their actions. However, several challenges persist, including inconsistencies in enforcement and limited parental involvement. Some variations in disciplinary application undermine its effectiveness, emphasizing the need for comprehensive teacher training and structured implementation guidelines. This study contributes to the growing body of literature on character education by demonstrating the effectiveness of a structured disciplinary framework in promoting positive student behavior. It highlights the importance of integrating character-building strategies with school discipline policies to create a more supportive educational environment. The findings suggest that a well-designed point-based violation system can be a powerful tool for character education when implemented consistently and equitably. For sustainability and broader applicability, future research should explore the long-term behavioral impacts of such systems and investigate their effectiveness in diverse educational settings. Policymakers and educators must collaborate to refine disciplinary approaches that balance strict enforcement with holistic character development.
Managing Multicultural Education in the Merdeka Curriculum: Strategies, Challenges, and Insights Reskia, Dewi; Kaharuddin, Kaharuddin; Wardah, A. Ria
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.v6i1.473

Abstract

Multicultural education fosters inclusivity, social cohesion, and mutual respect in diverse societies. Indonesia’s Merdeka Curriculum provides a flexible, student-centered framework, making it a strategic platform for integrating multicultural education. This study examines the implementation, challenges, and institutional support for multicultural education within the Merdeka Curriculum, focusing on how schools manage diversity in teaching and learning. Data were collected through semi-structured interviews, classroom observations, and document analysis in selected junior high schools using a qualitative case study approach. Findings reveal inconsistent implementation due to teacher preparedness gaps, resource limitations, and resistance to change. While some schools integrate multicultural content effectively through inclusive teaching practices and extracurricular programs, others struggle due to inadequate teacher training and a lack of culturally diverse materials. Institutional support is critical, as schools with structured policies and administrative backing demonstrate more effective multicultural education practices. This study underscores the need for targeted teacher training, the development of multicultural learning resources, and stronger institutional policies. Addressing these challenges will enhance cultural inclusivity, student engagement, and cross-cultural understanding in Indonesian education. Future research should explore long-term impacts and best practices for sustaining multicultural education within the evolving Merdeka Curriculum.
Effectiveness of Digital Training for Educational Staff in Management Information Systems Abdullah, Sandrawati; Baharuddin, Baharuddin
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.v6i1.475

Abstract

The rapid digital transformation in the education sector necessitates the effective utilization of Management Information Systems (MIS) by educational staff. This study evaluates the effectiveness of digital-based technical guidance in enhancing MIS competencies among administrative personnel. A quantitative research approach was employed, with data collected from 24 participants through pre-test and post-test assessments, surveys, and institutional records. The results indicate a significant improvement in participants' knowledge, with post-test scores increasing from an average of 3.21 to 4.45. Participants reported a 35% reduction in data entry errors and a 27% decrease in administrative processing time, demonstrating the training’s impact on institutional efficiency. Additionally, the system utilization rate improved by 26%, highlighting increased confidence and adoption of digital tools. Findings further suggest that structured training programs lead to high participant satisfaction, with an overall rating of 4.33 out of 5. However, time allocation for practical exercises was identified as a challenge, indicating the need for more extensive hands-on sessions. Despite these positive outcomes, the study acknowledges limitations such as a small sample size and reliance on self-reported data. Future research should explore longitudinal impacts and assess the role of continuous training programs in sustaining digital competencies. This study underscores the critical role of technical guidance in equipping educational staff with essential digital skills, ultimately enhancing institutional performance. By implementing structured and continuous training programs, educational institutions can optimize digital transformation efforts and improve administrative efficiency. These findings provide valuable insights for policymakers and educators aiming to foster digital literacy in academic environments.
Prophetic Leadership in Islamic Schools: Transforming Teacher Performance and Student Achievement Anggraeni, Anggraeni; Muhaemin, Muhaemin; Sulistiani, Ino
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.v6i1.476

