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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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Creating a Safe and Inclusive School Culture: Anti-Bullying Program Implementation in a Faith-Based Primary School Jayangti, Jayangti; Kamal, Helmi; Masri, Subekti
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.v6i3.495

Abstract

Bullying remains a persistent issue in primary education, requiring context-sensitive and value-driven interventions, especially in culturally and religiously grounded school environments. This study explores the implementation of an anti-bullying education program at SD Darud Da’wah War-Irsyad II (DDI II) Palopo, a faith-based Islamic elementary school in Indonesia, to understand its structure, processes, and challenges. Employing a qualitative descriptive design, data were collected through in-depth interviews, school observations, and document analysis. The participants included school leaders, Islamic education teachers, and homeroom teachers directly involved in the program's development and execution. The findings revealed that the program was structured across daily, weekly, and annual activities, all of which were infused with Islamic values such as rahmah (compassion), ukhuwah (brotherhood), and adl (justice). Its implementation involved stages of awareness-building, task force coordination, curriculum integration, peer support systems, and parental involvement. Challenges included students' limited awareness of non-physical bullying, teachers’ lack of training in handling psychological aggression, underreporting due to social stigma, and the absence of a formal evaluation mechanism. This study contributes to the field by offering a practical and culturally embedded model for anti-bullying education rooted in religious ethics. The model is scalable, cost-effective, and adaptable for other faith-based schools, making it relevant for educators and policymakers seeking sustainable approaches to school safety and character development in religious contexts.
From Low Participation to High Engagement: Developing Extracurricular Programs to Optimize Students’ Talents and Interests Sumardi, Sumardi; Muhaemin, Muhaemin; Ilham, Dodi
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.v6i3.496

Abstract

This study aimed to develop extracurricular program guidelines to increase student participation and optimize talent and interest development in a rural Indonesian senior high school. Using a Research and Development (R&D) approach with the 4D model—Define, Design, Develop, Disseminate—the research involved 102 students, 10 extracurricular coaches, eight subject teachers, and the school principal at SMAN 11 Luwu Timur. Data were gathered through questionnaires, interviews, observations, and document reviews, with subsequent expert validation and practicality testing. Needs analysis revealed limited facilities, misalignment between programs and student interests, scheduling conflicts, and low parental support as the main barriers to participation. The guidelines addressed these challenges through clearly defined objectives, flexible scheduling, diverse and technology-based activities, and strategies for resource management and community involvement. Expert validation produced a high validity score of 76.88%, while practicality testing averaged 76.15%, indicating that the guidelines were easy to implement and adaptable to various activities. The framework aligns with the Pancasila Student Profile, Gardner’s Multiple Intelligences Theory, and Self-Determination Theory, ensuring both theoretical robustness and contextual relevance. These findings suggest that well-designed, resource-efficient extracurricular programs can enhance student engagement even in resource-limited contexts. The guidelines offer a practical, scalable model for other schools with similar challenges, contributing to the promotion of equitable access to holistic education in rural settings.
Extracurricular Management Practices and Their Impact on Students’ Life Skills in an Indonesian Madrasah Mursalim, Nurul Aulyah; Hasbi, Hasbi; Kartini, Kartini
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.v6i3.498

