Journal of Educational Management and Instruction (JEMIn)
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.
Articles
96 Documents
<![CDATA[Pakistani secondary students’ learning performance and satisfaction amidst COVID-19 outbreak: Sequential explanatory research ]]>
<![CDATA[Momna Azmat]]>;
<![CDATA[Ayesha Ahmad]]>
<![CDATA[ Journal of Educational Management and Instruction (JEMIN) Vol. 2 No. 2 (2022): December 2022 ]]>
Publisher : <![CDATA[UIN Raden Mas Said Surakarta ]]>
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DOI: 10.22515/jemin.v2i2.5326
<![CDATA[The COVID-19 outbreak has affected educational system and left some implications for the world of education, one of which is online learning activity. However, as a new habit of learning in post COVID-19 era nowadays, online learning should be taken as a serious consideration for conducting an effective learning environment, particularly in the context of secondary schools in Pakistan. Addressing this issue, the present study aims to explore Pakistani secondary students’ performance and satisfaction toward the practice of online learning activity in post COVID-19 era. Creswell’s Sequential explanatory research, in which qualitative data were gathered to support the finding of quantitative data, was adopted in this study. A set of questionnaires measured using five-point Likert scale and three open-ended questions were employed to collect the data from 335 secondary students in Federal Government Schools of Wah Cantt, a district in Punjab province Pakistan. The data were further analyzed using descriptive statistics by means of SPSS version 24 and thematic analysis. The results depicted that the outbreak of COVID-19 has extremely affected the students’ academic performance during the online learning activity. In terms of satisfaction, the results further demonstrated that the students possessed low level of satisfaction toward the online learning activity. Notwithstanding this fact, a strong positive correlation was proven between students’ academic performance and the level of learning satisfaction toward online learning in post COVID-19 era. Drawing on the results, this study provides implication that teachers and education stakeholders should offer dynamic and comprehensive online services, as well as supportive assistance and offensive feedback to enhance students’ performance and satisfaction toward online learning activity.]]>
<![CDATA[Academic performance, family support, interest and career decision among undergraduate students in Nigeria ]]>
<![CDATA[Salisu Yunusa]]>;
<![CDATA[Abdulwahab Ibrahim]]>;
<![CDATA[Ibrahim Sani Mainagge]]>;
<![CDATA[Sani Haruna]]>
<![CDATA[ Journal of Educational Management and Instruction (JEMIN) Vol. 2 No. 2 (2022): December 2022 ]]>
Publisher : <![CDATA[UIN Raden Mas Said Surakarta ]]>
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DOI: 10.22515/jemin.v2i2.5845
<![CDATA[Studies in the five recent years have shown that more than half of Nigerian undergraduate students changed their study programs and career decisions. Notwithstanding this fact, lack of research addresses factors that affect the Nigerian undergraduate students made such a decision. Therefore, the present study aims to explore the influence of academic performance, family support, and interest on career decision of undergraduate students in Jigawa state Nigeria. A set of questionnaires was utilized as an instrument to collect the data from a total of 373 Nigerian undergraduate students. Drawing on correlational study using structural equation modelling approach, this study revealed that academic reason (t=3.452; β=0.191; P=0.001) and family support (t=4.554; β=0.234; P=0.000) have statistically significant correlation with career decision making of the students. On the contrary, interest was empirically proven to not have a significant relationship with the career decision making (t=0.899; β=-.056; P=0.369). Thus, it is concluded that academic reason and family support play more crucial role in determining the career decision of undergraduate students in Nigeria than their interest abilities. This study provides implication for Nigerian government and non-government organizations to massively educate parents and families so that they can encourage their children’s career paths and support their career choices. ]]>
<![CDATA['Technology saves us?’ Malaysian lecturers’ beliefs and readiness towards the application of technology-assisted student-centered learning ]]>
<![CDATA[Siti Amaliya Mohd Radyi]]>;
<![CDATA[Azri Bin Usman]]>
<![CDATA[ Journal of Educational Management and Instruction (JEMIN) Vol. 2 No. 2 (2022): December 2022 ]]>
Publisher : <![CDATA[UIN Raden Mas Said Surakarta ]]>
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DOI: 10.22515/jemin.v2i2.5960
