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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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Assessing the Impact of Government Initiatives on Primary Education Access and Quality in Bangladesh (1971-2000) Masum, Md Abdullah Al
International Journal of Asian Education Vol. 6 No. 2 (2025): IJAE Vol. 06, No. 2, June 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.v6i2.454

Abstract

The period from 1971 to 2000 represents a transformative era for primary education in Bangladesh, driven by post-independence reforms and the government’s commitment to universal education. This study critically examines government-led initiatives aimed at improving access to and the quality of primary education. Key programs analyzed include the Universal Primary Education initiative, the Primary Education Development Program (PEDP I), and conditional cash transfer schemes such as Food for Education (FFE) and the Female Secondary Stipend Program (FSSP). Employing a policy analysis framework, the study evaluates the design, implementation, and long-term impacts of these initiatives. Findings reveal notable progress in primary education enrollment, with rates increasing from 75.6% in 1991 to 96.6% in 2000. Gender disparities also narrowed significantly, achieving near parity in primary school enrollment by the end of the decade. Despite these achievements, the education sector faced persistent challenges, including high dropout rates, insufficient teacher training, overcrowded classrooms, and systemic resource mismanagement. Political interference and bureaucratic inefficiencies further hindered the effective implementation of educational policies. This study highlights the dual nature of Bangladesh’s educational progress: while access to primary education has expanded considerably, issues related to the quality of instruction, curriculum relevance, and equitable resource distribution remain unresolved. The findings underscore the need for a more integrated approach to policy implementation, focusing not only on enrollment but also on educational outcomes and sustainability. These insights offer valuable guidance for future policy reforms aimed at achieving universal access to high-quality primary education in Bangladesh.
Between Two Worlds: The Impact of Sociocultural Acculturation on the Psychological Well-being Chen, Haojun; Zhang, Wenzhuo; Lai, Chengye; Jiang, Ting
International Journal of Asian Education Vol. 6 No. 2 (2025): IJAE Vol. 06, No. 2, June 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.v6i2.462

Abstract

The sociocultural adaptation of Mainland Chinese students in Hong Kong presents unique challenges that significantly impact their psychological well-being. While Hong Kong shares cultural similarities with Mainland China, historical, political, and linguistic differences create distinct adaptation barriers for non-local students. This study examines the relationship between sociocultural adaptation difficulties and psychological distress among Mainland Chinese students, emphasizing the impact on anxiety, social impairments, and depression. Using a quantitative approach, data were collected from 245 students through a structured survey incorporating the Sociocultural Adaptation Scale and the General Health Questionnaire-28 (GHQ-28). Pearson correlation analysis revealed a strong positive association (r= 0.79, p < 0.05) between adaptation difficulties and psychological distress. Further analysis indicated that social impairments and anxiety/insomnia were the most affected mental health dimensions, while longer duration of stay in Hong Kong was linked to improved adaptation and reduced psychological distress. These findings highlight the need for targeted interventions to support Mainland Chinese students in overcoming adaptation stress. Universities should enhance peer mentorship programs, language support services, and intercultural initiatives to foster social inclusion and reduce psychological distress. Future research should explore qualitative perspectives to gain deeper insights into students' lived experiences and the long-term effects of acculturation stress. By addressing these challenges, higher education institutions can create a more supportive and inclusive environment that enhances both academic success and student well-being.
Empowering Educators: The Principal's Strategy in Enhancing Teachers' Professional Competence in Islamic Schools Sultan, Muh. Yahya; Thaha, Hisban; Sanusi, Syamsu
International Journal of Asian Education Vol. 6 No. 2 (2025): IJAE Vol. 06, No. 2, June 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.v6i2.480

