International Journal of Asian Education
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.
Articles
194 Documents
<![CDATA[Teachers' Voice in Zambia: How to Make Them Involved in Curriculum Development ]]>
<![CDATA[Jianhua Luo]]>;
<![CDATA[Gift Muyunda]]>
<![CDATA[ International Journal of Asian Education Vol. 2 No. 3 (2021): IJAE Vol. 02, No. 3, September 2021 ]]>
Publisher : <![CDATA[Research and Education Development (READ) Institute collaborate with Faculty of Education and Teacher Training of IAIN Palopo ]]>
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DOI: 10.46966/ijae.v2i3.164
<![CDATA[Curriculum Development in Zambia is highly centralized, with the Curriculum Development Center (CDC) being charged with developing the curriculum through consultative and participatory approaches through the course and subject panels where teachers are engaged. Nevertheless, there has been no empirical evidence to show how teachers are actively involved in the development process. This study aimed to investigate the phenomenon of teachers' involvement in the curriculum development process in Zambia. This study was qualitative and used a case study design approach. Data was collected using a semi-structured interview guide from secondary school teachers and headteachers. Raw data were collected through semi-structured interview forms from secondary school teachers and headteachers. The researcher analyzed the data using MAXQDA qualitative software to identify initial codes and generate emerging themes quickly. The results showed that secondary school teachers were dissatisfied with the present way of curriculum development, which insignificantly neglects them, and also, the majority of them have never participated in the development of the curriculum. Further, the results revealed that most of the secondary school teachers in Lusaka were willing to participate at any stage of the curriculum development in Zambia. This study concludes by arguing that secondary school teachers are significantly neglected to participate in the curriculum development in Zambia and recommends that the Ministry of General Education (MoGE) broaden the scope of secondary school teachers' participation in the curriculum developed through the Curriculum Development Center (CDC).]]>
<![CDATA[The Conceptual Confusion of Teaching Quality and Teacher Quality, and a Clarity Pursuit ]]>
<![CDATA[Awuradjoa Aidoo]]>;
<![CDATA[Luo Shengquan]]>
<![CDATA[ International Journal of Asian Education Vol. 2 No. 2 (2021): IJAE Vol. 02, No. 2, June 2021 ]]>
Publisher : <![CDATA[Research and Education Development (READ) Institute collaborate with Faculty of Education and Teacher Training of IAIN Palopo ]]>
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DOI: 10.46966/ijae.v2i2.168
<![CDATA[This study aimed to establish and understand the conceptual confusion between teaching quality and teacher quality and design a path for their distinction. The study conducted searches on ERIC, ScienceDirect, JSTOR, Sage Journals, Sage Knowledge, Web of Science, and random Google search engine utilization for teaching quality, teacher quality, differences between teacher quality and teaching quality, and conceptual confusion. The study applied Gidden's structuration theory to foster clarity development amid conceptual confusion. The study also highlighted the relevance of the concepts' distinction, inter-relatability, and connecting boundaries and was guided by the research questions: how can the concepts be distinguished from each other? How can the conceptual confusion between them be cleared? The study discovered pathways to understand the conceptual differences through deconstruction, classification, and relationship and role pairing. The study discovered: differences do exist between the two concepts in content and realization; some of the relationships between the concepts serve as their explicit conceptual differentiators: some were discovered to possess purposes of linking the concepts, while some detached the concepts; the existing relationships also unveiled the deriving roles of the concepts on each other and in practice; and proposed a framework for their distinction and clarification. Implications for practice include enablement of professional development needs identification for teachers; clarification of areas for leadership coaching and mentoring of teachers; self-awareness creation for teachers in seeking professional growth; student achievement; school improvement and action research enhancement.]]>