<![CDATA[Although studies on technology-assisted student-centered learning (henceforth TA-SCL) is enormously growing in the recent years, few researchers concern on the current state of lecturers’ beliefs and readiness to implement TA-SCL. This study aims to explore Malaysian lecturers’ attitude in terms of beliefs and readiness to carry out TA-SCL approach in university context. A survey design under the procedure of quantitative research was applied to reach the objective. This study involved 207 lecturers teaching at some universities in Kuala Lumpur Malaysia who were selected using purposive sampling technique. The data were collected using a four-point Likert scale online questionnaire, and further analyzed in the forms of descriptive statistics using SPSS program. The results demonstrated that Malaysian lecturers hold a high level of beliefs about the application of TA-SCL in their universities. The finding further revealed that they possessed significant degree of readiness to implement TA-SCL in their teaching activities. These findings leave some implications for the integration of technology for educational purpose, particularly to enhance the efficacy of student-centered learning. This study portrays clear picture of Malaysian lecturers’ current beliefs and readiness towards the TA-SCL, as well as offers fruitful insights for educational stakeholders in Malaysia to begin acknowledge this approach in university learning activities.]]>
<![CDATA[‘A double-edged sword?’ Digital storytelling for early childhood education: Vietnamese teachers’ beliefs and practices ]]>
<![CDATA[Le Ngoc Hoa]]>;
<![CDATA[Lu Hung Minh]]>
<![CDATA[ Journal of Educational Management and Instruction (JEMIN) Vol. 2 No. 2 (2022): December 2022 ]]>
Publisher : <![CDATA[UIN Raden Mas Said Surakarta ]]>
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DOI: 10.22515/jemin.v2i2.5465
<![CDATA[The advancement of Information Communication and Technology (ICT) offers enormous opportunities to enhance the efficacy of learning process in all levels of education, including Early Childhood Education (ECE). However, in the light of the recent years, there have not been some concern about the issue of use of technology to assist ECE process in the context of Vietnam. Thus, this study explores Vietnamese early childhood teachers’ beliefs and practices about the use of technology to facilitate storytelling for pre-school children. A web-based survey research was adopted to scrutinize the beliefs and practices of 228 ECE teachers about digital storytelling in Can Tho Vietnam. The results demonstrated that these teachers hold high levels of beliefs that digital storytelling could be used to enhance learning. In addition, they had carried out digital storytelling activities in their learning practices. The results emphasized that several concerns must be taken by teachers, parents, and related stakeholders in using technological tools in young children’s learning environment. This study offers pedagogical insights for ECE teachers to integrate digital storytelling in their learning activities. In short, the use of technology for pre-school children can provide a lot of benefits if it is skillfully executed by both teachers and parents. ]]>
<![CDATA[Project based learning in teaching translation: Effect on students’ performance ]]>
<![CDATA[Retnaningsih, Woro]]>
<![CDATA[ Journal of Educational Management and Instruction (JEMIN) Vol. 3 No. 1 (2023): June 2023 ]]>
Publisher : <![CDATA[UIN Raden Mas Said Surakarta ]]>
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DOI: 10.22515/jemin.v3i1.6903
<![CDATA[The debate among researchers regarding the best method for teaching translation remains ongoing. With various approaches available, it is crucial to empirically assess their effectiveness in different educational settings. Therefore, this study aims to address the lack of empirical evidence regarding the effectiveness of Project Based Learning (PjBL) in teaching translation. The research involved thirty-five Indonesian EFL students enrolled in the Translation Entrepreneurship course at UIN Raden Mas Said Surakarta, Indonesia. Classroom action research was conducted over eight meetings and two cycles. Pre-test and post-test data from cycle 1 and cycle 2 were analyzed using paired sample t-test in SPSS. The results indicated a significant improvement in students' translation performance (p-value 0.000 < 0.05) after using the PjBL method. In conclusion, this study demonstrated that PjBL effectively enhances students' translation skills, offering valuable insights for teachers and educational institutions to consider it as an alternative method for teaching translation.]]>
<![CDATA[Digital leadership in enhancing research innovation culture in higher education: Avenue for further research ]]>
<![CDATA[Anindhyta, Chyta]]>;
<![CDATA[Karnati, Neti]]>;
<![CDATA[Suryadi, Suryadi]]>
<![CDATA[ Journal of Educational Management and Instruction (JEMIN) Vol. 3 No. 1 (2023): June 2023 ]]>
