cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Muhammad Nasir
Contact Email
nasirmuning@gmail.com
Phone
+6282113579961
Journal Mail Official
infoijems@gmail.com
Editorial Address
Jl Puspitek Raya Komplek Puri Serpong 1 Blok E1 No.18, Kel. Setu Kec. Setu Kota Tangerang Selatan Prov. Banten, Indonesia Kode Pos 15314.
Location
Kota tangerang selatan,
Banten
INDONESIA
The International Journal of Education Management and Sociology
Published by Perkumpulan Dosen Peneliti Indonesia
ISSN : -     EISSN : 29630622     DOI : -
Core Subject : Religion, Humanities, Science, Education, Social,
Religion Humanities Education Physics Social Sciences
The International Journal of Education Management and Sociology (IJEMS) was founded by PDPI (Indonesian Research Lecturer Association) and published on December 6, 2021 in South Tangerang City, Indonesia. IJEMS is the multidisciplinary journal which provides a platform for researchers, academics, professionals, and students in all areas of Management, Education, Humanities and Sociology, for publication on research achievements, perspectives and practical experiences. The multidisciplinary international journal of Management, Education, and Sociology, publishes high quality research papers in all fields. Journals that are interested in theoretical and practical research with an emphasis on topics in the focus areas above are highly recommended
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 164 Documents
 13   14   15   16   17 
Determinant of Employees’ Decisions to Pursue Master’s Degrees through Recognition of Prior Learning: A systematic Literature Review from a Public Administration Perspective Yetti Ambarsari; Muslih Faozanudin; Riki Imirya Heidiyanti
The International Journal of Education Management and Sociology Vol. 5 No. 5 (2026): September - October : The International Journal of Education Management and Soc
Publisher : PDPI (Perkumpulan Dosen Peneliti Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58818/ijems.v5i5.379

Abstract

Abstract Recognition of Prior Learning (RPL) can convert experiential and workplacelearning into recognised academic value, but an RPL policy alone does not ensure uptake. This systematic literature review identifiel the determinants shaping employes’decisions to pursue master’s-level study through RPL and interprets them from a public adminstration perspective. Following PRISMA 2020 procedures, 99 record from a document reference set were audited; after removing duplicates, 90 unique records were screened, 24 reports were assesed in full, and 20 peer-reeviewed articles publised between 2016 and August 2026 were retained for synthesis. Thematic synthesis identified four interacting domains: individual and learner readinness, employment and career incentive, institutional and procedureal accessibility, and policy and governance conditions. Across these domains, the review identifies an awareness-access-uptake gap in which weak informations, uncertain recognition of experiential learning, administrative burden, inconsistent guidence, and fragmented governance interrupt progressions from policy availability to RPL use and postgraduate participations. The review contributes to public administation by reframing postgraduate RPL as a multilevel implementation and service-acces problem.
Local Wisdom-Based SWOT Analysis Learning A Model for Strengthening the Managerial Competence of IAILM Suryalaya Tasikmalaya Students Asriadi; Aris Setyawan; Jaya Sukmana
The International Journal of Education Management and Sociology Vol. 5 No. 5 (2026): September - October : The International Journal of Education Management and Soc
Publisher : PDPI (Perkumpulan Dosen Peneliti Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58818/ijems.v5i5.382

Abstract

This study explores the implementation of local wisdom-based SWOT analysis learning as an innovative strategy to strengthen the managerial competence of students at Institut Agama Islam Latifah Mubarokiyah (IAILM) Suryalaya, Tasikmalaya. By integrating strategic management principles with the core values of Islamic boarding school (pesantren) culture, such as Akhlakul Karimah and community-centered ethics, this model addresses the need for contextually relevant higher education strategies. Using a qualitative approach with a case study design, data were collected through classroom observations, in-depth interviews with lecturers and students, and documentary analysis. The findings indicate that contextualizing SWOT analysis within local socio-cultural dynamics enhances students' critical thinking, problem-solving skills, and strategic decision-making. Furthermore, this integrated learning model bridges theoretical management concepts with practical applications, preparing graduates to navigate complex organizational challenges while upholding Islamic values. This research offers a framework for higher education institutions seeking to balance modern managerial training with local cultural heritage.
Teachers' Strategies for Addressing Digital Learning Challenges in Schools Located in Frontier, Outermost, and Disadvantaged Regions Sutarman
The International Journal of Education Management and Sociology Vol. 5 No. 5 (2026): September - October : The International Journal of Education Management and Soc
Publisher : PDPI (Perkumpulan Dosen Peneliti Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58818/ijems.v5i5.393

