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Arif Nugroho
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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 96 Documents
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The role of artificial intelligence in enhancing Lecturer professional development and performance management Herawati, Yanthy; Ajat, Ajat; Magito, Magito; Nasution, Ibnu Haris; Rahmat, Rahmat
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.v5i2.11204

Abstract

The integration of Artificial Intelligence (AI) in education, particularly for teacher professional development, has gained attention in recent years. However, its application in assessing lecturer performance and fostering growth remains underexplored, especially in developing countries like Indonesia. This study aimed to investigate how AI can enhance lecturer performance assessment and support personalized professional development, with a specific focus on higher education level. An exploratory case study design was employed, involving 15 lecturers teaching at several universities in Jakarta and two policymakers. Data were collected through semi-structured interviews and focus group discussions, and analyzed using Miles and Huberman's qualitative data analysis methods. The findings revealed that AI tools, such as Socrative, Edthena, and Teacher Advisor with Watson, were effective in providing personalized feedback and performance assessments, which led to improved lecturer knowledge and classroom effectiveness. However, challenges such as resistance to change, inadequate infrastructure, and data privacy concerns were identified as significant barriers to AI adoption. The study concludes that AI has great potential to enhance teacher development but requires systemic support, including infrastructure, training, and clear data management policies. The findings suggest that AI can significantly improve teaching practices if integrated thoughtfully and equitably across educational institutions. These insights contribute to the growing discourse on digital transformation in education by offering practical implications for policymakers and institutions aiming to leverage AI for faculty development.
The emergent role of artificial intelligence in Mathematics education: Examining students’ acceptance and perception Nursanti, Yuli Bangun; Sujadi, Imam; Kurniawati, Ira; Andriatna, Riki; Wulandari, Arum Nur
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.v5i2.11242

Abstract

Artificial intelligence (AI) is increasingly being integrated into education, offering new opportunities for enhancing learning, especially in challenging subjects like mathematics. However, there is limited research on how students perceive and accept AI in mathematics education, particularly in the context of Indonesian higher education. This study aims to explore mathematics education students’ acceptance and perceptions of AI tools in enhancing their learning experience. Using a sequential explanatory mixed-methods design, the study employed a Technology Acceptance Model (TAM) questionnaire for quantitative data and in-depth semi-structured interviews to gather qualitative insights. The participants were 389 mathematic students from several universities in Surakarta municipality, Indonesia based on non-probability sampling technique through sampling quota. The results show that students generally perceive AI as useful and easy to use, with high scores for Perceived Usefulness (PU) and Perceived Ease of Use (PEU). AI was appreciated for its ability to provide personalized learning, immediate feedback, and flexibility. However, students' Behavioral Intention to Use (BIU) AI was lower, indicating hesitation toward integrating AI regularly into their learning routines. The findings highlight that while AI has the potential to enhance learning, students still value traditional face-to-face interactions with instructors and are concerned about over-reliance on technology. The study contributes to theoretical framework that AI tools should complement, not replace, traditional teaching methods. Practically, the integration of AI in education should be gradual, with adequate support for both students and instructors. Future research should explore long-term adoption and investigate the role of educational policies in supporting AI integration.
“Leading without a map”: The impact of non-managerial academic heads on educational leadership Tangente Jr., Sanny L.
Journal of Educational Management and Instruction (JEMIN) Vol. 5 No. 1 (2025): January - June 2025
Publisher : UIN Raden Mas Said Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/jemin.v5i1.11375

