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Arif Nugroho
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arif.nugroho@iain-surakarta.ac.id
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+6281252641594
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jeminiainsurakarta@gmail.com
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Universitas Islam Negeri (UIN) Raden Mas Said Surakarta Jln. Pandawa No. 1, Pucangan, Kartasura, Central Java, Indonesia, 57168 Phone: +62271-781516
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Journal of Educational Management and Instruction (JEMIn)
Published by Institut Agama Islam Negeri Surakarta
ISSN : 27978931     EISSN : 27978923     DOI : https://doi.org/10.22515/jemin.v1i2.4301
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
JOURNAL OF EDUCATIONAL MANAGEMENT AND INSTRUCTION (JEMIn) openly welcomes scholars, academicians, students, teachers, policyholders, and practitioners to submit their best research articles that correspond to the topics. This journal covers two primary areas, Educational Management and Instruction. Educational Management limits its discussion on implementation and administration of education including policy, curriculum development, leadership, teacher professional development, and quality assurance. Instruction focuses on innovation in teaching and learning processes and classroom activities such as the use of technology, teaching media, methods, and strategy in all education levels. By promoting the current issues of these areas, JEMIn represents an excellent forum for highlighting the profile of education management and instruction on both national and international levels.
Arjuna Subject : Seni dan Humaniora - Seni dan Humaniora (Lain-Lain)
Articles 6 Documents
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Search results for , issue "Vol. 2 No. 1: June 2022" : 6 Documents clear
Vietnamese teachers’ attitudes toward online professional development programs Dao Thi Hong Van; Ha Hoang Quoc Thi; Nguyen Duy Khang
Journal of Educational Management and Instruction (JEMIN) Vol. 2 No. 1: June 2022
Publisher : UIN Raden Mas Said Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/jemin.v2i1.4860

Abstract

In addition to the massive deployment of online learning among students worldwide, virtual training has also become a necessity to ensure the demand of teacher professional development. Exploring teachers’ attitudes toward online training programs helps educational stakeholders in understanding their expectations toward professional training modes, which positively contribute to boosting the effectiveness of career development programs. The present study sheds some light on Vietnamese English teachers’ attitudes toward online professional development programs. Twenty-five EFL teachers in Can Tho city Vietname took part in the research by providing answers to the questionnaire delivered using Google Form application; ten of them volunteered to attend further interview sections. The results of pair sample t-tests show that the English teachers preferred face-to-face to online training programs. In addition, the qualitative findings further revealed that they had no offense to online training mode, yet deny its sole implementation for all future professional development activities. Especially, most teachers approved the practice of online training in the context of the COVID-19 pandemic. Moreover, some of them started to acknowledge a blended teacher training program as they are relying in its affordances and accessibility. Considering the crucial role of development programs for teachers, the findings of this study contribute to providing input enhancement for teacher professional training stakeholders in Vietnam.  
Ready to go? Profiling Philippines high school teachers’ readiness for blended learning in post-COVID-19 era Bonifacio Vergonia; Sanny Eriman Mombas
Journal of Educational Management and Instruction (JEMIN) Vol. 2 No. 1: June 2022
Publisher : UIN Raden Mas Said Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/jemin.v2i1.4961

Abstract

In post-COVID-19 era, education system around the world seems to experience a shifting from traditional in-class learning to online activities, or it can be blended style which is the combination of both modes. Hence, exploring teachers’ and learners’ readiness for the different model of learning activities is a must and becomes a worth inquiry. The present study is at the cutting edge of profiling high school teachers’ readiness for blended teaching activities in Philippines at the time of post-COVID-19 era. A survey research design was adopted by involving 107 high school teachers in the city of Tupi, South Cotabato province, Philippine. This study provided an alluded picture that Philippines high school teachers are ready to conduct a blended learning system in post-pandemic era. This conclusion was drawn from the excellent results of survey items in four dimensions for blended teaching readiness model developed by Graham et al, comprising technical literacy, planning blended activities, facilitating student-student and teacher-student interaction, and managing the blended learning environment. The results indicate that a responsive, supportive, and relevant teacher professional development programs should be developed in order to enhance teachers’ readiness for blended learning in post-COVID-19 era, as well as improving Philippines future educational system.
Self-regulated learning in online classes: A comparative study between Malaysian and Indonesian students Anas Bin Tajudin; Chusna Maulida; Ria Dwi Vransiska
Journal of Educational Management and Instruction (JEMIN) Vol. 2 No. 1: June 2022
Publisher : UIN Raden Mas Said Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/jemin.v2i1.4965

