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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 110 Documents
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Artificial intelligence literacy, English learning materials, and career readiness in digital workplace environment: An explanatory study Yusi Rahmawati
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.v6i1.12025

Abstract

The rapid advancement of generative artificial intelligence (AI) has transformed educational and professional environments, yet the integration of AI literacy within English for Specific Purposes (ESP) learning materials remains limited, particularly in vocational education contexts. This study investigates the influence of AI literacy, the relevance of ESP materials to AI development, and students’ perceptions of AI-based learning on career readiness in digitally transformed workplaces. Employing an explanatory quantitative design, the study involved 186 cadets from a maritime vocational higher education institution in Semarang, Indonesia. Data were collected using a closed-ended Likert-scale questionnaire and analyzed through descriptive statistics, classical assumption testing, and path analysis. The findings reveal that AI literacy significantly influences career readiness both directly and indirectly through students’ perceptions of AI-based learning. In addition, the relevance of ESP instructional materials to emerging AI trends significantly contributes to students’ preparedness for digital professional environments. The mediating role of perception indicates that positive attitudes toward AI-supported learning strengthen the relationship between AI literacy and career readiness. These findings highlight the importance of redesigning ESP curricula and instructional materials to integrate AI literacy, authentic digital communication practices, and technology-oriented learning experiences that better align with contemporary workforce demands.
The effect of transformational leadership on professional learning communities in Indonesian public high schools Winda Dewi Listyasari; Devie Yundianto; Yasmin Nabilah Khoirunisa
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.v6i1.12380

Abstract

Despite extensive research on school leadership, empirical findings regarding the influence of transformational leadership on Professional Learning Community (PLC) practices remain inconsistent, particularly in the Indonesian context. This study aims to examine the effect of transformational leadership on PLC practices in public senior high schools in Central Jakarta, Indonesia. A quantitative correlational design was employed, involving 108 teachers selected through purposive sampling. Data were collected using the Principal Leadership Questionnaire (PLQ) and the Professional Learning Communities Assessment–Revised (PLCA-R). The data were analyzed using regression analysis with the assistance of SPSS. The findings reveal a strong and statistically significant positive effect of transformational leadership on PLC practices (β = 0.912; p < 0.001), indicating that effective leadership behaviors substantially enhance collaborative learning cultures among teachers. Furthermore, transformational leadership accounts for a meaningful proportion of variance in PLC implementation, highlighting its role as a key predictive factor. These results emphasize the importance of strengthening principals’ transformational leadership capacity to foster sustainable professional collaboration and improve educational quality. Consequently, policymakers and educational stakeholders are encouraged to prioritize leadership development programs that emphasize vision-building, teacher support, and collaborative practices within schools.
Project-based vs. Game-based learning: Which better improves critical thinking of elementary school students? Wina Puspitasari; Peduk Rintayati; Moh Salimin; Anang Ma'ruf
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.v6i1.12714

Abstract

The development of critical thinking skills among elementary school students remains a pressing issue, particularly in contexts where traditional teacher-centered approaches still dominate learning practices. This study aims to examine and compare the effectiveness of Project-Based Learning (PjBL) and Game-Based Learning (GBL) in improving students’ critical thinking skills in science. A quasi-experimental design with a nonequivalent control group was employed, involving 82 sixth-grade students from three public elementary schools, divided into PjBL (n = 44), GBL (n = 38), and control groups. Data were collected using pretest and posttest instruments based on Ennis’s critical thinking indicators and analyzed through normality and homogeneity tests, paired and independent sample t-tests using SPSS. The findings revealed that both PjBL and GBL significantly improved students’ critical thinking skills compared to conventional learning (p < .05). The PjBL group improved from 47.93 to 82.64, while the GBL group increased from 47.76 to 83.55, with GBL showing slightly higher gains. These results indicate that student-centered and interactive learning approaches are effective in fostering higher-order thinking skills. The study implies that integrating PjBL and GBL can enhance instructional quality and support the development of essential 21st-century competencies.
Artificial intelligence-assisted project-based learning: Examining the interaction with learning creativity on the students’ digital content outcomes Rudi Hartono; Salsabila Adrisdityas Candra Rifani; Muktiono Waspodo
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.v6i1.12775