Abstract

This study investigated the leadership of academic heads who assume leadership roles without formal training or backgrounds in management. This study addresses this gap by exploring how such individuals navigate the demands of academic leadership within a private educational institution in the Philippines. Using a qualitative case study approach, the research focused on three academic heads from various departments in a single private school who lacked formal managerial education or training. Data were gathered through in-depth interviews and thematic analysis was employed to capture their lived experiences. The findings of the study revealed the following: (1) performance in the academic management were leading with passionate desire, obedience to the protocol, and tapping the people; (2) perceived challenges and coping mechanisms were learning the strategies on teaching-learning through trainings, countering the teachers’ limitations through further education and professional development, and eradicating self-doubt with prayer and constant communication; (3) relationship to the faculty and staff were through open communication, recognition, and collaboration; (4) leadership styles and strategies were trust and communication, laissez-faire, and treating the faculty with inherent value;  (5) ways in adapting to the changing educational landscape were enhanced flexibility and collaboration. The findings of this study contributed to the understanding of the complexities and challenges faced by academic heads with non-managerial educational backgrounds as they navigate their way into academic management.
“From digital to smart”: Unlocking Bangladesh’s future through digital literacy and inclusive innovation Hasan, Nazmul; Mostafa, Md. Golam
Journal of Educational Management and Instruction (JEMIN) Vol. 5 No. 1 (2025): January - June 2025
Publisher : UIN Raden Mas Said Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/jemin.v5i1.11552

Abstract

Bangladesh experiences a crucial developmental transition when moving from Digital Bangladesh into Smart Bangladesh on its path toward technological progress and knowledge-based development. The foundation of a smart nation depends on digital literacy because it facilitates the transformation toward Smart Bangladesh. The study investigates how digital literacy creates Smart Bangladesh through economic progress and innovation while enabling people empowerment in the evolving digital environment. The study determines digital literacy knowledge bases for different population groups in Bangladesh while identifying digital education implementation barriers and analyzing digital education program development and implementation initiatives. The research employed both primary and secondary data collection methods in its mixed-methods approach. Training regarding digital literacy processes reached 58% of respondents and Novice knowledge streamed at 40.4% and 34% of participants learned digital skills by attending online courses. The research shows that weak digital educational standards account for 34% of the problem while area accessibility restrictions stand at 34% and 47.6% of stakeholders fail to get involved actively and the government performs poorly at 58% along with 32% of participants expressing dissatisfaction with the digital learning system. According to the research it is critical to establish strategic policies along with coordinated initiatives and sturdy infrastructure that will make digital literacy a thrust for maintaining sustainable development and achieving inclusive growth. The discourse efforts to transform Bangladesh into a digital age resilient and smart nation are advanced through Investment in digital infrastructure (32%), Access to digital devices and internet connectivity (36%), and Funding and resources allocation (42%).
“Bridging the digital divide”: Assessing and advancing teachers’ digital literacy across Indonesian provinces Zulaikha, Siti; Fadholi, Muhamad; Sururi, Sururi; Syahril, Syahril; Jamil, Soraya Nuron; Ariyanti, Putri Novira
Journal of Educational Management and Instruction (JEMIN) Vol. 5 No. 1 (2025): January - June 2025
Publisher : UIN Raden Mas Said Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/jemin.v5i1.11586

Abstract

Amid the accelerating integration of digital technologies into educational ecosystems, a critical gap remains in the systematic evaluation and strategic enhancement of teachers’ digital literacy across Indonesia’s diverse regions. This encourages the pressing need for validated assessment instruments and targeted interventions to support educators' competencies. This study disseminates a rigorously validated digital literacy measurement tool grounded in the Instant Digital Competence Assessment (IDCA) framework and investigates the digital literacy levels of elementary school teachers in several provinces of Indonesia, i.e., DKI Jakarta, West Java, and West Sumatra. Employing a quantitative-descriptive survey design, data were collected from 296 teachers through online questionnaires. The sample size was calculated using Slovin’s formula with a 10% margin of error, followed by simple random sampling for participant recruitment. The IDCA instrument measures digital literacy across three core dimensions: Technological, Cognitive, and Ethical. The findings reveal that teachers generally exhibit a "fairly good" level of digital literacy. Notably, respondents reported higher competence in the Ethical and Technological domains, particularly in areas such as online safety, respectful digital interaction, and the ability to navigate and utilize digital tools. However, significant deficiencies were identified within the Cognitive dimension, especially concerning critical evaluation of information credibility and analytical processing of digital content. These results highlight the urgent need for strategically designed professional development programs that prioritize the cultivation of higher-order cognitive digital skills. Furthermore, the study advocates for robust educational policies to bolster teacher readiness in delivering technology-enhanced instruction, thereby ensuring meaningful integration of digital tools in 21st-century classrooms.
From digital learning to artificial intelligence: Enhancing autonomy among students of Islamic education Ramdhani, Deddy; Hakiman, Hakiman
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.v5i2.10221

