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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Education (AJAE) is a scholarly, peer-reviewed journal published by Formosa Publisher that provides a platform for unpublished articles on contemporary educational issues.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 147 Documents
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Integrated Teacher Support Systems for Enhancing Behavioral and Cognitive Development in Preschool Institutions Dewanti, Lucky
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.v5i1.15934

Abstract

The quality of early childhood behavioral and cognitive development is strongly influenced by teacher capacity and institutional support, yet teacher support practices are often fragmented. This mixed-methods sequential explanatory study examines the impact of an integrated teacher support system on children’s behavioral and cognitive development in early childhood education institutions. Quantitative data were collected from 50 teachers across nine institutions in Bogor Regency and assessments of 120 children, and analyzed using descriptive and inferential statistics. Qualitative data were obtained through in-depth interviews with six teachers and institutional leaders and analyzed thematically. The findings indicate that an integrated teacher support system positively enhances children’s behavioral and cognitive development by strengthening teachers’ pedagogical competence, ensuring consistency in learning practices, and providing sustained institutional support. The study contributes to early childhood education theory and offers practical guidance for designing integrated and sustainable teacher support systems.
Unpacking Hidden Learning Networks Among Adolescents in Community-Driven Educational Spaces Sodikin, Sodikin; Khermarinah, Khermarinah; Fahrisani, Antaris; Hasan, Aliah Bagus Purwakania
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.v5i1.15935

Abstract

Informal learning in community-based education spaces plays a vital role in adolescent development, yet the structure of learning networks within these spaces is often overlooked. This qualitative case study explores learning networks and community dynamics shaping adolescent learning experiences in a community education space in South Tangerang City. Data from interviews, observations, and document analysis reveal that learning occurs through organically formed social networks characterized by key connecting actors, interest-based collaboration, and spontaneous knowledge sharing. Community spaces function as supportive ecosystems that strengthen adolescent agency, creativity, and social capital, complementing formal education and contributing to more adaptive and inclusive non-formal education models.
The Influence of Art Therapy, Growth Mindset, and Mindfulness Practices in Reducing Teacher Anxiety: A Mixed-Methods Approach Suhartono, Robertus Heru Setyo; Sapan, Yustina; Indrojiono, Indrojiono; Ode, Asmi; 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.v5i1.15936

Abstract

Teacher anxiety is a growing challenge in contemporary education, particularly as educators are expected to integrate mindfulness practices while managing complex emotional demands. This study examines the effects of an integrative intervention combining art therapy, growth mindset practices, and mindfulness on reducing teacher anxiety through enhanced emotional regulation. Using a mixed-methods sequential explanatory design, the findings show a significant reduction in anxiety and improved emotional regulation among participating teachers, with emotional regulation identified as a key mediating mechanism. The results highlight the value of integrating creative, cognitive, and self-awareness–based approaches as an evidence-based strategy for strengthening teachers’ emotional well-being in mindfulness-oriented classroom contexts.
Reframing Kindergarten Teacher Professionalism in Nurturing Deep Learning Experiences during Early Primary Education Misrahayu, Yuni; Lasmawan, I Wayan; Parmiti, Desak Putu; Tika, I Nyoman
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.v5i1.16039

Abstract

This study examines the professionalism of kindergarten teachers in fostering deep learning experiences in early elementary school education. As the demands of developing high-level thinking skills and social-emotional competencies increase, early childhood teachers are required to carry out professional roles that are reflective, adaptive, and based on strong pedagogy. This research aims to reframe the professionalism of kindergarten teachers by examining the contribution of professional knowledge, pedagogical beliefs, and learning practices in supporting deep learning. The research uses a qualitative approach with multiple case study designs. Data was collected through classroom observation, semi-structured interviews, and analysis of learning documents, then analyzed thematically. The results of the study show that teachers with high professional flexibility, curriculum adaptability, and child-oriented pedagogical competence are more effective in creating a learning environment that encourages deep learning. Teacher professionalism is not only determined by formal qualifications, but also by the ability to integrate understanding of child development, responsive learning strategies, and designing meaningful learning. This study emphasizes the importance of strengthening cross-cultural competencies and reflective pedagogy in teacher education and early childhood education policies.
Teachers' Pedagogical Adaptation in the Use of Artificial Intelligence in Secondary School Learning Syarifuddin, Syarifuddin; Lopulalan, Pierre Marcello; Harun, Rudi
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.v5i1.16040

Abstract

The integration of artificial intelligence (AI) in secondary education requires teachers to adapt pedagogically to sustain meaningful learning. This mixed-methods study examines teachers’ pedagogical adaptation in using AI, focusing on learning strategies, assessment, classroom management, and professional readiness. The findings show that effective adaptation is shaped by teachers’ digital competence, institutional support, and prior experience. Teachers who successfully integrate AI adopt learner-centered approaches, use AI for personalized learning and formative assessment, and act as learning facilitators. However, limited training, ethical concerns, and unequal access remain challenges. The study highlights the need for continuous professional development, supportive policies, and clear pedagogical frameworks to ensure AI enhances learning quality.
Innovative Assessment Frameworks for Measuring Higher-Order Thinking Skills in Science Education Sofyan, Ahmad
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.v5i1.16063

Abstract

Science education requires assessment systems that go beyond measuring conceptual mastery to effectively evaluate students’ Higher-Order Thinking Skills (HOTS). However, school assessments remain dominated by low-level cognitive instruments, limiting HOTS development. This study aims to develop and test the effectiveness of an innovative assessment framework for measuring HOTS in science learning. Using a research and development approach, the study involved needs analysis, design, development, expert validation, and effectiveness testing through a quasi-experimental design. The participants were 60 eighth-grade students from a state junior high school in DKI Jakarta during the 2025/2026 academic year, divided into experimental and control groups. Data were collected using HOTS tests, student response questionnaires, and expert validation sheets, and analyzed using descriptive and inferential statistics. The results indicate that the developed assessment framework is highly valid and practical and significantly improves students’ HOTS compared to conventional assessments. This study contributes theoretically to the advancement of science education evaluation models and practically offers an effective assessment alternative to support HOTS-oriented learning at the junior high school level.
The Influence of Reading and Writing Literacy and Reading Interest on Indonesian Language Learning Outcomes of Students at SMP Negeri 1 Kabanjahe Barus, Ernawati Br.; Barus, Vera Caroline Br.
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.v5i1.16141

Abstract

This study aims to determine the influence of literacy and reading interest on the Indonesian learning outcomes of SMP Negeri 1 Kabanjahe students. The research was conducted with an ex post facto approach and a correlational descriptive design. The sample amounted to 150 grade VII students who were selected by proportional random sampling. Data is collected through questionnaires and value documentation. The results of the analysis showed that literacy had a significant effect on learning outcomes (r = 0.312; contribution 9.7%), as well as reading interest (r = 0.354; contribution 12.5%). Simultaneously, the two variables had a significant effect (R = 0.421) with a contribution of 17.7%. These findings show the importance of strengthening literacy and increasing reading interest in supporting Indonesian learning outcomes.

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