Abstract

Despite the rapid integration of artificial intelligence (AI) in education, limited empirical evidence compares the effectiveness of AI-assisted project-based learning (PjBL) and problem-based learning (PBL) while considering students’ learning creativity in digital content production. This study aims to examine the effects of AI-assisted PjBL and AI-assisted PBL, as well as their interaction with students’ learning creativity, on learning outcomes in digital content production. The study employs a 2×2 quasi-experimental factorial design, in which factor (A) represents the learning model (AI-assisted PjBL and AI-assisted PBL) and factor (B) represents learning creativity (high and low). The population consists of eighth-grade students at the junior high school level. The findings address four hypotheses: (1) there is a significant difference in learning outcomes between students receiving AI-assisted PjBL and those receiving AI-assisted PBL (Sig. 0.043 < 0.05); (2) there is a significant interaction effect between AI-assisted learning models and learning creativity (Sig. 0.000 < 0.05); (3) students with high creativity who receive AI-assisted PjBL achieve higher learning outcomes than those receiving AI-assisted PBL (Sig. 0.000 < 0.05); and (4) students with low creativity who receive AI-assisted PjBL demonstrate lower learning outcomes than those receiving AI-assisted PBL (Sig. 0.000 < 0.05). These findings indicate that AI-assisted PjBL and learning creativity enhance students’ learning outcomes in producing creative digital content, particularly for students with high learning creativity. This study contributes empirical evidence to the integration of AI in junior high school computer science education.
Transforming school personnel management with artificial intelligence: Evidence from elementary school leadership practices Ahmad Gawdy Prananosa; M. Rusni Eka Putra; Marianita; Lendri Alpikar
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.v6i1.12831

Abstract

The increasing integration of artificial intelligence (AI) in educational environments has transformed instructional and administrative practices; however, empirical studies examining AI-based management of teaching and educational personnel in elementary schools remain limited. This study aims to investigate how AI can support the management of teaching and educational staff in elementary schools, focusing on five key managerial dimensions: planning, recruitment and selection, performance assessment, competency development, and ethical use of AI. The research employed a sequential exploratory mixed-methods design, involving a quantitative survey of 60 teachers and school principals in elementary schools in Silampari District, Lubuk Linggau City, Indonesia, followed by semi-structured interviews with 10 participants to obtain deeper insights into the implementation of AI-based management practices. Quantitative data were analyzed using descriptive statistics, while qualitative data were examined through thematic analysis. The findings indicate that educators generally express strong support for AI integration in school management, particularly in improving personnel planning, enhancing recruitment efficiency, supporting data-driven performance evaluation, facilitating professional competency development, and ensuring ethical governance and data security. Qualitative findings further reveal that AI-supported digital platforms are increasingly used to streamline administrative coordination and support evidence-based decision-making in school management. These findings highlight the strategic role of AI in strengthening educational personnel management while emphasizing the need for institutional readiness, ethical governance, and professional capacity development for sustainable AI integration in elementary school management. 
English students’ narratives of AI integration in learning: Cognitive benefits, ethical challenges, and impact on student autonomy Dewi Zulaiha; Yunika Triana
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.v6i1.12885

Abstract

Despite the rapid adoption of Artificial Intelligence (AI) in higher education, limited research has explored how students in English for Specific Purposes (ESP) courses, particularly within non-English disciplines, perceive AI-assisted language learning and the pedagogical as well as ethical implications of its integration. This study aims to explore students’ perceptions of AI utilization in an ESP classroom as a means of scaffolding language learning. The study was conducted in the Environmental Science Study Program at an Islamic university in Surakarta, Indonesia. Employing a qualitative narrative inquiry design, data were collected through semi-structured interviews with nine second-semester students who had prior experience using AI tools for academic purposes. The findings indicate that students generally hold positive perceptions of AI integration in ESP learning, with ChatGPT, Gemini, and Grammarly identified as the most frequently used AI applications. Thematic analysis revealed five major themes: AI as a cognitive support tool, patterns of AI usage, perceived learning benefits, implementation challenges, and ethical-cultural considerations. Participants reported that AI enhanced writing quality, vocabulary development, reading comprehension, and content summarization while facilitating personalized learning, simplifying complex concepts, and increasing learning confidence and motivation. However, concerns were also raised regarding information inaccuracy, miscommunication, excessive dependency on AI, and the potential decline of critical thinking skills. The study highlights the importance of integrating AI into ESP instruction through pedagogically sound practices supported by ethical guidance and digital literacy. These findings contribute to the growing body of literature on AI-assisted language learning by providing context-specific insights that can inform the design of responsible, effective, and ethically grounded AI-enhanced ESP instruction.
A synergistic pedagogical model: Integrating teacher role modeling and guidance to foster spiritual intelligence Ipih Hidawati; Jamali Jamali; Didin Nurul Rosidin; Widodo Winarso; Siti Fatimah; Iwan Iwan
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.v6i1.14177