Abstract

The digitalization of education has significantly broadened access to diverse learning resources, including Artificial Intelligence (AI)-powered tools, thereby offering new avenues for students to cultivate greater autonomy in their learning. This study investigates the level of learner autonomy, the contributing factors, and the potential of AI in supporting autonomous learning among undergraduate students of Islamic Religious Education in the digital learning era. Employing an explanatory mixed-methods design, the research integrates quantitative and qualitative approaches. Quantitative data were collected through a structured questionnaire distributed to 103 students and analyzed using descriptive statistics, while qualitative insights were obtained through semi-structured interviews with four participants. Quantitative findings reveal a high overall level of learner autonomy (mean = 3.66), particularly in students’ ability to access learning materials independently (mean = 4.07), utilize digital resources effectively (mean = 4.02), and select appropriate learning strategies (mean = 3.91). However, limitations persist in students’ reliance on lecturers for digital resource utilization (mean = 2.92) and moderate digital proficiency (mean = 3.56). Key contributing factors include the accessibility of digital learning resources (mean = 3.96) and lecturer guidance (mean = 3.76). Qualitative results highlight the promising potential of AI tools, such as chatbots, intelligent tutoring systems, and adaptive learning platforms, in providing personalized support, instant feedback, and motivation for independent learning. These findings underscore the importance of integrating AI technologies and tailored instructional strategies to foster learner autonomy. The study offers empirical evidence to inform curriculum development and policy initiatives that strengthen self-directed learning in Islamic higher education.
The impact of AI-based gamification on student engagement in English writing course Istiara, Febriyantina; Ajeng , Galuh Dwi; Maximilian, Aksendro; Wicaksono, Andri; Singh, Ravindra Pratap
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.v5i2.10653

Abstract

Active student engagement is a cornerstone of effective pedagogy in writing instruction, yet it remains a significant challenge for educators. This study systematically evaluates the impact of an AI-driven gamification model designed to enhance student participation and motivation. Using a quasi-experimental, mixed-methods design, 50 students were assigned to either an experimental group (n=25) engaging with AI tools (ProWritingAid, Quizizz) or a control group (n=25). The intervention's effects were assessed using validated learning engagement scales and in-depth qualitative interviews. The findings indicate a statistically significant increase in learning engagement for the experimental group, a result attributed to the immediate, personalized feedback and structured, low-stakes practice facilitated by the AI tools. This quantitative outcome was corroborated by qualitative data; thematic analysis revealed overwhelmingly positive student perceptions, with participants citing heightened motivation, reduced writing apprehension, and a greater sense of agency. Students specifically valued the non-judgmental feedback from AI and the competitive yet collaborative nature of the gamified tasks. The implications of this study are twofold. Practically, it offers a replicable pedagogical model for educators seeking to transform passive writing classrooms into active, technology-enhanced learning spaces. Theoretically, it contributes to the literature at the intersection of applied AI and composition pedagogy by demonstrating how gamification principles can be powerfully augmented by AI to address long-standing engagement challenges. This research thus provides a compelling blueprint for designing more effective, student-centered writing curricula in the digital age.
Enhancing scientific literacy through AI-integrated Inquiry Social Complexity module in primary education Perdana, Ryzal; Yulianti, Dwi; Bertiliya, Winda Annisha
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.v5i2.10891