Abstract

Prophetic leadership, rooted in the values of humanization, liberation, and transcendence, has gained attention as an ethical and values-based leadership model in Islamic education. This study examines the influence of prophetic leadership on teacher performance and student achievement at Madrasah Ibtidaiyah Datok Sulaiman Palopo. Using a quantitative correlational design, the study collected data from teachers and students using structured questionnaires and academic performance records. The data were analyzed using multiple regression and Pearson correlation tests to determine the relationship between prophetic leadership, teacher performance, and student achievement. The findings indicate that teachers perceive the principal’s leadership as highly aligned with prophetic values, particularly in fostering ethical guidance, professional motivation, and collaborative engagement. A significant positive correlation was found between prophetic leadership and teacher performance, suggesting that teachers who experience strong moral and professional support from school leaders demonstrate higher instructional effectiveness and classroom engagement. Additionally, student achievement was significantly influenced by the leadership approach, reinforcing the idea that values-driven leadership fosters a positive learning environment. The study highlights the need for Islamic schools to integrate participatory leadership practices, ensuring teachers have greater autonomy in decision-making. It also emphasizes expanding leadership strategies beyond teacher development to engage students and parents actively. Future research should explore how prophetic leadership can adapt to contemporary educational challenges, ensuring its continued relevance in enhancing teacher effectiveness and student success.
Strengthening Religious Moderation in Madrasahs: An In-Depth Evaluation Sudarman, Sudarman; Sahraini, Sahraini; Kartini, Kartini
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.v6i1.477

Abstract

This study evaluates the implementation and outcomes of religious moderation education in three madrasahs—MIS Bokin, MIS Rantepao, and MTs Rantepao—located in North Toraja Regency. Employing the CIPP (Context, Input, Process, Product) evaluation model and a qualitative approach, the research explores how religious moderation principles are integrated into Islamic Religious Education (PAI) lessons and extracurricular activities. Data were gathered through observations, interviews, and document analysis, involving principals, teachers, and students as key informants. The findings indicate that religious moderation education is embedded effectively into both curricular and extracurricular activities. Through PAI lessons, teachers integrate values such as tolerance, harmony, and critical thinking using innovative methods like Active Debate and Everyone Is a Teacher Here. These approaches enable students to internalize moderation values naturally. Extracurricular activities, such as interfaith collaborations during religious holidays, provide practical applications of these principles, fostering mutual respect and inclusivity among students. The outcomes reveal enhanced national commitment, tolerance, and critical thinking skills among students. The programs address contemporary challenges, such as the spread of radical ideologies, by creating a positive and inclusive school environment. A systematic implementation process, supported by continuous evaluation, ensures the programs’ effectiveness and adaptability to the needs of students. This study concludes that religious moderation education at these madrasahs serves as an exemplary model for fostering harmony and coexistence in diverse educational contexts. Recommendations include consistent program evaluation, leveraging technology for broader outreach, and expanding these practices to other educational institutions.
Virtual Drama in Literature Education: Enhancing Language Learning Amid Challenges Thayyib , Magfirah; Wahibah, Wahibah; Ismayanti, Devi; Zainuddin, Andi Husni A.
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.v6i1.479

Abstract

Literature education is essential for enhancing students’ language competence, critical thinking, and engagement with literary texts. This study explores the implementation of a virtual drama project in literature classes for English Education students at IAIN Palopo, examining their responses, benefits, and challenges. Employing a descriptive-quantitative approach with qualitative elements, data were collected from 100 students across six classes through a structured questionnaire. Descriptive statistics and thematic analysis were used to analyze the findings. Results indicate that 72% of students viewed the virtual drama project as an engaging and effective learning tool, reporting improved language competence, pronunciation, confidence, and higher-order thinking skills. Additionally, 15% highlighted personal growth, citing increased self-confidence and creativity. However, 29% faced acting difficulties, struggling with emotional expression and performance adaptation in a virtual format. Technical barriers, such as poor internet connectivity (5%) and device limitations (2%), also hindered some students’ experiences. Despite these challenges, the study underscores virtual drama’s potential as an innovative pedagogical approach in literature education. Educators can enhance the effectiveness of virtual drama projects by integrating acting workshops, technological support, and stronger links to literary analysis. These findings contribute to the evolving landscape of digital literature education, offering insights for future curriculum design and pedagogical innovation in language learning.

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