Abstract

Spiritual intelligence has become a crucial dimension of holistic education, yet it remains underemphasized in many educational practices that prioritize cognitive achievement over spiritual development, particularly amid contemporary adolescent challenges. This study aims to examine how teachers’ role modeling and guidance operate, both independently and synergistically, in shaping students’ spiritual intelligence within a pesantren-based junior high school. Employing a qualitative case study design, the study involved twelve participants, comprising teachers, students, school management personnel, and a pesantren administrator. Data were collected through non-participant observation, in-depth semi-structured interviews, and document analysis, and analyzed using thematic analysis involving coding, categorization, and interpretation. The findings reveal that teachers’ role modeling functions as a consistent embodiment of spiritual values, while guidance operates as a structured and reflective mentoring process that supports students’ internalization of those values. Importantly, the integration of role modeling and guidance creates a synergistic pedagogical approach that promotes deeper spiritual transformation, including self-awareness, moral responsibility, and emotional regulation. This study concludes that a relational and integrative model of spiritual education is more effective than isolated practices and offers both theoretical and practical contributions to strengthening character education in Islamic educational contexts.
Learning strategies and vocabulary mastery benefits through Spotify application: An explanatory study Asri Siti Fatimah; Kantia Aprida Salma; Neni Marlina
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.v6i1.9951

Abstract

Despite the widespread use of digital music platforms for vocabulary learning, limited research has examined how English songs on Spotify facilitate students’ vocabulary learning strategies and contribute to their lexical development. This study aims to discover university students' language learning strategies when learning vocabulary through English songs on Spotify and its benefit on their vocabulary mastery. An explanatory case study was used as a research method. The participants consisted of three undergraduate students majoring in English Education at a university in Tasikmalaya, West Java, Indonesia. The data were collected using semi-structured interviews and analyzed by thematic analysis, guided by language learning strategies framework. The results showed that students employed a combination of cognitive, affective, and metacognitive strategies including repeated listening to reinforce lexical retention, strategic use of platform features and online tools to clarify meaning and pronunciation and deliberate organization of activities. Participants mentioned that this practice increases word recognition and provided opportunities to apply newly acquired vocabulary in authentic digital environments. This study suggested that vocabulary learning through Spotify could facilitate self-regulated learning activity that promote the students’ lexical development.
How transformational leadership shapes teacher job satisfaction: Evidence from public secondary schools in South-West Nigeria Moses Adeleke Adeoye
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.v6i1.12667

Abstract

Teacher job satisfaction remains a critical challenge in many public secondary schools in Nigeria, with important implications for teacher retention, instructional quality, and school effectiveness. Although transformational leadership has been widely recognized as an important leadership approach, empirical evidence regarding the relative contribution of its four dimensions to teacher job satisfaction in South-West Nigeria remains limited. This study investigated the relationship between principals' transformational leadership and teachers' job satisfaction across public secondary schools in Oyo, Ogun, and Ondo States. A quantitative correlational survey design was employed involving 72 principals and 731 teachers selected through proportional sampling. Data were collected using the Transformational Leadership Styles and Teachers' Job Satisfaction Questionnaire (TLSTJSQ), which demonstrated satisfactory reliability (Cronbach's α = 0.87). Descriptive statistics and multiple regression analysis were used for data analysis. The findings revealed that principals demonstrated a moderate-to-high level of transformational leadership (M = 3.08), while teachers reported moderate job satisfaction (M = 2.88), with intrinsic satisfaction exceeding extrinsic satisfaction. Transformational leadership was positively associated with teacher job satisfaction (R = 0.319, R² = 0.102, p < 0.05). Inspirational motivation emerged as the strongest predictor, followed by intellectual stimulation, individualized consideration, and idealized influence. These findings underscore the importance of strengthening transformational leadership competencies, particularly vision-building and intellectual engagement, to enhance teacher satisfaction and support school improvement initiatives.
Contextual factors of analytical and entrepreneurial thinking in science learning M. Noris; Asnafiyah Asnafiyah; Dwi Setyo Astuti; Gufran Gufran; Syarifuddin Syarifuddin
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.v6i1.14669

Abstract

The development of analytical and entrepreneurial thinking is increasingly important in science education because students are expected to analyze complex problems, generate innovative solutions, and translate ideas into practical actions. However, these cognitive competencies may be shaped by diverse social, environmental, behavioral, and educational conditions, which can differ across school contexts. This study examines the factors associated with students’ analytical-thinking and entrepreneurial-thinking skills in boarding and non-boarding schools. A quantitative approach was employed using an 89-item questionnaire administered to 208 senior high school students selected through random sampling from boarding and non-boarding schools in Indonesia. The data were analyzed using structural equation modeling with partial least squares (PLS-SEM) through SmartPLS. The findings indicate that the patterns of influence differed substantially between the two school contexts. In boarding schools, environmental, social, parenting, health, lifestyle, and other contextual factors collectively explained 25.5% of the variance in analytical thinking and 86.4% in entrepreneurial thinking. In non-boarding schools, the corresponding explanatory power was 86.5% for analytical thinking and 23.1% for entrepreneurial thinking, with parenting showing a particularly strong association with analytical thinking. These findings suggest that students’ cognitive and entrepreneurial development is closely connected to their learning and social environments. Schools should therefore strengthen supportive learning environments, family engagement, healthy habits, and student-centered instructional practices to foster higher-order thinking competencies.

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