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Asian Journal of Applied Education
Published by PT FORMOSA CENDEKIA GLOBAL
ISSN : -     EISSN : 29635241     DOI : https://doi.org/10.55927/ajae.v2i2
Core Subject : Education,
Education Mathematics Other
Asian Journal of Applied Education (AJAE) is a scholarly, peer-reviewed journal published by Formosa Publisher that provides a platform for unpublished articles on contemporary educational issues. It encourages debate, both theoretical and practical, on a wide range of topics representing various interdisciplinary, cross-disciplinary, and trans-disciplinary interests. AJAE is interested in attracting submissions that exhibit innovative diverse research paradigms, methods, and approaches. The Journal seeks to arouse readers’ interest and stimulate debate on education and transformation with respect to education in its broadest sense, and to be accessible to the wide readership of the education community. AJAE publishes articles quarterly in January, April, July, and October.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 13 Documents
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Search results for , issue "Vol. 4 No. 4 (2025): October 2025" : 13 Documents clear
Digital Storytelling: A Systematic Review of its Impact in Language Education John, Emilia Andorshiye; Ukpai, Gift
Asian Journal of Applied Education (AJAE) Vol. 4 No. 4 (2025): October 2025
Publisher : PT FORMOSA CENDEKIA GLOBAL

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55927/ajae.v4i4.14698

Abstract

Digital Storytelling (DSt) has increasingly been recognized as an effective pedagogical tool in 21st-century education, leveraging multimedia elements to create engaging narratives that foster deeper learning and critical thinking. This study employed a systematic literature review following PRISMA guidelines, analyzing 50 peer-reviewed publications published between 2008 and 2024 that focused on the use of digital storytelling in language education. The results show that digital storytelling is highly effective in promoting lifelong learning, developing essential 21st-century skills such as critical thinking, digital literacy, and communication, and enhancing pedagogy by connecting language learning to real-world contexts. Furthermore, DSt enables students to learn at their own pace while empowering educators to inspire improved language acquisition. The study recommends that educational institutions conduct workshops and training to equip teachers with the technical and instructional skills needed to integrate digital storytelling, and that curriculum designers embed DSt projects into language education curricula to align with educational standards and learning objectives.
The Making of Critical Consciousness among Marinalizes High School Students in Sociology Education Suarti, Suarti
Asian Journal of Applied Education (AJAE) Vol. 4 No. 4 (2025): October 2025
Publisher : PT FORMOSA CENDEKIA GLOBAL

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55927/ajae.v4i4.15367

Abstract

This study explores the formation of critical awareness among high school students from marginalized backgrounds in the context of sociology learning. Motivated by the socioeconomic limitations that often hinder reflective thinking and understanding of social injustice, the research employs a qualitative exploratory descriptive approach. Data were collected through open-ended online questionnaires completed by 85 students from low-income families in Baubau City, Southeast Sulawesi. Thematic analysis reveals three stages of critical awareness development: (1) initial awareness, recognizing social injustice; (2) critical analysis, fostered through real-life case learning; and (3) orientation to action, though still limited to activities like information sharing or peer discussions. Key supporting factors include teachers’ reflective questioning, relevance of learning materials, and peer solidarity, while main barriers involve limited access to literature and low reading habits. The study concludes that sociology learning can effectively foster critical awareness among marginalized students, with outcomes shaped by instructional strategies and access to knowledge. It highlights the importance of contextual, participatory learning designs and calls for further mixed-methods research to deepen insights into the dynamics of critical awareness formation.
The Role of Real-Time Learning Analytics and Pedagogical Chatbots in Improving Digital Literacy and Self-Regulated Learning among Islamic Senior High School Students Suardi, Suardi
Asian Journal of Applied Education (AJAE) Vol. 4 No. 4 (2025): October 2025
Publisher : PT FORMOSA CENDEKIA GLOBAL