<![CDATA[Democracy Education for Children using a Cartoon Video and Mock Voting ]]>
<![CDATA[Jun Makita]]>
<![CDATA[ International Journal of Asian Education Vol. 2 No. 2 (2021): IJAE Vol. 02, No. 2, June 2021 ]]>
Publisher : <![CDATA[Research and Education Development (READ) Institute collaborate with Faculty of Education and Teacher Training of IAIN Palopo ]]>
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DOI: 10.46966/ijae.v2i2.169
<![CDATA[In democracy education, determining how best to teach young children about democracy and how to measure the effectiveness of such learning is difficult, as "democracy" is a subjective and intangible concept. Given the challenge that this presents to educational planners, the author has created a cartoon video about democracy accompanied by an opportunity for children who watch the video to "mock vote." The author used the video in a series of elementary school visits to teach the children the meaning of democracy. The effects of the video learning were assessed by analyzing the children's questionnaire responses before and after the class using text data mining. It was found that the children were able to assimilate the contents of the video and the themes behind the story; that is, they understood the meaning of democracy and democratic elections.]]>
<![CDATA[Gender Sensitivity in Textbooks in Secondary Education in Bhutan ]]>
<![CDATA[Tshewang Dorji]]>
<![CDATA[ International Journal of Asian Education Vol. 2 No. 3 (2021): IJAE Vol. 02, No. 3, September 2021 ]]>
Publisher : <![CDATA[Research and Education Development (READ) Institute collaborate with Faculty of Education and Teacher Training of IAIN Palopo ]]>
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DOI: 10.46966/ijae.v2i3.170
<![CDATA[This study was carried out to understand gender stereotype in the curriculum framework and textbooks which form the main curricular materials in schools in Bhutan. The curriculum framework for Accountancy, Economics, Mathematics, Science, Geography, History and English were reviewed by the researchers. Except for science curriculum framework which states that science curriculum should be gender-sensitive in terms of materials used, language used and ensuring the equal participation of boys and girls in activities, other frameworks were all silent on gender. Textbook reviews were carried out by teachers (22 female and 54 male) teaching classes IX to XII in the form of clustered workshops using the Blumberg model of textbook analysis which was employed to analyse gender biases in Vietnamese primary school textbooks. The findings revealed a presence of imbalance of gender among the authors, reviewers, editors and designer as well as the presence of gender biases, gender stereotyping in the content, illustrations and student activity. It calls for curriculum developers and textbooks authors to integrate gender in the curriculum framework which will then guide the development of gender-sensitive textbooks.]]>
<![CDATA[Adaptation to New Normal Conditions: Students Physics Learning Outcomes Using the Blended Learning Model ]]>
<![CDATA[Dedi Riyan Rizaldi]]>;
<![CDATA[Aris Doyan]]>;
<![CDATA[Muh. Makhrus]]>;
<![CDATA[Ziadatul Fatimah]]>;
<![CDATA[Eris Nurhayati]]>
<![CDATA[ International Journal of Asian Education Vol. 2 No. 3 (2021): IJAE Vol. 02, No. 3, September 2021 ]]>
Publisher : <![CDATA[Research and Education Development (READ) Institute collaborate with Faculty of Education and Teacher Training of IAIN Palopo ]]>
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DOI: 10.46966/ijae.v2i3.171
<![CDATA[Mataram City, West Nusa Tenggara Province, has started a transitional period, including in the world of education. The transition to the new normal requires adjusting the learning process to prepare students to learn normally. This study aims to describe students' physics learning outcomes using a blended learning model. This research is a type of experimental research. The research design was pre-experimental with the type of intact group comparison, where this type of research divided one class into two treatment groups. The population in this study were 11th-grade students of private madrasah majoring in science in Mataram city. The research sample was 50 students who were divided into two groups. The two groups were given a different treatment, where group 1 was taught with a blended learning model, while group 2 was taught using an online learning model. The physics learning outcome data were obtained through the initial and final tests, which were then analyzed descriptively using the N-gain test to determine the achievement of the learning process. Based on the research that has been done, it is found that the group taught with the blended learning model has a mean value of 70.14 with an N-gain of 0.36 (included in the medium category), which indicates that the use of blended models can be used to adjust students during a period of transition to a new normal. The use of the blended learning model in the learning process is to accustom students to return to normal learning, namely face to face in madrasah. It was done to increase student motivation to learn during the COVID-19 pandemic.]]>
