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Dian Hidayati
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International Journal of Educational Management and Innovation (IJEMI)
Published by Universitas Ahmad Dahlan
ISSN : 2721933X     EISSN : 27162338     DOI : 10.12928/ijemi.v1i3.
Core Subject : Education, Social,
Education Languange, Linguistic, Communication & Media Social Sciences Other
The IJEMI has sought to publish research on publishing qualitative, quantitative, and mixed research articles in the scope of Education Management including leadership, education planning, human resources, education finance, curriculum, facilities and infrastructure, public relations, student affairs, learning process, education management, organizations, quality assurance, and education policy.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 215 Documents
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From Prompt to Pedagogy: Designing AI-Generated Science Comics Through ChatGPT to Employ Critical Thinking Skills Aris Rudi Purnomo; Prima Vidya Asteria; Muhamad Rois Abidin; Arqoma Nurveda Carreza; Suhailee Sohnui
International Journal of Educational Management and Innovation Vol. 7 No. 2 (2026)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/ijemi.v7i2.14685

Abstract

Background/purpose. In science learning, critical thinking skills are essential indicators for delivering deep learning. In doing so, teaching alone is not enough to make students acquire the skills. Therefore, teachers need media such as e-comics for use in their classrooms. In this study, we examine the use of ChatGPT 4.0 as a tool for automatically generating visual representations from prompts to bring out the essence of critical thinking skills. Materials/methods. This study used Design and Development Research (DDR), including needs analysis, design, and development, and expert validation. The instruments were a questionnaire and a validation rubric. The data were analyzed descriptively, considering the number of questionnaire items selected. A validation rubric is used to gain expert judgment over the quality of the e-comic developed using ChatGPT. Results. The findings indicate that “Cells” (67%) and “Pollution” (65%) were perceived as the most difficult topics. The developed e-comic was rated highly valid in terms of content, while minor improvements were suggested for media aspects such as engagement and visual consistency. The study also resulted in an AI-Prompted Comic Design Framework consisting of five stages, namely, need analysis, narrative design, prompt engineering, AI-based visual generation, and expert validation. Conclusion. The study demonstrates that ChatGPT can be effectively used to develop structured, visually consistent e-comics for science learning. The proposed framework provides practical guidance for integrating AI into instructional media design to support students’ critical thinking. However, the effectiveness of the e-comic in improving learning outcomes requires further investigation in future studies.
Examining The Impact of The ALLR Learning Cycle on Undergraduate Students’ Conceptual Understanding in General Chemistry: A Pre-Experimental Study Ernita Vika Aulia; Wahono Widodo; Dhita Ayu Permata Sari; Laily Rosdiana; Dyah Permata Sari
International Journal of Educational Management and Innovation Vol. 7 No. 2 (2026)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/ijemi.v7i2.14688

Abstract

Background. Understanding solution concepts in general chemistry remains challenging for undergraduate students due to their abstract and procedural complexity. This study investigates the effectiveness of the ALLR (Activity-based–Lesson–Learn–Reflection) approach in enhancing students’ conceptual understanding. Methods. A pre-experimental one-group pretest–posttest design was conducted with 29 first-semester Science Education students at an Indonesian university. Conceptual understanding was measured using a validated 20-item multiple-choice test covering four indicators: concept restatement, identification of examples and non-examples, procedural application, and problem solving. Results. The findings indicate a substantial improvement in conceptual understanding, with mean scores increasing from 52.93 to 80.52 and the overall achievement level rising from moderate (53%) to very good (81%). The highest gain was observed in problem-solving performance (58% to 89%), with an N-gain value of 0.59, indicating moderate effectiveness. Conclusion. This study provides empirical evidence for the ALLR approach as a coherent pedagogical framework that integrates experiential learning, conceptual consolidation, and structured reflection to support deep conceptual understanding in abstract chemistry topics. Despite limitations of the pre-experimental design and sample size, the findings suggest that ALLR holds pedagogical potential to improve conceptual understanding and problem-solving in general chemistry, particularly in science teacher education.
Impact of Quality Assurance Systems on Learning Outcomes and Graduate Competence in Islamic Education Management Programs Irwan Fathurrochman; Baryanto Baryanto; Irfan Qowiyyul Aziz Al-Hajj; M Ramadani; Cristin Letavia; Dinda Dwi Saputri
International Journal of Educational Management and Innovation Vol. 7 No. 2 (2026)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/ijemi.v7i2.15009

