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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Education (AJAE) is a scholarly, peer-reviewed journal published by Formosa Publisher that provides a platform for unpublished articles on contemporary educational issues.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 17 Documents
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Search results for , issue "Vol. 5 No. 1 (2026): January 2026" : 17 Documents clear
Development and Validation of Modified Strategic Intervention Materials as Self-Learning Materials for the New Normal in Education Pecson, Ryan
Asian Journal of Applied Education (AJAE) Vol. 5 No. 1 (2026): January 2026
Publisher : PT FORMOSA CENDEKIA GLOBAL

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55927/ajae.v5i1.15424

Abstract

Developing self-learning materials (SLMs), like strategic intervention materials (SIMs), helps reinforce learning and build learner independence. This study focused on creating modified SIMs (MSIMs) to support senior high school (SHS) learners in the subject Disciplines and Ideas in the Social Sciences (DISS) for Humanities and Social Sciences (HUMSS) strand in the Philippines. Using the descriptive developmental design or DRR (Design and Development Research) of quantitative research approach, the researcher assessed 75 SHS learners with a 30-item pre-test to find areas where they struggled most. At the same time, the 15 expert teachers evaluated the MSIMs using a survey questionnaire. The researcher-made survey questionnaire was validated by three expert validators and subjected to a dry run with five SHS teachers handling DISS, yielding a reliability index of α=0.9923 (excellent). The MSIMs were then developed from the least-mastered competencies and validated by expert teachers. Results were analyzed with descriptive statistics (i.e., frequency, percentage, mean, and standard deviation). Three MSIMs were developed to address the least-mastered competencies of learners. They were rated as acceptable and valid by expert teachers, making them viable alternatives and supplementary materials for remediation. It is recommended that more MSIMs be developed in other learning areas and subjects through action research to test their effectiveness once used among learners.
The Influence of Sarcasm on Social Media: The Dilemma of Eroding Manners and Politeness in Language among Gen Z Anggraini, Dewi; Nurulanningsih, Nurulanningsih
Asian Journal of Applied Education (AJAE) Vol. 5 No. 1 (2026): January 2026
Publisher : PT FORMOSA CENDEKIA GLOBAL

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55927/ajae.v5i1.15649

Abstract

The advancement of digital technology and social media has significantly changed communication patterns, especially among Generation Z. As digital natives, they are accustomed to using sarcasm in online communication, which contributes to the erosion of politeness and language etiquette. This study adopts a qualitative descriptive approach using a literature review method. Data were collected from various journals, articles, and academic sources discussing the use of sarcasm by Gen Z on social media. The findings indicate that sarcasm is frequently used to express criticism, mockery, and disapproval, particularly toward public figures. However, uncontrolled sarcasm often leads to negative impacts such as hate speech, body shaming, and cynical comments that are increasingly normalized. This phenomenon reflects a shift in communication values. Therefore, strengthening digital literacy and language ethics education in families, schools, and social media platforms is essential to foster a healthy, respectful, and civilized digital communication environment.
Building Sustainable School Governance through Participatory Decision-Making and Ethical Management Lopulalan, Pierre Marcello
Asian Journal of Applied Education (AJAE) Vol. 5 No. 1 (2026): January 2026
Publisher : PT FORMOSA CENDEKIA GLOBAL

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55927/ajae.v5i1.15845

Abstract

Sustainable school governance has become a key issue in modern educational management due to growing demands for transparency, accountability, and stakeholder involvement. This study examines the role of participatory decision-making and ethical management in strengthening sustainable school governance. Using a mixed-methods explanatory design, the research was conducted at a public senior high school in Serang City, Banten. Quantitative data were collected from a survey of 60 respondents, while qualitative data were obtained through in-depth interviews with eight key informants and institutional document analysis. Quantitative analysis employed structural regression techniques, and qualitative data were thematically coded. The results show that participatory decision-making significantly enhances trust, transparency, and accountability, while ethical management reinforces leadership integrity and consistency in governance practices. Together, these factors synergistically support more adaptive, inclusive, and sustainable school governance. The study highlights the importance of integrating stakeholder participation and managerial ethics as a foundation for strengthening educational governance and contributes both theoretically and practically to governance models in local and regional contexts.
Cultivating Metacognitive Resilience for Adaptive Learning and Academic Integrity in Post-Pandemic Higher Education Berliani, Teti; Lopulalan, Pierre Marcello; Ischak, Rabbani; Efendi, Rachmat
Asian Journal of Applied Education (AJAE) Vol. 5 No. 1 (2026): January 2026
Publisher : PT FORMOSA CENDEKIA GLOBAL