<![CDATA[Analysis of the Implementation of Distance Learning in the COVID-19 Pandemic New Normal Era ]]>
<![CDATA[Muzanip Alperi]]>;
<![CDATA[Riyanto Riyanto]]>;
<![CDATA[Johanes Sapri]]>;
<![CDATA[Alexon Alexon]]>;
<![CDATA[Dewi Handayani]]>
<![CDATA[ International Journal of Asian Education Vol. 2 No. 2 (2021): IJAE Vol. 02, No. 2, June 2021 ]]>
Publisher : <![CDATA[Research and Education Development (READ) Institute collaborate with Faculty of Education and Teacher Training of IAIN Palopo ]]>
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DOI: 10.46966/ijae.v2i2.172
<![CDATA[This research was conducted to see the implementation of distance learning during the New Habitual Adaptation (NHA) period of the COVID 19 pandemic. The indicators that will be seen are planning, implementation, problems, and solutions of distance learning. The method used in this research is a qualitative analysis method. The results of this study are(1) Learning planning for NHA mass education units in Kepahiang Regency has prepared related regulations, and an education unit ordinance has been issued related to its implementation. The infrastructure to prevent COVID 19 in the Kepahiang District education unit is also excellent. Therefore, the lesson plan that has been prepared has also been adjusted to the NHA period. (2) The implementation of AKB learning in Kepahiang Regency was actively followed by more than 80% of students, the most widely used learning method was offline distance, and the most widely used media was WhatsApp. (3) Obstacles faced in the learning process of the NHA period in the Kepahiang Regency are the facilities, networks, competencies, and complexity of the student's brain. (4) Solution options offered and carried out are offline distance learning. This research is essential because there are instruments whose indicators are determined according to the objectives achieved.]]>
<![CDATA[Teaching Practices of EFL Teachers and the Enhancement of Creative Thinking Skills among Learners ]]>
<![CDATA[Thouqan Saleem Masadeh]]>
<![CDATA[ International Journal of Asian Education Vol. 2 No. 2 (2021): IJAE Vol. 02, No. 2, June 2021 ]]>
Publisher : <![CDATA[Research and Education Development (READ) Institute collaborate with Faculty of Education and Teacher Training of IAIN Palopo ]]>
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DOI: 10.46966/ijae.v2i2.173
<![CDATA[Development of students' creativity has been a prerequisite for the survival in this fast-changing technological age. Enhancement of learners' higher-order thinking skills should be the main concern of education systems around the world. Therefore, the present study aims to survey EFL teachers' knowledge about creative thinking, the activities they practice to enhance creative thinking skills. It also aims to understand EFL teachers' perceptions about the importance of creative thinking activities in promoting EFL learners' creativity. Moreover, it aims to check if there are significant differences between participants' perceptions due to teaching experience and stage. A total of 56 teachers took part in the present study through responding to a questionnaire developed to achieve the aims. Results revealed EFL teachers' lack of knowledge of creative thinking skills. Nevertheless, they showed that they "Often" practice creative thinking activities in classroom. Results also indicated that these activities were perceived "Important" for the enhancement of EFL learners' creative thinking skills.]]>
<![CDATA[Teachers' Attributes and Self-Efficacy as Predictors of Classroom Management ]]>
<![CDATA[Cecilia Suico]]>
<![CDATA[ International Journal of Asian Education Vol. 2 No. 2 (2021): IJAE Vol. 02, No. 2, June 2021 ]]>
Publisher : <![CDATA[Research and Education Development (READ) Institute collaborate with Faculty of Education and Teacher Training of IAIN Palopo ]]>
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DOI: 10.46966/ijae.v2i2.176
