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Arif Nugroho
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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 100 Documents
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Digital media and artificial intelligence in teaching Bahasa Indonesia: Realities, potentials, and challenges Sukini, Sukini; Budiyono, Sri; Aji, Wisnu Nugroho; Suseno, Danang
Journal of Educational Management and Instruction (JEMIN) Vol. 5 No. 2 (2025): July-December 2025
Publisher : UIN Raden Mas Said Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/jemin.v5i2.11958

Abstract

The ongoing digital transformation presents significant opportunities for language education, yet its pedagogical effectiveness in Bahasa Indonesia instruction remains largely underexplored. While digital media is prevalent in Indonesian classrooms, robust research examining its actual impact on student learning and alignment with pedagogical goals is notably limited. Furthermore, the role of Artificial Intelligence (AI) in Bahasa Indonesia learning is still in its nascent, exploratory stage. This qualitative case study investigates the current use of digital media and the perceived potential of AI in the teaching and learning of Bahasa Indonesia at the secondary school level. Data were collected through semi-structured interviews, classroom observations, and document analysis across five Indonesian high schools. Findings reveal that digital media demonstrably enhances student engagement, fosters creativity, and promotes active participation when intentionally aligned with pedagogical objectives. However, its implementation is significantly hindered by persistent challenges such as digital inequality, insufficient teacher readiness, and shallow instructional integration. While AI is not yet formally integrated into Bahasa Indonesia instruction, both teachers and students expressed cautious optimism regarding its potential, particularly in writing support and adaptive learning pathways. This study concludes that successful digital and AI integration in Bahasa Indonesia education necessitates intentional pedagogical design, comprehensive professional development, and robust ethical safeguards. These insights underscore a critical need for targeted policy support and strategic training initiatives to ensure equitable, effective, and sustainable digital innovation in language education, ultimately addressing the identified research gaps and practical challenges.
Artificial intelligence awareness and readiness among undergraduate students in Kwara State universities Nigeria Hamzat, Afeez Abiola; Ansah, Seth Dade
Journal of Educational Management and Instruction (JEMIN) Vol. 5 No. 2 (2025): July-December 2025
Publisher : UIN Raden Mas Said Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/jemin.v5i2.11988

Abstract

The Fourth Industrial Revolution, driven by Artificial Intelligence (AI), is profoundly reshaping global landscapes, particularly education. This study investigated the awareness and readiness levels of undergraduate students regarding AI for learning within Kwara State universities, Nigeria, a region critically under-researched in this evolving discourse. Employing a quantitative survey research design, data were collected from 300 undergraduate students across selected private and government-owned universities using a questionnaire with a 4-point Likert scale. Mean scores determined awareness and readiness levels, while independent samples t-tests analyzed differences based on gender and university ownership. Key findings revealed a high overall level of AI awareness (Grand Mean = 2.71) and a high level of readiness to use AI for learning (Grand Mean = 2.66) among the students. Notably, the study found no statistically significant difference in AI awareness between male and female students (t = -0.82, p = 0.35). Similarly, there was no significant difference in AI readiness between students from private-owned and government-owned universities (t = -0.63, p = 0.27). These findings suggest a promising foundation for AI integration in Nigerian higher education, indicating that students are largely aware and prepared to embrace AI tools. The study contributes empirically to the limited literature on AI in education within Sub-Saharan Africa, offering valuable insights for policymakers and educators to strategically advance AI integration and foster a future-ready generation of graduates.
Elementary school teachers' perception of artificial intelligence integration in curriculum management Aliyyah, Rusi; Amalia, Rachmah
Journal of Educational Management and Instruction (JEMIN) Vol. 5 No. 2 (2025): July-December 2025
Publisher : UIN Raden Mas Said Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/jemin.v5i2.12003