Abstract

This study examines the strategies employed by principals in enhancing teachers' professional competence within Islamic schools. Using a qualitative descriptive approach and a case study design, data were collected through in-depth interviews, classroom observations, and document analysis. The findings reveal that principals implement structured professional development programs, mentorship and coaching initiatives, collaborative learning environments, spiritual and moral guidance, and institutional support to improve teachers' instructional skills and overall performance. The study highlights that professional development programs enhance pedagogical skills and encourage innovative teaching methods. Mentorship and coaching provide novice teachers with valuable feedback and support, leading to improved classroom management and student engagement. Collaborative learning environments, such as MGMP meetings, foster the exchange of best practices and continuous learning. Additionally, spiritual and moral guidance strengthens teachers' ethical conduct and emotional connection with students, while institutional support, including access to resources and recognition of achievements, boosts teacher motivation and job satisfaction. The results of this study align with educational theories such as Social Learning Theory, Sociocultural Theory, and Herzberg's Two-Factor Theory. However, challenges such as limited funding, resistance to change, and the need for continuous evaluation were also identified. The study concludes that the strategies implemented by principals effectively enhance teachers' professional competence by addressing both technical and moral aspects of teaching. Future research is recommended to assess the long-term impact of these strategies on student outcomes and explore the role of technology in supporting professional development.
From Leadership to Learning: Examining the Managerial Influence of School Principals on Teacher Effectiveness Thaha, Hijaz; Pirol, Abdul; Guntur, Muhammad
International Journal of Asian Education Vol. 6 No. 2 (2025): IJAE Vol. 06, No. 2, June 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.v6i2.488

Abstract

This study investigates the influence of school principals’ managerial competence on teacher instructional effectiveness in a religious-based secondary school (madrasah) in Indonesia. Managerial competence is conceptualized across three core dimensions: conceptual skills (strategic planning), human skills (interpersonal relations and motivation), and technical skills (administrative and instructional support). Employing a quantitative ex post facto design, data were collected from 16 teachers using structured questionnaires, non-intrusive observations, and document analysis. Linear regression analysis revealed a significant and positive relationship between principals’ managerial competence and teacher effectiveness (R² = 0.457, p = 0.002), with both variables rated in the "very high" category. The findings support transformational and instructional leadership theories and emphasize the strategic role of managerial competence in enhancing teaching quality. This study contributes practical insights for educational policymakers and leadership development programs, particularly in resource-constrained school environments. However, limitations related to sample size and self-reporting suggest caution in generalizing the results. Future research should examine additional factors influencing teacher performance to build a more comprehensive model. This study provides a novel, component-based analysis of leadership influence in religious-based schools, an area rarely addressed in leadership literature.
Unpacking the Impact of the Merdeka Mengajar Platform on Teacher Performance: A CIPP Model Evaluation Musafir, Musafir; Sukirman, Sukirman; Ilham, Dodi
International Journal of Asian Education Vol. 6 No. 2 (2025): IJAE Vol. 06, No. 2, June 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.v6i2.491

Abstract

This study evaluates the implementation of the Platform Merdeka Mengajar (PMM) and its impact on improving teacher performance through the Context, Input, Process, and Product (CIPP) evaluation model. As a flagship initiative of Indonesia’s Ministry of Education, PMM provides self-paced training modules, instructional resources, assessment tools, and digital portfolios to support teachers in delivering the Merdeka Curriculum. Employing a qualitative approach, data were collected through semi-structured interviews, classroom observations, and document analysis involving eight teachers and one principal at a junior secondary school in Indonesia. The findings indicate that PMM is contextually aligned with the evolving needs of educators, particularly in promoting independent learning and responsive teaching. While infrastructure and resources were generally adequate, limited digital fluency and time constraints hindered optimal use. Teachers are actively engaged with the platform, supported by institutional mechanisms like Komunitas Belajar, for collaborative reflection. The evaluation showed improved pedagogical competence, classroom management, and student engagement. Despite some obstacles, PMM demonstrates strong potential as a digital innovation for professional development. This study recommends sustained policy support, user-centered platform improvements, ongoing training, and a robust monitoring and evaluation framework to enhance its effectiveness. The results provide valuable insights for policymakers and school leaders seeking to integrate technology into teacher development systems.
Transformational Leadership Practices of School Principals in Developing a Quality Culture in Remote Junior High Schools: A Mixed-Method Study Putri, Alfiona Sultana; S, Rustan; Akbar, Akbar
International Journal of Asian Education Vol. 6 No. 2 (2025): IJAE Vol. 06, No. 2, June 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.v6i2.493