<![CDATA[This descriptive-correlational research examined the teachers' attributes and self-efficacy as predictors to classroom management. The study aims to help teachers, school principals, and future researchers address some classroom management gaps. This study was participated by 200 senior high school teachers of Monkayo, Davao de Oro. The instruments used in gathering the data were adopted, content validated, and reliability tested. The result showed that the extent of teachers' attributes was very great, and the level of teachers' self-efficacy was also very high. As a result, the level of classroom management of teachers was described as very high. The result further showed the significant relationship between teachers' attributes to classroom management. Lastly, this study revealed that teachers' attributes and self-efficacy significantly predict classroom management. Therefore, the study recommends that the elementary school administrators develop programs that equip teachers with the necessary attributes, skills, and passion for the teaching profession and be given more professional growth consideration]]>
<![CDATA[Self-Concept Transformation on Senior Secondary School Students' Academic Achievement in Central Zone, Plateau State, Nigeria ]]>
<![CDATA[Gwaison Panan Danladi]]>;
<![CDATA[Shuaibu Saidu]]>;
<![CDATA[Jacob, I. Otaha]]>
<![CDATA[ International Journal of Asian Education Vol. 2 No. 2 (2021): IJAE Vol. 02, No. 2, June 2021 ]]>
Publisher : <![CDATA[Research and Education Development (READ) Institute collaborate with Faculty of Education and Teacher Training of IAIN Palopo ]]>
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DOI: 10.46966/ijae.v2i2.178
<![CDATA[Economics is one of the popular subjects in the Senior Secondary School (SSS) curriculum, and it covers the fundamental aspects of human lives concerning scarcity of resources. Proper understanding of the basic concept will enable students to realize the benefit of the subject. This study examined the effects of the self-concept transformation package on senior secondary school student's academic achievement in the quantitative aspect of Economics in Central Zone, Plateau State, Nigeria. A quasi-experimental research design, the non-equivalent control- group design, was used for this study. The sample size consisted of 105 economics SS2 students from intact classes of the four sampled schools. There were 50 and 55 students in the experimental and control group, respectively. Multi-Stage Cluster sampling techniques were used for this study. The instruments used for data collection were the Multi-dimensional Self-Concept Scales (MSS) and Quantitative Economics Achievement Test (QEAT). Research questions were analyzed using descriptive statistics, while the t-test of independent sample and Analysis of Covariance (ANCOVA) was used to test the hypotheses. The statistical package for social sciences (SPSS) version 23 was used for the analysis. The results show that the self-concept transformation package positively and significantly affected students' self-concept and academic achievement in quantitative economics. The study recommended that the use of abusive words on students by Parents and guardians should be discouraged to strengthening their student's self-concept.]]>
<![CDATA[Parental Choice: Facilitators and Barriers of Utilizing Childcare Centers in Karachi, Pakistan ]]>
<![CDATA[Zahra Premani]]>;
<![CDATA[Zohra Kurji]]>;
<![CDATA[Yasmin Mithani]]>
<![CDATA[ International Journal of Asian Education Vol. 2 No. 2 (2021): IJAE Vol. 02, No. 2, June 2021 ]]>
Publisher : <![CDATA[Research and Education Development (READ) Institute collaborate with Faculty of Education and Teacher Training of IAIN Palopo ]]>
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DOI: 10.46966/ijae.v2i2.179
<![CDATA[This qualitative study explored parental perceptions regarding parent's choice of quality childcare centers in urban areas of Karachi, Pakistan. Sixteen participants were selected from two centers in different geographical areas. For parents, the most common reason for selecting the childcare centers was the lack of other available options such as family support. Availability and accessibility of childcare centers were reported as supporting factors, while lack of family support, lack of information, and violent city conditions were identified as barriers to choosing childcare centers. In addition, husband support was perceived as a facilitator and a barrier to choosing childcare centers.]]>