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55927/ajae.v5i1.15846

Abstract

The post-pandemic shift in higher education requires students to develop strong metacognitive resilience to adapt effectively to hybrid learning while maintaining academic integrity. This study examines the relationship between metacognitive resilience, adaptive learning ability, and commitment to academic integrity among university students in Banten Province. Using a mixed-methods sequential explanatory design, quantitative data were collected through a survey of 60 purposively selected students, followed by in-depth interviews to enrich the findings. Data were analyzed using descriptive, correlational, and thematic techniques. The results indicate that metacognitive resilience significantly enhances students’ ability to adjust learning strategies and uphold ethical academic behavior in digital learning environments. Students with higher reflective awareness demonstrate greater flexibility in addressing online learning challenges and stronger consistency in maintaining academic honesty. The study highlights the importance of strengthening metacognitive literacy and academic ethics as foundations for sustainable adaptive learning in post-pandemic higher education.
Redefining Classroom Engagement through Gamified Sociocollaborative Learning for Future Ready Education Suardi, Suardi
Asian Journal of Applied Education (AJAE) Vol. 5 No. 1 (2026): January 2026
Publisher : PT FORMOSA CENDEKIA GLOBAL

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55927/ajae.v5i1.15848

Abstract

Student engagement in junior high school, particularly among Grades VII and VIII students, remains limited due to conventional teaching practices. This study examines the effectiveness of gamified sociocollaborative learning in enhancing cognitive, affective, and behavioral engagement. Using a mixed-methods sequential explanatory design, qualitative data from interviews and observations informed a quantitative survey of 72 students in Pasaman Regency. Thematic and regression analyses show that integrating gamification elements with collaborative activities significantly increases student motivation, interaction, and active learning, with the strongest impact on cognitive engagement. The study concludes that gamified sociocollaborative learning is an effective and innovative approach to improving student engagement at the junior high school level.
Teachers Interpretive Understanding of Student Agency within Flexible Learning Ecosystems Surata, I Ketut
Asian Journal of Applied Education (AJAE) Vol. 5 No. 1 (2026): January 2026
Publisher : PT FORMOSA CENDEKIA GLOBAL

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55927/ajae.v5i1.15850

Abstract

The shift toward flexible learning ecosystems requires teachers to navigate complex pedagogical dynamics in which differentiation, technology integration, and diverse student needs place student agency at the center of learning. This study explores how teachers interpret student agency—reflected in learners’ choices, decisions, and independence—and how these interpretations shape pedagogical strategies in adaptive learning environments. Using an interpretive qualitative approach with Interpretative Phenomenological Analysis, data were collected through semi-structured interviews with six teachers from three senior high schools in Bali implementing curriculum flexibility and differentiated instruction. The findings show that teachers’ understandings of student agency evolve from a normative view to a contextual construction, conceptualizing agency as a combination of learner independence, decision-making capacity, and reflective ability. This shift is influenced by student readiness, institutional support, and teachers’ professional experience. The study confirms that student agency is a dynamic construct shaped by interactions between responsive pedagogy and flexible learning environments, contributing to the development of autonomy-oriented learning design in secondary education.
Exploring Students’ Cognitive Pathways in Understanding Statistical Variability in Digital Learning Environments Hidayah, Nida'ul
Asian Journal of Applied Education (AJAE) Vol. 5 No. 1 (2026): January 2026
Publisher : PT FORMOSA CENDEKIA GLOBAL