Abstract

Self-regulated learning (SRL) becomes a crucial part for the success of online classroom activities during the COVID-19 pandemic. To date, studies exploring students’ SRL in the contexts of Malaysian and Indonesian universities are still lacking and remain more empirical evidence.  This study aims to examine and compare both university students’ SRL toward online learning activities at the time of global pandemic. The required data are quantitatively collected from 103 undergraduates from University A in Malaysia and 119 college students from University B in Indonesia by using an online questionnaire on students’ self-regulated learning adapted from Motivated Strategies for Learning Questionnaire (MSLQ). The sudden shifting from face-to-face interaction to online class instruction is a new learning style and could be challenging, but the finding of this study shows that the students from both universities achieve high mean scores on the SRL questionnaire. This finding indicates that the students have a positive attitude, high academic motivation levels, and good self-learning control over themselves during the online classes. This study contributes to the extension of the current literature about self-regulated learning in higher education context. This study further suggests that teachers could assist students’ self-regulated learning to improve their academic performances by keeping their motivation and engagement, particularly in the time of online classes during COVID-19 pandemic era. Hence, future studies are recommended to investigate the impact of students’ SRL on learning achievement as it can help teachers to enhance students’ performance in online classes.
Emergency remote learning during the COVID-19 pandemic: Perspectives of elementary schools in rural area of Indonesia Hermanto Hermanto; Zulela Ms.; Muhammad Japar
Journal of Educational Management and Instruction (JEMIN) Vol. 2 No. 1: June 2022
Publisher : UIN Raden Mas Said Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/jemin.v2i1.5052

Abstract

Amidst the COVID-19 pademic, the Indonesian government issued a distance and online learning policy so that students study in a state of emergency. Education is a conscious effort to provide a meaningful learning experience for students. This experience includes cognitive, affective, and psychomotor aspects. This research is at the cutting edge of portraying the emergency remote learning of elementary schools in rural area of Indonesia in response to the COVID-19 pandemic. In the COVID-19 emergency, the Indonesian government issues a distance and online learning policy so that students can study even in a state of social distancing. The digital transformation of teachers and students is the impact of the learning process during the pandemic since the beginning of 2020. This research was a qualitative research employing a case study. Sources of data were teachers and students in elementary schools selected by purposive sampling. The technique applied interview and observation using interview sheet instruments and field notes about the reality of the implementation of education in schools. The results indicate that 80.81% of the learning process for low grade students is fully controlled by their parents, while in high grade students online and distance learning processes are not as formal as they should be. The implications of the results of this study illustrate that basic education in Indonesia has not yet ready in terms of human resources and technology, especially in the rural areas of frontier, outermost and underdeveloped. The contribution in this research is to provide an understanding to education observers how the process or learning experience is in pandemic and normal situations.
The roles of school principal: An insight from disadvantaged areas of Indonesia Ira Mutiaraningrum
Journal of Educational Management and Instruction (JEMIN) Vol. 2 No. 1: June 2022
Publisher : UIN Raden Mas Said Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/jemin.v2i1.5071

Abstract

Sequence studies existing have advocated principal’s roles in school development. However, limited study has addressed the principal’s role as educator, manager, administrator, supervisor, leader, innovator, and motivator (EMASLIM) in disadvantaged areas in Indonesia. This current study delves into principals’ efforts and challenges in their previously mentioned roles. For this purpose, a case study was carried out. Involving two participants from two schools in a remote area in Indonesia, this study employed in-depth interviews, WhatsApp chat, WhatsApp voice notes, and documentation for data collection of this study. The findings revealed that the principals focus more on how to deal with the lack of teachers at school so they can carry out their duty as an educator, manager, administrator, supervisor, leader, innovator, and motivator. This study is expected to enrich literature regarding the role of principle, particularly in remote area. Thus, it will help stakeholders in the policy-making that suit the needs of different characteristics.  It was found that the main problem is not their location in the remote area, but the lack of quantity and quality of human resources. It seems that the principals shoulder all burden due to the lack of human resources available. This study suggests the government to pay attention to the ratio of teachers and students.
From face-to-face to screen-to-screen instruction: Pakistani students’ experiences, challenges, and learning effectiveness Ch. Mahmood Anwar; Aerni Isa
Journal of Educational Management and Instruction (JEMIN) Vol. 2 No. 1: June 2022
Publisher : UIN Raden Mas Said Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/jemin.v2i1.5110

Abstract

The closure of schools and campuses due to the COVID-19 pandemic in the recent years has been shocking and resulted in a new learning habit from face-to-face interaction to online activities. Challenges, problems, potentials, and other attributes related to the administration of online teaching and learning are highly necessary to be explored. This study is conducted to portray college students’ learning experiences at the time of COVID-19 pandemic as well as post-pandemic recovery in Pakistan. A narrative inquiry by means of written reflection and semi-structured interviews is employed to scrutinize the online learning experiences of 19 university learners’ studying at a medical university in Pakistan. This study’s results depict that the use social media has dominated the whole learning activities in higher education context experienced by the students. Although the students confessed that they were ill-prepared, and there were issues with electricity supply, unstable internet connection, and access to digital equipment, they were still motivated to engage in online learning activities. When they were asked to provide opinion about the teaching modes, most of them argued that face-to-face interaction in a formal classroom was more preferred. The findings offer an empirical implication that teachers and related stakeholders are required to enhance the efficacy of online learning activities in Pakistan. Moreover, the findings contribute as an input enhancement to improve the quality of digital learning from the students’ point of views, both at the time of COVID-19 pandemic and post-pandemic recovery.  

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