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55927/ajae.v4i4.15369

Abstract

This study examines the impact of integrating real-time learning analytics and pedagogical chatbots on enhancing digital literacy and self-regulated learning among Madrasah Aliyah students. Using a mixed-methods approach with a pre-test–post-test quasi-experimental design involving 120 students, quantitative data were collected through digital literacy tests, self-regulated learning scales, and activity logs, while qualitative data came from semi-structured interviews. Results showed a significant improvement in both digital literacy and self-regulated learning in the experimental group compared to the control group, with a positive correlation between chatbot interaction intensity and learning outcomes. Qualitative findings revealed that real-time feedback and adaptive chatbot guidance enhanced students’ intrinsic motivation and learning management skills. Overall, the integration of these technologies effectively strengthens 21st-century competencies and offers strategic implications for technology-based learning design in Islamic senior high schools.
The Role of Student Led Organizations in Developing Leadership and Soft Skills in Higher Education Dewanti, Lucky; Soelistiyono, Anitiyo; Astuty, Henny Sri; Berliani, Tety; R, Rinovian
Asian Journal of Applied Education (AJAE) Vol. 4 No. 4 (2025): October 2025
Publisher : PT FORMOSA CENDEKIA GLOBAL

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55927/ajae.v4i4.15453

Abstract

This study examines the role of student organization participation in developing leadership skills and soft skills in higher education. Recognizing that universities must foster not only academic achievement but also competencies relevant to professional needs, the research employs a quantitative survey method using a Likert scale questionnaire distributed to 120 active students from three universities in Bogor, Tuban, and Jakarta. Data were analyzed using multiple linear regression to assess the influence of organizational participation levels. The results indicate that involvement in student organizations has a positive and significant impact on leadership and soft skills, particularly in communication, teamwork, and decision-making. These findings highlight the vital role of student organizations as complementary non-formal learning spaces that provide contextual and practical experiences. The study contributes both theoretically to higher education research and practically by offering insights for universities in designing strategies to enhance leadership and soft skills through student organization empowerment.
Exploring the Silent Struggles of Gifted Adolescents in School Counseling Programs Putra, Anak Agung Ngurah Adhi
Asian Journal of Applied Education (AJAE) Vol. 4 No. 4 (2025): October 2025
Publisher : PT FORMOSA CENDEKIA GLOBAL

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55927/ajae.v4i4.15454

Abstract

This study explores the personal experiences of talented adolescents in facing often-overlooked challenges and examines the role of school counseling programs in addressing their needs. Using a phenomenological qualitative approach, the research involved 15 gifted students aged 13–17 enrolled in academic enrichment programs at three secondary schools, along with 3 school counselors as supporting informants. Data were collected through semi-structured in-depth interviews and participatory observations, then analyzed using NVivo-assisted thematic analysis. The findings reveal three key themes: excessive academic pressure and anxiety, difficulties in building peer relationships, and limitations of counseling programs that emphasize learning issues over psychosocial needs. Additionally, communication gaps among students, teachers, and counselors were identified, contributing to feelings of isolation. The study concludes that counseling programs should adopt a holistic approach integrating academic, social, and emotional support. Theoretically, it enriches understanding of the psychosocial dynamics of gifted adolescents, while practically offering recommendations for more adaptive and inclusive policies and counseling services.
Curriculum Navigation and Local Sport Wisdom in Shaping Meaningful Physical Education in Rural Primary Schools Sugiarto, Bambang Gatot
Asian Journal of Applied Education (AJAE) Vol. 4 No. 4 (2025): October 2025
Publisher : PT FORMOSA CENDEKIA GLOBAL

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55927/ajae.v4i4.15480

Abstract

This study explores how Curriculum Navigation and local sport wisdom contribute to creating meaningful Physical Education (PE) in rural elementary schools. Using a mixed-methods approach involving literature review, field observations, and interviews with teachers, stakeholders, and practitioners, the research focuses on curriculum design that integrates local context and traditional sports. The findings show that incorporating local sport wisdom enhances student motivation, participation, motor skills, cultural identity, and social relationships. Moreover, place-based and culturally relevant pedagogy strengthens students’ sense of ownership and enriches the learning experience. The study concludes that the synergy between curriculum design and local sport traditions fosters more meaningful PE and recommends curriculum adaptation and teacher training that are responsive to local culture to improve learning effectiveness and sustain cultural values.
Negotiating Identity and Learning Spaces among Marginalized Urban Youth in Informal Education Settings Sadat, Fahad Achmad; Aminuddin, Aminuddin; Bakri, Bakri
Asian Journal of Applied Education (AJAE) Vol. 4 No. 4 (2025): October 2025
Publisher : PT FORMOSA CENDEKIA GLOBAL