Abstract

Curriculum management is a key element in ensuring effective and efficient teaching and learning processes in schools. With the emergence of digital transformation in education, artificial intelligence (AI) offers new opportunities to enhance curriculum planning, implementation, and evaluation. This study explores elementary school teachers’ perceptions of integrating AI in managing the Independent Curriculum in Indonesia. A qualitative design with a thematic analysis approach was employed. Data were collected through semi-structured interviews with 55 purposively selected teachers from West Java who have implemented the Independent Curriculum since 2021. Each interview lasted for 20–30 minutes and focused on four core aspects: urgency, strategies, challenges, and support for AI integration. The analysis was conducted using NVivo 12 to identify recurring patterns and themes. Findings reveal that teachers perceive AI as crucial for supporting the Pancasila Student Profile Strengthening Project (P5), providing greater autonomy for both students and teachers, refreshing the learning process, and enabling more contextual curriculum management. Teachers adopt various strategies such as aligning AI with curriculum principles, applying innovative learning approaches, and using AI to map students’ needs. However, challenges remain, including limited technological literacy, inadequate infrastructure, and time constraints. Support is mainly derived from training programs, teacher working groups, and school facilitators. The study concludes that AI integration holds strong potential to improve educational quality in elementary schools, but sustained capacity building, supportive policies, and adequate resources are essential for successful implementation.
Efficacy of AI-based Text-to-Speech in Indonesian pronunciation training for foreign speakers (BIPA): A mixed-method analysis Putra, Yuyun Setiawan; Tansilo, Hikma; Hastomo, Tommy; Sari , Andini Septama; Aguilar, Mark Gabriel Wagan
Journal of Educational Management and Instruction (JEMIN) Vol. 5 No. 2 (2025): July-December 2025
Publisher : UIN Raden Mas Said Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/jemin.v5i2.12403

Abstract

This study investigated the efficacy of Artificial Intelligence (AI)-based Text-to-Speech (TTS) technology in Indonesian pronunciation training for Foreign Speakers (BIPA), addressing a notable research gap concerning its specific effectiveness and learner perceptions. Employing a mixed-method quasi-experimental design with experimental (n=20) and control (n=20) groups, the research utilized pronunciation tests, perception questionnaires, and interviews. Based on the paired sample t-test, findings showed that AI TTS was significantly more effective than conventional methods in improving BIPA learners’ pronunciation in accuracy, fluency, and intelligibility. This efficacy is attributed to AI's capacity for immediate, personalized feedback and objective analysis. The qualitative data analysis revealed that learners reported overwhelmingly positive perceptions regarding AI TTS's effectiveness, engagement, and confidence-boosting impact, appreciating its non-judgmental and accessible nature. However, limitations emerged concerning voice naturalness, intonation accuracy, and the interpretation of contextual nuances. Concerns were also raised about potential over-reliance on AI, technical reliability, and data privacy. These findings strongly advocate for a blended learning approach in BIPA pronunciation instruction, strategically leveraging AI's strengths while preserving the essential value of human teaching for higher-order linguistic and cultural competence. The study contributes to applied linguistics by providing empirical insights into AI applications in second language acquisition beyond English contexts and offers practical guidance for developing adaptive, user-centered BIPA curricula and fostering responsible AI integration.
Transforming school leadership: A qualitative inquiry into AI-assisted supervision and teacher performance in Indonesian elementary schools Gunadi, Gugun
Journal of Educational Management and Instruction (JEMIN) Vol. 5 No. 2 (2025): July-December 2025
Publisher : UIN Raden Mas Said Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/jemin.v5i2.12446

Abstract

In the era of digital transformation, artificial intelligence (AI) presents new opportunities to enhance educational supervision and teacher performance. However, limited research has explored its practical integration in elementary school contexts, particularly in rural Indonesian settings. This study investigates how AI-assisted educational supervision can support leadership practices and improve teacher performance in elementary schools in Cianjur, West Java. Adopting a qualitative case study design, data were collected from 14 participants, including principals (n=4), vice principals (n=3), senior teachers (n=4), and education office supervisors (n=3), through semi-structured interviews, document analysis, and non-participant observations. Thematic analysis was conducted, with triangulation and member checking to ensure trustworthiness. Findings reveal that participants generally perceive AI (ChatGPT, Canva, Grammarly and LMS) as a beneficial, supportive tool for enhancing fairness, feedback, and supervisory efficiency. Despite limited infrastructure and formal policies, educators creatively utilized tools such as ChatGPT, Grammarly, Google Forms, Zoom, and Canva to simulate AI-supported supervision. A key and unexpected finding was the proactive adaptation of generative AI tools for lesson preparation and performance reporting, even without formal institutional directives. However, challenges such as digital literacy gaps, infrastructure inequities, and cultural resistance emerged as significant barriers. The study indicates the need for policy support, capacity-building, and culturally responsive frameworks to scale AI in educational supervision.
AI-assisted language learning for preschoolers: Krashen’s second language acquisition theory Imamah, Imamah; Suryani, Deria
Journal of Educational Management and Instruction (JEMIN) Vol. 5 No. 2 (2025): July-December 2025
Publisher : UIN Raden Mas Said Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/jemin.v5i2.12449