Publisher : <![CDATA[UIN Raden Mas Said Surakarta ]]>
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DOI: 10.22515/jemin.v3i1.7135
<![CDATA[The world has recently encountered an unexpected condition - Covid-19, which has sparked a growing interest in educational leadership research, particularly in higher education. This interest is driven by the need to create an environment that fosters collaboration, openness to improvement, and adaptability in the face of unforeseen challenges. Among the topics gaining prominence in higher education is Digital Leadership, a blend of transformational leadership and digital technology. This study aims to bridge the gap between theory and practice in order to enhance the Research Innovation Culture in Higher Education within the context of educational leadership in the 21st century. A systematic review analysis was conducted to provide an overview of existing literature on digital leadership quality, research innovation culture in universities, and the future trajectory of educational leadership in the 21st century. The analysis identified key problems requiring further investigation and revealed patterns of theories and methods employed by previous researchers and participants. The findings indicated a clear correlation between the application of digital leadership and the enhancement of research and innovation culture in universities. Consequently, the implications of this research call for the establishment of a research and innovation culture that optimizes the Tri Dharma of Higher Education. By improving educational leadership and promoting digital leadership, universities can build a foundation for future growth and development. Embracing a research and innovation culture will not only help address unforeseen challenges but also lead to valuable outcomes that benefit higher education institutions and society as a whole.]]>
<![CDATA[The use of ChatGPT to improve scientific article productivity of postgraduate students ]]>
<![CDATA[Muslimin, Ikhwanul]]>
<![CDATA[ Journal of Educational Management and Instruction (JEMIN) Vol. 3 No. 1 (2023): June 2023 ]]>
Publisher : <![CDATA[UIN Raden Mas Said Surakarta ]]>
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DOI: 10.22515/jemin.v3i1.7352
<![CDATA[The application of Artificial Intelligence (AI) in education is increasingly promising. ChatGPT as an AI-based platform that can answer all questions can be a solution for learners. This article examines the use of ChatGPT in increasing the productivity of scientific articles of Postgraduate Students of IAIN Kediri. This study used a quasi-experimental design, with the experimental group engaging in scientific article writing using ChatGPT and the control group doing it conventionally. The sample of this study was 2nd semester Postgraduate Students of Islamic Education Management Study Program IAIN Kediri. Data were collected through initial and final tests in scientific article writing. Descriptive and inferential statistical analysis was conducted to analyze the data. The results showed that the average score of the experimental group was 82.68 while the control group score was 68.83. Then the N-Gain value data of the experimental group is greater than the control group with the results of 53.30> 23.01. These results explain the significant increase in scientific article productivity in the experimental group compared to the control group. This finding consistently supports the idea that the use of ChatGPT can increase the productivity of scientific articles for students. The implications of the results for scholarly writing practice are also discussed, along with recommendations for further research.]]>
<![CDATA[Discipline as a determinant of school performance: A case of junior high school in Namibia ]]>
<![CDATA[Shonena, Helvi Frieda]]>;
<![CDATA[Haufiku, Isidor]]>
<![CDATA[ Journal of Educational Management and Instruction (JEMIN) Vol. 3 No. 1 (2023): June 2023 ]]>
Publisher : <![CDATA[UIN Raden Mas Said Surakarta ]]>
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DOI: 10.22515/jemin.v3i1.7360
<![CDATA[Successful teaching and learning can only take place in schools when there is positive discipline. Lack of discipline is called indiscipline. Thus, indiscipline can be regarded as any learners’ action that is deemed to be wrong and not generally accepted as proper in a set up or society. This shows that discipline is critical for learners ‘good academic performance. Therefore, this study was conducted to investigate how discipline enables academic performance in Junior Secondary Schools at Katjinakatji Circuit in the Kavango West region, Namibia. The study aimed to determine the causes of indiscipline, assess how discipline enables academic performance and find measures school administrators can use to deal with indiscipline among learners. The study used a mixed research method to collect data from 48 participants comprises of,3 Principals, 15 teachers and 30learnerswho are currently teaching and schooling at the three selected Junior Secondary Schools in the study area. Participants were selected using simple random sampling and purposive sampling methods. Data was collected using questionnaires and interview guides. The study established that negligent parents contributed to indiscipline in the Katjinakatji circuit. Results show that disciplined learners are likely to perform better, unlike indiscipline learners. Measures to be taken by school administrators to ensure discipline are time management, punishment, and reinforcement of school rules and regulations.]]>