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55927/ajae.v4i4.15481

Abstract

This study analyzes how marginalized urban adolescents negotiate their identities through participation in informal learning spaces and how social interaction dynamics within these spaces influence learning and self-recognition. Using a qualitative case study approach, the research was conducted in an informal education community in Cirebon City involving 20 informants, including adolescents, community facilitators, and non-formal educators. Data were collected through in-depth interviews, participant observations, and community document analysis, then examined using thematic analysis. The findings reveal that informal learning spaces act as arenas for identity negotiation, enabling adolescents to build self-confidence, expand social networks, and develop life-relevant skills. Moreover, informal education helps reduce social stigma by providing a safe environment for self-expression and active participation. In conclusion, the study offers theoretical insights into the relationship between identity and learning spaces and provides practical implications for designing informal education programs that are inclusive, transformative, and empower marginalized urban youth.
Exploring Pre-Laboratory Engagement in Higher Education through a Validated Qualitative Approach Chavez, John C.; Namoco, Sarah O.
Asian Journal of Applied Education (AJAE) Vol. 4 No. 4 (2025): October 2025
Publisher : PT FORMOSA CENDEKIA GLOBAL

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55927/ajae.v4i4.15282

Abstract

This qualitative study explored how higher education TVET students and instructors engage during pre-laboratory idle time, a phase often overlooked in laboratory-based instruction. Guided by Engagement Theory and Self-Determination Theory, data were gathered through semi-structured interviews, non-participant observations, and institutional documents in two Philippine state universities. Interview protocols were pre-tested through cognitive interviews to ensure clarity, construct alignment, and contextual fit. Thematic analysis revealed four themes: proactive behavior and routine, instructor presence, emotional and motivational tensions, and environmental and institutional influences. Results show that idle time can foster readiness, self-regulation, and collaboration when supported by clear expectations, instructor visibility, and enabling environments. The study highlights the value of structuring idle time as a vital component of TVET pedagogy.
The Influence of Cultural Context on the Interpretation and Implementation of Sustainable Development Goals in EFL Education Thamer, Sanar M.
Asian Journal of Applied Education (AJAE) Vol. 4 No. 4 (2025): October 2025
Publisher : PT FORMOSA CENDEKIA GLOBAL

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55927/ajae.v4i4.15479

Abstract

The present research sought to explore the influence of cultural context on the interpretation and implementation of sustainable development goals in EFL education. The research followed the descriptive analytical method of research. (200) university students responded to a questionnaire of (24) items distributed over four dimensions. The results of the data analysis indicated that strong agreement among most of the respondents about the cultural contexts influence on the integration of sustainable development goals in Education (mean= 77%), ensuring that culture has a significant impact in how sustainability topics are perceived and discussed. Based on these results, the research concluded that while there are positive motivations and a high global awareness regarding sustainability-based education, there is a persistent need to respect and implement the students’ cultural and personal relevance in order to deepen the understanding and engagement of students
Exploring the Effectiveness of Experience-Based Learning Approaches in Supporting Long-Term Strengthening of Character Education in Schools Setiyatna, Hery; Mahmud, Nurhani; Astutik, Yuli; Muhkam, Mirwan Fikri
Asian Journal of Applied Education (AJAE) Vol. 4 No. 4 (2025): October 2025
Publisher : PT FORMOSA CENDEKIA GLOBAL

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55927/ajae.v4i4.15581

Abstract

This study examines the effectiveness of experience-based learning in strengthening sustainable character education in high schools. Using a mixed methods design combining a quasi-experimental pretest–posttest and qualitative case study, 200 students from two Indonesian schools were divided into experimental and control groups. Quantitative data were analyzed using mean difference tests and ANCOVA, while qualitative insights were obtained through interviews, observations, and reflections. The results show a significant improvement in discipline, responsibility, empathy, and cooperation among students in the experimental group. The study concludes that direct learning experiences, supported by reflection and social engagement, effectively foster long-term character values and contribute conceptually to sustainability-oriented education strategies, offering practical guidance for schools in designing experiential curricula.

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