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55927/ajae.v5i1.15851

Abstract

Understanding statistical variability is a core competency in technology education and data literacy, particularly in digitally mediated learning environments that demand advanced cognitive processing. This exploratory qualitative study investigates students’ cognitive pathways in constructing understanding of statistical variability through interactions with digital, technology-based tasks. Using a Think-Aloud Protocol supported by screen recordings, data were collected from 12 students at a public senior high school in Bandung, West Java, and analyzed using Cognitive Task Analysis. The findings reveal multi-layered cognitive pathways, beginning with the identification of visual elements, followed by exploration of data changes, and progressing toward meaning construction and interpretation of variability. Difficulties emerge at the stage of integrating concepts, especially when students must connect dynamic visual data with abstract statistical interpretations. The study contributes to theoretical insights into students’ cognitive structures in digital learning contexts and offers practical implications for designing adaptive, technology-based instructional strategies aligned with learners’ thinking processes.
Exploring Students’ Cognitive Presence in AI-Assisted Learning Environments: A Qualitative Inquiry in Higher Education Mayasari, Mayasari; Agus Purwanto; Agustinus Prasetyo Edy Wibowo; Syamsudin
Asian Journal of Applied Education (AJAE) Vol. 5 No. 1 (2026): January 2026
Publisher : PT FORMOSA CENDEKIA GLOBAL

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55927/ajae.v5i1.15852

Abstract

The integration of artificial intelligence (AI) in higher education reshapes the learning process by positioning AI as a learning partner that influences students’ thinking, information exploration, and academic decision-making. This qualitative case study explores students’ cognitive presence in AI-assisted learning using the Community of Inquiry framework, focusing on the phases of triggering, exploration, integration, and resolution. Data were collected through semi-structured interviews, observations of digital learning activities, and analysis of student interactions on an AI platform involving 12 students from a technology-based university in Gading Serpong. The findings show that AI effectively supports the triggering and exploration phases through adaptive feedback and conceptual assistance, while knowledge integration relies largely on students’ self-reflection. The resolution phase emerges primarily among students with higher digital literacy and self-regulation. The study concludes that AI can enhance cognitive presence, but its impact depends on students’ cognitive readiness and instructional design, contributing to AI-based learning theory and informing more adaptive, student-centered learning environments.
Analysis of Authentic Assessment Practices in Project-Based English Learning at the Secondary School Level Gultom, Monika
Asian Journal of Applied Education (AJAE) Vol. 5 No. 1 (2026): January 2026
Publisher : PT FORMOSA CENDEKIA GLOBAL

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55927/ajae.v5i1.15932

Abstract

Authentic assessment is a key component of project-based learning in English education, supporting the development of real-world communication, collaboration, creativity, and problem-solving skills. This qualitative study examines authentic assessment practices in project-based English learning at the secondary school level, focusing on teacher strategies, student experiences, and institutional support. Using purposive sampling, data were collected from two English teachers, eight students, and two curriculum staff in a secondary school in Jayapura through classroom observations, in-depth interviews, and document analysis, and analyzed thematically. The findings show that teachers employ authentic assessments such as performance-based rubrics, project portfolios, and presentations, but face challenges related to unclear assessment indicators, time limitations, and varying student readiness. The study concludes that while authentic assessment enhances 21st-century language competencies, its effectiveness depends on more consistent assessment design, clearer rubrics, and stronger school policy support, contributing to improved project-based learning and assessment models in English language education.
The Role of Academic Supervision in Strengthening Professional Identity Among Early-Career Teachers Bakri, Bakri
Asian Journal of Applied Education (AJAE) Vol. 5 No. 1 (2026): January 2026
Publisher : PT FORMOSA CENDEKIA GLOBAL

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55927/ajae.v5i1.15933

Abstract

Strengthening professional identity among novice teachers is a critical issue, as early career stages often involve gaps between theoretical preparation and classroom practice. This qualitative case study examines the role of academic supervision in reinforcing the professional identity of senior high school teachers in South Tangerang City. Data were collected from 12 informants—six novice teachers, three principals, and three academic supervisors—through in-depth interviews, classroom observations, and document analysis, and analyzed using thematic coding. The findings indicate that academic supervision positively supports professional identity formation through constructive feedback, personalized mentoring, facilitated post-observation reflection, and assistance in developing curriculum-aligned teaching tools. The study concludes that the effectiveness of supervision depends on supervisor competence and a supportive school culture, contributing to the development of collaborative supervision models that promote continuous professional growth among novice teachers.

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