<![CDATA[The effect of COVID-19 pandemic on emotional wellbeing of education instructors: A perspective of Kenya’s private schools ]]>
<![CDATA[Busolo, Hillary]]>;
<![CDATA[Jerop, Caren]]>;
<![CDATA[Omulando, Carolyne]]>
<![CDATA[ Journal of Educational Management and Instruction (JEMIN) Vol. 3 No. 2 (2023): December 2023 ]]>
Publisher : <![CDATA[UIN Raden Mas Said Surakarta ]]>
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DOI: 10.22515/jemin.v3i2.7445
<![CDATA[The COVID-19 pandemic phenomenon generated inordinate strain and experiences across a wide range of sectors in Kenya, with the education segment introduced to its own set of unique challenges. Some instructors in private learning institutions joined the job seeking market once again as several schools indefinitely closed down. This often-needed reskilling and turned out to be frustrating as the job opportunities kept shrinking rapidly. This study looked at the effect of COVID-19 pandemic education disruption on emotional wellbeing of education instructors, with a focus on private schools’ teachers in Kenya. Data was collected from 367 respondents who completed a closed ended questionnaire and quantitative analysis was undertaken. The results revealed that there is a significant effect of COVID-19 pandemic education disruption on private school teachers’ emotional wellbeing. The prediction equation based on the unstandardized coefficients was statistically significant, F 1,365 = 46.035, p < 0.001 and accounted for approximately 11.2% of the variance of emotional wellbeing (R2 = 0.112, Adjusted R2 = 0.110). Therefore, hypothesis stated as COVID-19 pandemic education disruption has no significant effect on Kenyan private school teachers’ emotional wellbeing was not supported. The moderating effect of emotional and physical support did not significantly account for more variance with R2 Change = .009, p > .024. The findings supported the hypothesis that emotional and physical support does not moderate the effect of Covid-19 pandemic education disruption on Kenya private school teachers’ emotional wellbeing.]]>
<![CDATA[Enhancing pedagogical strategies through technology integration in basic teacher education program ]]>
<![CDATA[Mpuangnan, Kofi]]>
<![CDATA[ Journal of Educational Management and Instruction (JEMIN) Vol. 3 No. 2 (2023): December 2023 ]]>
Publisher : <![CDATA[UIN Raden Mas Said Surakarta ]]>
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DOI: 10.22515/jemin.v3i2.7650
<![CDATA[This study investigated enhancing pedagogical strategies through technology integration in basic teacher education programs. It sheds light on its significant influence on both educational management and instructional approaches. The investigation centred on experiences within Ghana's College of Education (CoE), contributing insights that align with the objectives of Sustainable Development Goal 4. A mixed-method approach was employed, integrating both quantitative and qualitative methods. The participants of the study consisted of 485 participants (469 tutors and 16 principals) selected from sixteen colleges by using cluster and simple random sampling techniques. Quantitative data were gathered by employing a structured questionnaire, while qualitative data were acquired through semi-structured interviews. The quantitative data underwent analysis using both descriptive and inferential statistics, while the qualitative data were subjected to an inductive analysis approach. The results revealed the noteworthy influence of age, gender, higher qualifications, and professional experience of principals and instructors on technology integration in education. Furthermore, key indicators such as smartphone usage and Microsoft Office 365 tools were found to be insufficient for facilitating technology integration. This inadequacy was attributed to managerial challenges like infrastructural limitations and resistance to change. It was recommended that the Ministry of Education should institute regular in-service training initiatives on technology integration. This step will empower the staff at CoE with the requisite knowledge and competencies to proficiently infuse technology in their roles.]]>