Abstract

This study investigates the management of extracurricular activities and their contribution to students’ life skills development at MTs Bua, a rural madrasah in Indonesia. Despite limited resources, the school consistently delivers extracurricular programmes by applying the Planning, Organising, Actuating, and Controlling (POAC) management cycle while integrating Islamic moral values. The study aims to analyse how extracurricular activities are managed, identify the life skills developed, and explore challenges in their implementation. Using a qualitative case study design, data were collected through in-depth interviews with the principal, vice principal for curriculum, and activity coaches, supplemented by document analysis. Data were analysed thematically following Miles and Huberman’s interactive model. Findings indicate that extracurricular management follows a structured cycle adapted to resource constraints through participatory planning, efficient role distribution, and regular monitoring. Scouting, sports, and arts foster a broad range of life skills, such as teamwork, leadership, emotional regulation, creativity, and communication, while embedding Islamic moral guidance. Challenges include limited facilities, financial constraints, inconsistent participation, and varying levels of coach expertise; these are addressed through flexible scheduling, resource-sharing, and leadership commitment. The study offers a hybrid management model that combines competency-based and values-based approaches, demonstrating that the POAC framework can be effectively adapted in rural Islamic school contexts. It also provides a new perspective on sustainability, showing that leadership commitment and adaptive strategies can sustain extracurricular programmes without substantial infrastructure. These findings have practical implications for school leaders, educators, and policy-makers in designing and sustaining extracurricular activities that promote both skill development and character formation.
Education Development for Rohingya Muslims in Bangladesh: Contributions of Local and International Organizations Hoque, Md. Ziaul
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.v6i2.474

Abstract

Despite residing in Myanmar since the eighth century, Rohingya Muslims were rendered stateless under the 1982 Burmese Citizenship Law, leading to systemic exclusion and large-scale displacement. Today, over one million Rohingya refugees live in Bangladesh, where education remains a critical and underdeveloped area of response. This study provides a holistic analysis of the educational crisis facing Rohingya children, emphasizing the historical, legal, and social barriers to access, and evaluating the role of local and international organizations in addressing these challenges. Employing a qualitative research design, the study combines historical analysis, document reviews, and thematic analysis with insights from 12 semi-structured interviews involving NGO representatives, educators, and local authorities. Secondary quantitative data from Cox’s Bazar Education Sector supported trend interpretation. Findings reveal that initiatives such as the Learning Competency Framework and Approach (LCFA) and the Myanmar Curriculum Pilot Programme have expanded access for over 300,000 children across 3,400 learning centers. However, ongoing issues include a lack of formal certification, high dropout rates, teacher shortages, sociocultural restrictions, and declining enrollment. This research contributes a layered understanding of the Rohingya education crisis by integrating historical context with field-based evidence. It offers evidence-based recommendations to support formal curriculum recognition, expand long-term funding, enhance teacher training, particularly for women, and integrate psychosocial support and community-led models. The findings aim to inform policy, advocacy, and sustainable planning in refugee education across protracted crisis contexts.
From Knowledge to Practice: Enhancing Teacher Competence through a Life Skills-Based Module in the Merdeka Belajar Curriculum Padang, Nita Sampe; K, Nurdin; Salmilah, Salmilah
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.v6i3.500

Abstract

The implementation of the Merdeka Belajar Curriculum in Indonesia requires teachers not only to understand policy principles but also to apply them effectively in classroom practice. However, many teachers face challenges in enacting differentiated instruction, indicating a gap between conceptual understanding and practical readiness. This study aimed to develop, validate, and evaluate a life skills-based module to enhance teacher competence in implementing the Merdeka Belajar Curriculum. The study followed the ADDIE model, Analysis, Design, Development, Implementation, and Evaluation, employing a research and development design with a mixed-method approach. Data were collected at SMPIT Ibnu Sina Palopo from 12 participating teachers through questionnaires, expert validation sheets, teacher response instruments, pre-test and post-tests, interviews, and documentation. Quantitative data were analyzed descriptively and through gain scores, while qualitative data were examined thematically. The results indicated that teachers possessed adequate conceptual understanding of the curriculum but limited readiness to apply differentiated learning strategies. The developed module was rated highly valid by content, language, and design experts and assessed as practical by teachers during pilot implementation. Effectiveness testing showed significant improvement in teacher competence after using the module, supported by qualitative evidence of increased confidence and adaptability. In conclusion, the life skills-based module successfully bridged the gap between theoretical knowledge and classroom practice, confirming the importance of embedding personal, social, academic, and vocational competencies into teacher professional development. The study contributes to curriculum innovation and teacher training by offering a structured, practice-oriented resource that supports the successful enactment of the Merdeka Belajar Curriculum in Indonesian secondary schools.
Managing Inclusive Education through the Merdeka Curriculum: Evidence from an Indonesian Special School Kalsum, Ummu; Muhaemin, Muhaemin; Guntur, Muhammad
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.v6i3.501