Abstract

The integration of technology in early education presents new opportunities for second language (L2) acquisition. Grounded in Stephen Krashen’s influential theory, this study investigates the potential of Artificial Intelligence (AI) based on Krashen’s language acquisition theory to create an optimal learning environment for young children. The primary purpose was to determine the effectiveness of an AI-assisted learning system on the linguistic skills and affective development of preschool-aged L2 learners. This study employed a 24-week, quasi-experimental, mixed-methods design. Sixty children aged 3–6 were assigned to either an experimental group using the AI system or a control group receiving conventional instruction. The AI platform was engineered to provide comprehensible input and real-time feedback within a gamified, low-anxiety setting. Quantitative data were sourced from pre- and post-tests measuring receptive skills, productive skills, and speaking fluency. Qualitative data were gathered through classroom observations, interviews with stakeholders, and teacher focus groups. The results indicate that the experimental group achieved significantly higher gains across all tested language domains compared to the control group. Furthermore, learners using the AI system demonstrated notable improvements in affective factors, reporting higher motivation and engagement alongside lower language anxiety. Qualitative analysis corroborated these findings, revealing increased confidence, enjoyment, and spontaneous language use among children in the experimental group. This study provides strong evidence that a theoretically-grounded AI system can effectively facilitate L2 acquisition in early childhood. By fostering a rich, interactive, and emotionally supportive environment, such technology offers significant implications for designing and implementing advanced language curricula for young learners.
Generative AI literacy, mindful learning engagement, and academic integrity: An explanatory sequential mixed-methods study on critical thinking development Susanto, Susanto
Journal of Educational Management and Instruction (JEMIN) Vol. 6 No. 1 (2026): January - June 2026
Publisher : UIN Raden Mas Said Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/jemin.v6i1.12929

Abstract

The rapid integration of generative artificial intelligence (AI) in higher education has created both transformative learning opportunities and serious concerns regarding academic integrity and the erosion of critical thinking; however, empirical evidence explaining how AI literacy shapes ethical engagement and higher-order thinking remains limited, particularly within developing country contexts. This study aims to examine the influence of generative AI literacy on students’ critical thinking skills, with academic integrity and mindful learning engagement positioned as mediating variables. Employing an explanatory sequential mixed-methods design, the research involved 115 undergraduate students who completed a 32-item survey analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM), followed by in-depth interviews with 10 purposively selected participants to enrich interpretation. The findings reveal that generative AI literacy significantly predicts academic integrity, mindful learning engagement, and critical thinking. Academic integrity serves as a strong positive mediator, reinforcing ethical reasoning and evaluative judgment, while mindful learning engagement demonstrates a more complex role, indicating that engagement quality, rather than intensity alone, determines its contribution to critical thinking. The study reconceptualizes AI literacy as a multidimensional construct encompassing technical, ethical, and reflective competencies. Practically, it highlights the necessity of integrating ethically grounded and mindfulness-based AI pedagogies to ensure that generative AI enhances, rather than replaces, students’ critical thinking in digitally mediated higher education environments.
Developing genre-based Digital PowerPoint media for teaching job application letters: An ADDIE approach with ClassPoint integration Mely Puspitasari; Ria Ariesta; Noermanzah Noermanzah
Journal of Educational Management and Instruction (JEMIN) Vol. 6 No. 1 (2026): January - June 2026
Publisher : UIN Raden Mas Said Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/jemin.v6i1.12883