Abstract

This study investigates the transformational leadership practices of a school principal in developing a quality culture in a remote junior high school in Indonesia. While transformational leadership has been extensively studied in urban and well-resourced contexts, limited attention has been given to how it is applied and adapted in geographically isolated and resource-constrained school environments. Using a mixed-method research design, this study combined qualitative data from interviews, observations, and document analysis with quantitative data obtained through teacher and student questionnaires. The findings revealed that the principal exhibited strong transformational leadership behaviors, including inspirational motivation, idealized influence, intellectual stimulation, and individualized consideration. These practices translated into the development of a collaborative, visionary, and quality-oriented school culture, despite infrastructural and logistical limitations. A localized leadership model was formulated, emphasizing four key elements: vision-driven motivation, ethical role modeling, innovation support, and personalized empowerment. The study contributes theoretically by extending the applicability of transformational leadership theory to rural and underserved educational settings. Practically, it offers a replicable leadership framework for school principals and policymakers aiming to foster school improvement under challenging conditions. Methodologically, the study affirms the value of mixed-method inquiry in capturing the complex dynamics of leadership in education. Overall, the research underscores the strategic role of principal leadership in cultivating sustainable quality culture in remote schools.
Implementing Character Education Strengthening Through the Savings Movement: Building Intelligent and Integrity-Driven Generations Zam, Zam; Nurdjan, Sukirman; Saleh, Mahadin
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.v5i4.494

Abstract

This study examines the implementation of the Savings Movement at SDN 268 Towuti as a strategic effort to strengthen character education, with a particular focus on fostering honesty among students. Employing a qualitative case study approach, the research investigates how systematic planning, structured implementation, and active collaboration among stakeholders have contributed to positive behavioral changes. Key strategies include organized program management, integration of honesty into school routines, and strong coordination between teachers and parents. The program introduced creative initiatives such as market simulations, student-led financial reports, and a reward system to instill financial responsibility and ethical values. Findings reveal that the program effectively nurtured core character traits such as honesty, discipline, responsibility, independence, and social awareness. Daily saving practices, routine monitoring, and consistent communication between home and school supported the internalization of these values. Market simulations provided practical experiences in accountability and entrepreneurship, while the documentation of financial transactions taught transparency and reinforced integrity. The reward system further motivated students to maintain honest behaviors and allowed for parental involvement in the learning process. The study concludes that the Savings Movement presents a practical, replicable model for integrating character education into school systems. It demonstrates how embedding moral values into daily school activities, supported by structured strategies and community involvement, can lead to sustainable character development. This model offers valuable insights for educators seeking innovative approaches to embed character education into formal learning environments.
Shaping Character Through Faith: Evaluating Religious Culture Reinforcement in Schools Erbayanti, Erbayanti; Thaha, Hisban; Taqwa, Taqwa
International Journal of Asian Education Vol. 6 No. 3 (2025): IJAE Vol. 06, No. 3, September 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.v6i3.481