Abstract

Inclusive education has become an important agenda in global educational reform, and the introduction of the Merdeka Curriculum in Indonesia represents a significant effort to strengthen equitable access for students with disabilities. However, limited research has examined how inclusive education is managed under this new curriculum in special schools. This study aimed to analyze the management of inclusive education through the implementation of the Merdeka Curriculum at SLB Negeri 1 Palopo, focusing on planning, implementation, and evaluation. A qualitative descriptive design was employed, involving the principal, vice principal for curriculum, and teachers as participants, selected purposively for their roles in curriculum management. Data were collected through semi-structured interviews, classroom observations, and document analysis, and analyzed using Miles and Huberman’s interactive model with triangulation to ensure trustworthiness. The results revealed that planning was conducted through the development of Individual Learning Plans (RPI), teacher training, and collaboration with external stakeholders. Implementation emphasized differentiated instruction, project-based learning, and the integration of technology to meet diverse student needs, while evaluation employed authentic and flexible methods such as portfolios, performance tasks, and parental involvement. These findings suggest that inclusive education management in special schools requires multi-stakeholder collaboration, teacher autonomy in instructional strategies, and adaptive evaluation systems. The study provides practical recommendations for strengthening teacher competencies, enhancing collaboration with external partners, and developing authentic assessment approaches to ensure the effective realization of inclusive education goals under the Merdeka Curriculum.
The Effectiveness of Brain Gym on Concentration and Memory Performance of IT Academic Probation Students: A Case Study of UTAS-Shinas, Sultanate of Oman Al-Kalbani, Salama Said Sulaiyam; Al Mamari, Bushra Said Obaid; Villar, Redjie Tan
International Journal of Asian Education Vol. 6 No. 4 (2025): IJAE Vol. 06, No. 3, December 2025 All articles in this issue include authors f
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.v6i4.497

Abstract

Despite the various academic services in place, many students still enter academic probation status and find it difficult to exit due to a low Cumulative Grade Point Average (CGPA). High academic achievements require a satisfactory level of concentration and working memory performance. This study aims to examine the effectiveness of Brain Gym exercises in improving concentration and memory levels among students on academic probation. This quasi-experimental study involved 48 students from the College of Computing and Information Sciences at the University of Technology and Applied Sciences (UTAS-Shinas), all in their first-year Diploma semester 1 of the academic year 2024-2025. The participants were allocated into a control group and an intervention group, and both groups were subjected to pre-tests and post-tests. Data on concentration were collected using Grid Concentration Exercise questionnaires, while the Digit Span Test and Spatial Test were used to assess memory performance. Two non-parametric tests were used to analyze the data: the Spearman Rank Order correlation test was used to determine the relationship between the pre-test and post-test scores for both groups, and the Wilcoxon Pair Signed Rank Test was used to measure the difference between the post-test scores of the control and intervention groups. The study's findings show a significant increase in the students’ concentration performance for the intervention group by 19.1%. The finding also shows a significant improvement for Digit Span memory and Spatial Memory Skills among participants in the intervention group by 29.7%.
The Role of Teachers in Developing Creativity In Elementary School Age Children Pasha, Nazwa; Arwila; Ramadhani, Jopani; Mirza, Raifan Syafiq; Utami, Tri Setia; Siregar, Hapni Laila
International Journal of Asian Education Vol. 6 No. 4 (2025): IJAE Vol. 06, No. 3, December 2025 All articles in this issue include authors f
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.v6i4.502