Abstract

This study explores teachers' strategies for addressing digital learning challenges in schools located in frontier, outermost, and disadvantaged regions. Despite rapid technological advancements in education, schools in these remote areas continue to face severe structural barriers, including unstable internet connectivity, inadequate digital infrastructure, and limited digital literacy among students. Utilizing a qualitative approach with a multi-case study design, data were collected through semi-structured interviews, classroom observations, and document analysis involving teachers across selected remote schools. The findings reveal that educators employ various adaptive strategies, such as developing offline-compatible digital modules, implementing flexible blended learning models, collaborating with local community centers for resource sharing, and contextualizing digital content to fit students' immediate surroundings. Additionally, peer mentoring and self-directed professional development serve as crucial mechanisms for teachers to enhance their own technical skills. This research highlights the resilience of educators in resource-constrained environments while demonstrating that sustainable digital transformation requires systematic government intervention, equitable infrastructure distribution, and localized teacher training.
Development of Mobile Application-Based Interactive Learning Media to Enhance Conceptual Students at Elementary School in Cimahi City Neneng Sulastri
The International Journal of Education Management and Sociology Vol. 5 No. 5 (2026): September - October : The International Journal of Education Management and Soc
Publisher : PDPI (Perkumpulan Dosen Peneliti Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58818/ijems.v5i5.394

Abstract

This study aims to develop mobile application-based interactive learning media designed to enhance conceptual understanding among elementary school students at Public Elementary School 1 (SD Negeri 1) in Cimahi City. The research followed a Research and Development (R&D) framework utilizing the ADDIE (Analysis, Design, Development, Implementation, Evaluation) model. The developed media was systematically evaluated for validity, practicality, and instructional effectiveness. Expert evaluations from media and subject-matter specialists demonstrated that the mobile application met high standards of technical design and pedagogical alignment. Practicality assessments, gathered through teacher and student response questionnaires, confirmed high usability, user-friendly navigation, and strong learning engagement. Furthermore, the effectiveness of the application was tested using a one-group pre-test and post-test design with fifth-grade students. Statistical analysis revealed a significant increase in students' conceptual understanding, supported by a high average normalized gain (N-gain) score. These results indicate that mobile application-based interactive learning media is a valid, practical, and effective tool for improving conceptual understanding in elementary school education.

Page 17 of 17 | Total Record : 164

 13   14   15   16   17 

Filter by Year

2022 2026


Reset
Filter By Issues
All Issue Vol. 5 No. 5 (2026): September - October : The International Journal of Education Management and Soc Vol. 5 No. 4 (2026): July - August : The International Journal of Education Management and Sociology Vol. 5 No. 3 (2026): May - June : The International Journal of Education Management and Sociology Vol. 5 No. 2 (2026): March - April : The International Journal of Education Management and Sociology Vol. 5 No. 1 (2026): January - February : The International Journal of Education Management and Sosi Vol. 4 No. 6 (2025): November-December : The International Journal of Education Management and Socio Vol. 4 No. 5 (2025): September - October : The International Journal of Education Management and Soc Vol. 4 No. 4 (2025): July - August : The International Journal of Education Management and Sociology Vol. 4 No. 3 (2025): May - June : The International Journal of Education Management and Sociology Vol. 4 No. 2 (2025): March - April : The International Journal of Education Management and Sociology Vol. 4 No. 1 (2025): January - February : The International Journal of Education Management and Sosi Vol. 3 No. 6 (2024): November-December : The International Journal of Education Management and Socio Vol. 3 No. 5 (2024): September - October : The International Journal of Education Management and Soc Vol. 3 No. 4 (2024): July-August : The International Journal of Education Management and Sociology Vol. 3 No. 3 (2024): May -June : The International Journal of Education Management and Sociology Vol. 3 No. 2 (2024): March - April : The International Journal of Education Management and Sosiology Vol. 3 No. 1 (2024): January - February : The International Journal of Education Management and Sosi Vol. 2 No. 6 (2023): November - December : The International Journal of Education Management and Sos Vol. 2 No. 5 (2023): September – October : The International Journal of Education Management and Sos Vol. 2 No. 4 (2023): July - August : The International Journal of Education Management and Sosiology Vol. 2 No. 3 (2023): May - June : The International Journal of Education Management and Sosiology Vol. 2 No. 2 (2023): March - April : The International Journal of Education Management and Sosiology Vol. 2 No. 1 (2023): January - February : The International Journal of Education Management and Sosi Vol. 1 No. 2 (2022): November - December : The International Journal of Education Management and Sos Vol. 1 No. 1 (2022): September - October : The International Journal of Education Management and Sos More Issue