Abstract

The integration of digital technology into language instruction remains a challenge for many teachers, particularly in designing interactive learning media that effectively support students’ language development. While PowerPoint is widely used in classrooms, its pedagogical potential is often underutilized due to limited interactivity and insufficient alignment with instructional approaches. This study aimed to develop and evaluate a genre-based digital PowerPoint learning medium integrated with the ClassPoint application for teaching job application letter texts to Grade XII senior high school students. The study employed a Research and Development (R&D) design using the ADDIE model, encompassing analysis, design, development, implementation, and evaluation stages. Data were collected through expert validation, student trials, and pretest–posttest assessments. The developed media was evaluated in terms of material quality, language appropriateness, instructional design, and learning effectiveness. The findings indicate that the developed media achieved a high level of feasibility based on expert evaluations and was effective in improving students’ language skills. Significant improvements were observed across listening, reading and viewing, speaking and presenting, and writing competencies, with N-gain scores ranging from 0.59 to 0.68, indicating moderate learning gains. The study demonstrates that ClassPoint-integrated genre-based digital PowerPoint media can enhance student engagement and learning outcomes while providing teachers with a practical and technology-enhanced instructional tool for language learning.
Developing Project-based digital teaching materials to enhance explanatory text writing skills among senior high school students Herzon Deostian; Nafri Yanti; Rio Kurniawan
Journal of Educational Management and Instruction (JEMIN) Vol. 6 No. 1 (2026): January - June 2026
Publisher : UIN Raden Mas Said Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/jemin.v6i1.12940

Abstract

The integration of digital technology into language education has created opportunities to develop more interactive and student-centered learning resources. However, existing teaching materials for explanatory text writing often remain text-oriented, lack interactivity, and provide limited support for developing students’ writing competence in accordance with the Merdeka Curriculum. This study aimed to develop and evaluate Project-Based Learning (PjBL)-based digital teaching materials for improving explanatory text writing skills among eleventh-grade senior high school students. The study employed a Research and Development (R&D) approach using the ADDIE model, consisting of analysis, design, development, implementation, and evaluation stages. The participants included 30 eleventh-grade students at a public senior high school in Bengkulu, Indonesia. Data were collected through documentation, observations, questionnaires, expert validation, and writing tests, and were analyzed using descriptive statistics and normalized gain (N-gain) analysis. The developed digital teaching materials integrated interactive features such as Heyzine Flipbook, QR codes, Padlet, videos, and project-based learning activities. Expert validation results indicated that the materials were highly feasible in terms of content, language, and design quality. The effectiveness test revealed a substantial improvement in students’ explanatory writing performance, with the mean score increasing from 65.6 in the pretest to 87.2 in the posttest and an N-gain score of 0.63, indicating moderate effectiveness. These findings suggest that PjBL-based digital teaching materials can serve as an effective instructional resource for enhancing students’ writing skills and promoting more engaging digital learning experiences.
Bridging digital innovation and cultural heritage: Integrating technology to foster Dompu local culture in early childhood education Ihlas Ihlas; Umar Umar; Evi Selva Nirwana
Journal of Educational Management and Instruction (JEMIN) Vol. 6 No. 1 (2026): January - June 2026
Publisher : UIN Raden Mas Said Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/jemin.v6i1.14570

Abstract

The rapid expansion of digital technology has transformed children's learning experiences while simultaneously raising concerns about the preservation of local cultural heritage. In early childhood education, integrating digital technology with culturally relevant learning offers opportunities to strengthen children's cultural identity and sense of belonging. This study aimed to explore how digital technology is utilized to introduce Dompu local culture in early childhood education settings and to examine the factors influencing its implementation. Employing a qualitative approach with an ethnographic orientation, the research was conducted in four early childhood education institutions in Dompu Regency, Indonesia. Data were collected through classroom observations, semi-structured interviews with school leaders, teachers, and parents, as well as document analysis. The findings reveal that digital technology serves as an effective medium for introducing various aspects of Dompu culture, including rimpu, traditional welcoming dances, local folklore, traditional houses, and cultural food practices. Interactive digital content enhanced children's interest, participation, and understanding of cultural symbols and values. The study further found that teacher mediation and parental involvement were critical factors shaping the effectiveness of digital cultural learning. The findings highlight the importance of culturally responsive digital pedagogy and suggest that technology can function as a bridge between young learners and local cultural heritage when supported by meaningful educational practices and collaborative home–school partnerships.

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