Abstract

The purpose of this study is to analyze the role of elementary school teachers in fostering creativity in student learning development through the application of innovative learning methods and contextual learning environments. This research employs a descriptive quantitative approach involving 30 fifth-grade students from three schools SDN 106161 Laut Dendang, SDS Nahdlatul Ulama Medan, and SD Addini Medan Tembung and one teacher respondent from each school. Data were collected through creativity questionnaires distributed to students and interviews conducted with fifth-grade teachers to understand their roles and strategies in promoting creativity. The results showed that students’ learning creativity was in the moderate to quite good category, with average scores of 66.6% at SDN 106161 Laut Dendang, 62.5% at SDS Nahdlatul Ulama Medan, and 71.8% at SD Addini Medan Tembung. Based on the teacher interviews, it was found that teachers serve as facilitators, motivators, and innovators who encourage students to think critically, explore new ideas, and express their creativity freely in the classroom. The findings imply that teachers’ active participation and innovative teaching strategies play an important role in enhancing students’ creative abilities. Therefore, strengthening professional development for teachers and improving collaboration between schools and families are necessary to create a more supportive learning environment. The implications of this study emphasize the importance of integrating contextual and project-based learning to nurture students’ creativity and problem-solving skills. Additional materials used include creativity questionnaire sheets, teacher interview guidelines, and classroom documentation that support the validity of the findings.
Collaborative Leadership and Curriculum Reform: A Phenomenological Inquiry into Indonesia’s Kurikulum Merdeka AD, Nahira; Baderiah, Baderiah; Ilham, Dodi
International Journal of Asian Education Vol. 6 No. 4 (2025): IJAE Vol. 06, No. 3, December 2025 All articles in this issue include authors f
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.v6i4.505

Abstract

Curriculum reform in Indonesia through the Kurikulum Merdeka aims to create more flexible, contextual, and student-centered learning. However, the implementation process at the school level remains challenging, especially in non-pilot institutions with limited resources. This study explored how the Kurikulum Merdeka was implemented at SMP Negeri 1 Nuha, focusing on four key dimensions: curriculum planning, coordination, instructional practices, and evaluation. Using a qualitative phenomenological design, data were collected through interviews, classroom observations, and document analysis involving 12 participants consisting of the principal, teachers, administrative staff, and students. The findings reveal that curriculum planning was conducted collaboratively but remained adaptive rather than innovative, as teachers still relied on government templates. Coordination and collaboration were supported by strong principal leadership and professional learning communities, though participation levels varied across departments. Instructional implementation demonstrated a gradual shift toward project-based and differentiated learning, despite limited facilities and uneven teacher readiness. Evaluation practices emphasized holistic assessment, integrating academic, character, and social aspects aligned with the Profil Pelajar Pancasila. Overall, the study concludes that successful curriculum implementation depends not only on policy clarity but also on local school ecosystems that nurture teacher collaboration, leadership, and continuous learning. The findings suggest that ongoing professional development, reflective practice, and adequate institutional support are critical to realizing the goals of the Kurikulum Merdeka in diverse educational contexts.
The Role of Social Interaction Patterns in Character Formation and Community Awareness in the School Environment indo123, The Role of Social Interaction Patterns; Ilham Arifin; Didik Tri Setyoko
International Journal of Asian Education Vol. 6 No. 4 (2025): IJAE Vol. 06, No. 3, December 2025 All articles in this issue include authors f
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

Abstract

Character education in schools faces challenges related to social interaction patterns that influence students' moral development in the digital era. This study aims to examine the role of social interaction patterns in character formation and community awareness through a qualitative literature review. The population included scientific literature from 2021 to 2025 from journals, books, and national laws; a sample of 20-30 sources was selected through purposive sampling based on thematic relevance. Instruments, consisting of scientific documents, were analyzed through systematic collection in Google Scholar, thematic data reduction (positive-negative interactions), and literature triangulation. The results show that positive interactions such as cooperation and effective communication foster discipline, empathy, and tolerance, while negative interactions such as bullying hinder moral development. The conclusions emphasize the need for an inclusive environment through school-family collaboration for a responsible generation, with limitations in secondary data.

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