Abstract

Background. The Quality Assurance System (QAS) is a crucial tool for improving the quality of higher education; however, findings from previous research on its impact on graduate quality have yet to yield consistent results, particularly in the Islamic Education Management (MPI) program. This study aims to analyze the impact of the QAS on the quality of learning and graduate quality in the MPI program at IAIN Curup.Methods. This study employed a quantitative approach with an explanatory survey design. The sample consisted of 85 alumni selected from a population of 108 graduates. Data were collected using a Likert-scale questionnaire and analyzed using descriptive statistics, Pearson’s correlation, simple linear regression, and multiple linear regression.Results. The results of the study indicate that SPM has a positive and significant effect on the quality of learning, with a contribution of 65.0%. SPM also has a positive and significant effect on the quality of graduates, with a contribution of 61.6%. In addition, SPM makes a significant contribution to improving the overall quality of learning and the quality of graduates, with a coefficient of determination of 65.6%.Conclusion. This study confirms that the consistent implementation of SPM through the PPEPP cycle, curriculum management, resource development, and ongoing evaluation contributes to improvements in the quality of learning and the quality of graduates. Therefore, strengthening internal quality audits, utilizing the results of tracer studies, developing a KPI-based monitoring system, and increasing stakeholder engagement are necessary to support the continuous improvement of educational quality
Reframing Technostress in Non-Formal Education: An AMO-Based Human Resource Management Model for Sustainable Digital Transformation Asmawati Asmawati; Nasir Nasir; Ridwan Ridwan Yusuf Deluma
International Journal of Educational Management and Innovation Vol. 7 No. 2 (2026)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/ijemi.v7i2.15954

Abstract

Background. The rapid digitalization of education has intensified the integration of digital technologies into teaching and administrative processes, generating new organizational challenges related to technostress among educators. While existing studies predominantly emphasize individual psychological perspectives and coping mechanisms, a critical gap remains in understanding the organizational and human resource management (HRM) dimensions that shape technostress, particularly in non-formal education contexts, which are characterized by flexible structures and limited institutional support. Addressing this gap, this study aims to examine how technostress emerges as an organizational phenomenon and to develop an evidence-based HRM model grounded in the Ability–Motivation–Opportunity (AMO) framework to support sustainable digital transformation. Methods. This study employed a qualitative multi-site case study design involving non-formal education institutions in Kendari City, Indonesia. Data were collected through in-depth interviews, observations, document analysis, and supporting quantitative indicators. Data analysis followed a multi-stage coding process (open, axial, and selective coding) combined with convergent mixed analysis to enhance analytical rigor and validity. Results. The findings reveal that technostress is multidimensional, consisting of techno-overload, techno-complexity, techno-uncertainty, and techno-invasion. These dimensions are primarily shaped by organizational factors, including digital governance, institutional support systems, communication practices, and workload structures. Notably, organizational opportunity emerged as a key mediating mechanism influencing educators’ adaptation and teaching effectiveness. As a novel contribution, this study develops an AMO-based HRM intervention model and operational standard operating procedures (SOPs) that systematically link organizational factors to technostress mitigation and improvements in learning performance. Conclusion. This study concludes that technostress in non-formal education is primarily shaped by organizational conditions rather than technology alone. The findings further reveal that technostress occurs at varying levels—predominantly low to moderate—indicating that digital stress is a graded and context-dependent phenomenon rather than an extreme condition. By integrating technostress theory with the Ability–Motivation–Opportunity (AMO) framework, this study offers a novel organizational perspective and develops practical HRM-based strategies for managing digital work environments. The results emphasize that sustainable digital transformation depends on aligning technological innovation with structured organizational support systems to enhance educator well-being and learning effectiveness.
Academic Supervision as an Instructional Leadership Process: Evidence from Early Childhood Education in Indonesia Ridwan Yusuf Deluma; Titi Fatmawati; Ersyanda Yunarzat; Nasir Nasir
International Journal of Educational Management and Innovation Vol. 7 No. 3 (2026): in press
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/ijemi.v7i2.17172

Abstract

Background/purpose. Academic supervision is widely recognized as a strategic mechanism for improving teacher professionalism and instructional quality. Nevertheless, in many early childhood education (ECE) settings, supervision continues to be implemented primarily as an administrative obligation rather than as a continuous professional learning process. This study aims to examine how academic supervision is enacted as an instructional leadership practice in ECE by exploring its implementation processes, challenges, and contributions to teachers’ professional practices. Materials/methods. This study employed a qualitative multiple-case study design involving eight kindergartens in Kendari City, Indonesia. Data were collected through in-depth interviews, classroom observations, and document analysis. The data were analyzed using within-case and cross-case analysis to identify recurring patterns and contextual differences across cases. Results. The findings reveal that the effectiveness of academic supervision is determined less by school status than by principals’ instructional leadership, the quality of interpersonal relationships, and the consistency of follow-up mentoring. Public kindergartens tend to exhibit stronger formal supervisory structures, whereas private kindergartens demonstrate greater relational flexibility in supervisory practices. Academic supervision that integrates reflective dialogue, emotional support, classroom feedback, and sustained mentoring contributes to meaningful improvements in teachers’ instructional practices and professional development. Conclusion. Effective academic supervision in ECE extends beyond administrative compliance and functions as an instructional leadership process that promotes continuous teacher learning. Integrative supervision characterized by reflective collaboration, supportive relationships, and ongoing mentoring strengthens teacher professionalism and enhances the quality of classroom instruction across both public and private kindergarten contexts.

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