Abstract

This study evaluates the reinforcement of religious culture in schools, focusing on the alignment between school vision and mission, the methods used to instill religious values, and the impact on student character development. A qualitative case study approach involved observations, semi-structured interviews, and document analysis. Data were collected from 15 participants, including school administrators, teachers, and students, selected through purposive sampling. Thematic analysis was used to identify patterns and insights regarding religious culture reinforcement. The results indicate that the school’s vision and mission strongly emphasize religious character-building, which is reflected in structured religious activities such as Quran recitations, congregational prayers, and religious discussions. Teachers played a crucial role in modeling religious behavior, reinforcing values through daily interactions. However, student engagement varied; some actively participated while others followed religious programs passively. Additionally, while religious reinforcement positively influenced student discipline, honesty, and respect, some students struggled to maintain these values outside the school environment, highlighting the need for more intrinsic motivation and real-world applications of religious teachings. The study suggests that enhancing interactive religious learning methods, strengthening teacher training programs, and collaborating with families and communities can improve religious culture reinforcement. Future research should explore the long-term sustainability of religious education beyond school settings. This study provides empirical insights into the effectiveness and challenges of religious culture reinforcement in schools, offering practical recommendations for educators, policymakers, and researchers.
Reconsidering IELTS Scores in Vietnamese College Admissions: Links to Academic Success Factors Phan, Khuc
International Journal of Asian Education Vol. 6 No. 3 (2025): IJAE Vol. 06, No. 3, September 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.v6i3.489

Abstract

The International English Language Testing System (IELTS) has been accepted as a college admission requirement in Vietnam since 2017. However, its use in college admissions surged significantly after the Ministry of Education and Training’s 2023 decision to recognize IELTS scores for high school graduation. This study investigated whether IELTS scores at college admission were related to three factors associated with academic success in higher education: psychological well-being, self-efficacy, and self-confidence in key learning skills. The research involved thirty-six first-year Vietnamese college students who were divided into three groups based on their admission IELTS scores: below 5.5, 5.5 to 6.5, and above 6.5. Analysis of variance revealed no significant differences in the academic success factors among these IELTS groups at admission. The study also examined whether a College Readiness course designed to enhance these academic success factors yielded different outcomes across the IELTS groups. While students improved in course outcomes, these gains generally did not differ significantly among the three IELTS groups, particularly six weeks after the course ended. These findings, combined with the limited research on IELTS score predictive validity in Vietnam, suggest two implications: first, there is a need for more comprehensive research on how IELTS scores relate to academic success factors in the Vietnamese context; and second, institutions may need to reconsider the weight given to IELTS scores in their college admissions processes.
Validating Instruments for Measuring Adaptive Intelligence: A Construct Validation Study of Five Components Djiwandono, Patrisius Istiarto
International Journal of Asian Education Vol. 6 No. 3 (2025): IJAE Vol. 06, No. 3, September 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.v6i3.490

Abstract

This study aimed to validate instruments designed to measure the five components of adaptive intelligence, wisdom, creativity, problem-solving, analytical skills, and practical ability, and to identify the underlying factors of each construct. Adaptive intelligence is increasingly recognized as an essential competence for individuals to navigate rapidly changing environments, yet empirical studies that systematically validate its measurement tools remain limited. The study employed a quantitative validation design using exploratory factor analysis. Data were collected from 144 university students in Malang, Indonesia, selected through cluster sampling from a larger population. Five questionnaires, each consisting of 20 items, were developed in collaboration with expert lecturers to ensure content validity. Following a pilot test and revisions, the instruments were administered, and the data were analyzed using SPSS version 25 with Promax rotation and a loading threshold of 0.40. The results confirmed the multidimensional nature of adaptive intelligence. Wisdom was represented by three factors, creativity by two, problem-solving by three, analytical skills by three, and practical ability by four. These factor structures provide empirical evidence of adaptive intelligence's latent dimensions, highlighting its complexity as an integrated but multifaceted construct. The contribution of this study lies in both theoretical and practical domains. Theoretically, it advances the conceptual clarity of adaptive intelligence by specifying its latent dimensions. Practically, it provides validated instruments that educators and psychologists can employ to assess and foster adaptive capacities in students and professionals, supporting resilience and adaptability in diverse contexts.

Page 18 of 20 | Total Record : 194

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