Abstract

The pedagogical approach to science education at SDN 1 Labuhan Ratu, Lampung province, Indonesia, has traditionally been rooted in didactic methods and rote memorization, a paradigm that has proven insufficient for cultivating higher-order cognitive skills and inquiry-based learning. This instructional framework has been directly correlated with suboptimal levels of scientific literacy among a cohort of 33 fourth-grade students. To address this gap, this study's primary objective was to design, develop, and validate an innovative AI-integrated Inquiry Social Complexity (ISC) learning module intended to elevate students' scientific literacy. The research methodology was grounded in the ADDIE developmental model (Analysis, Design, Development, Implementation, and Evaluation) to ensure a systematic and rigorous creation process. The integration of artificial intelligence was instrumental in personalizing learning trajectories, scaffolding complex inquiry tasks, and delivering instantaneous, needs-based feedback, thereby enriching the core ISC framework. The module’s efficacy was substantiated through a comprehensive validation process, which confirmed its validity, practicality, and effectiveness. Empirical data from its implementation revealed a statistically significant enhancement in students’ scientific literacy, evidenced by an average N-gain score of 0.73, which signifies a high level of effectiveness. This research provides a valuable contribution to educational discourse by demonstrating the synergistic potential of AI and social inquiry within primary science education. The resultant module offers a transformative pedagogical model that cultivates critical, reflective, and collaborative competencies. Its broad adoption is advocated for in curriculum reform efforts, particularly within resource-constrained educational environments where innovative and adaptable instructional solutions are of paramount importance.
Harnessing artificial intelligence for inclusive education management: Strategies for supporting students with special needs Irawan, M. Ary; Anwar, Zul
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.v5i2.11650

Abstract

Inclusive education aims to provide equitable learning opportunities for all students, including those with special needs, yet its implementation faces challenges such as limited resources and curriculum adaptation. Artificial Intelligence (AI) emerges as a promising solution to personalize learning and enhance accessibility. This study investigates the optimal utilization of AI in inclusive education management, focusing on strategies to support students with special needs while addressing implementation barriers. Employing a qualitative case study design, the present research was conducted in AI-implementing inclusive schools in Mataram City, Indonesia. Data were collected through in-depth interviews with 12 participants, including principals, education managers, teachers, students with special needs, and parents, supplemented by participatory observations and document analysis. Thematic analysis was utilized for data interpretation, with triangulation and member checking ensuring validity. Key findings reveal AI's significant role in personalizing learning and enhancing accessibility through adaptive systems, speech-to-text, and text-to-speech functionalities, leading to improved student engagement and comprehension. However, implementation faces substantial challenges, including inadequate digital infrastructure, insufficient teacher training, and a lack of clear ethical and regulatory policies. To optimize AI's use, the study proposes four key strategies: strengthening teacher AI training, developing robust digital infrastructure, establishing clear AI policies and regulations, and fostering the development of more adaptive, human-centered AI. These findings offer theoretical implications for technology integration and socio-constructivist learning, and practical implications for policymakers, educational leaders, teachers, and AI developers in fostering truly inclusive and equitable educational environments.
Balancing bytes and biases: A case study of AI adoption in academic human resource management Cahyani, Rusnandari Retno; Musslifah, Anniez Rachmawati
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.v5i2.11679

Abstract

The integration of Artificial Intelligence (AI) is rapidly transforming Human Resource Management (HRM), yet its adoption within the unique context of higher education institutions remains underexplored, particularly in developing nations. This study addresses this gap by investigating the application and implications of AI in core HRM functions, specifically recruitment, performance evaluation, and workforce planning, at a public university in Indonesia. Adopting an exploratory qualitative case study methodology, this study sourced data from twelve purposively selected stakeholders, including HR managers, academic leaders, and IT personnel, through semi-structured interviews, document analysis, and non-participant observation. The collected data were systematically analyzed using thematic analysis, revealing a dual impact of AI adoption. While AI integration significantly enhances operational efficiency by automating recruitment screening and supporting data-driven workforce planning, it also introduces critical challenges, including the risk of algorithmic bias, a lack of transparency, and the potential erosion of human judgment in culturally sensitive evaluations. The study concludes that successful AI implementation in academic HRM is contingent upon institutional readiness, a supportive organizational culture, and a robust technological infrastructure. By applying the Technology-Organization-Environment (TOE), Technology Acceptance Model (TAM), and Diffusion of Innovation (DoI) frameworks, this research contributes a nuanced understanding of the factors shaping AI adoption in higher education, underscoring the necessity of a balanced approach that leverages AI's benefits while preserving essential human oversight in university administration.

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