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Muhammad Irwan Hadi
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EDUMALSYS Journal of Research in Education Management
Published by Lembaga Yasin Alsys
ISSN : 29881196     EISSN : 29881188     DOI : https://doi.org/10.58578/edumalsys
Core Subject : Science, Education, Engineering,
Decision Sciences, Operations Research & Management Education Industrial & Manufacturing Engineering
EDUMALSYS Journal of Research in Education Management [2988-1196 (Print) and 2988-1188 (Online)] provides those interested in the effective management of the educational process with a broad overview of developments and best practice in the field, with particular reference to how new ideas can be applied worldwide. EDUMALSYS is an international, online, open-access, and peer-reviewed journal. This Journal publishes research papers, theoretical works, literature reviews, research reports, and book reviews on all aspects of educational policy and management. All articles should be in English or Arabic. The Journal has published 3 editions a year in March, July, and November (Unless there is co-publication with conference organizers). EDUMALSYS journal has been indexed by EuroPub, Harvard University, Boston University, Dimensions, Scilit, Crossref, Web of Science Garuda, Google Scholar, and Base. The Journal of Research in Education Management, a leading voice in the scholarship of teaching and learning, is dedicated to enhancing teaching and learning in the management and organizational disciplines. Our published articles reflect changes and developments in the conceptualization, organization, and practice of education management. This Journal maintains a long-standing editorial commitment to growth, learning, and innovation and uses a developmental approach in working with authors throughout the review process so that they may communicate their ideas and insights to others.
Arjuna Subject : Bisnis, Menejemen, dan Akutansi (semua kategori) - Bisnis, Menejemen, dan Akutansi (Lain-Lain)
Articles 69 Documents
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Improving English Vocabulary through the Use of Flashcards in Learning English as a Foreign Language In Seventh Grade at Junior High School Febryanti, Feby; Patmasari, Andi; Kamaruddin, Abdul; Thamrin, Nur Sehang
EDUMALSYS Journal of Research in Education Management Vol 3 No 1 (2025): EDUMALSYS Journal of Research in Education Management
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/edumalsys.v3i1.5156

Abstract

The objective of this research is to find out if using flashcards can improve the student’s vocabulary mastery in junior high school. This research used a quasi-experimental research design. The population of this research was the seventh grade students of SMPN 1 Lore Timur. The sample was selected using the purposive sampling technique. The sample of this research were 53 students, which were divided into 27 the students of class D as an experimental group and 26 students of class A as a control group. The data were collected through the test that consisted of pre-test and post-test. By applying the independent t-test, the researcher found there is no significant difference between the experimental and control groups (p = 0.147, p > 0.05). Thus, the hypothesis was rejected, using flashcards can't improve the student vocabulary mastery in seventh grade at junior high school.
Leveraging Entertainment Education for Social Change in the Media Yadima, Gaius Jeff
EDUMALSYS Journal of Research in Education Management Vol 3 No 1 (2025): EDUMALSYS Journal of Research in Education Management
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/edumalsys.v3i1.5260

Abstract

Entertainment-Education (E-E) is a powerful communication strategy that integrates educational messages into entertaining content to influence public attitudes and behaviors. This paper explores the role of edutainment in driving social change, particularly in health and environmental awareness, through various media platforms. By analyzing case studies from television, radio, digital media, and social platforms, the paper examines how E-E has been used to address critical health issues such as disease prevention, maternal health, and hygiene, as well as environmental concerns like climate change and conservation. The study also highlights the theoretical foundations of Entertainment Education theory to explain its effectiveness. Furthermore, challenges such as cultural resistance, funding constraints, and accessibility issues are discussed. Finally, the study recommends incorporation of local cultural narratives, collaboration between stake holders, utilizing digital platforms for wider reach, feedback mechanism and a structured monitoring and evaluation system to optimize E-E strategies for greater impact in media-driven social change.
The Continuous Evaluation and Improvement of Exit Exams in Higher Education: A Systematic Review Teshome, Samson Worku
EDUMALSYS Journal of Research in Education Management Vol 3 No 1 (2025): EDUMALSYS Journal of Research in Education Management
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/edumalsys.v3i1.5272

Abstract

Exit exams in higher education have become a significant tool for assessing the competencies of students and ensuring quality assurance. This systematic literature review examines the continuous evaluation and improvement of exit exams, focusing on their role in enhancing educational outcomes and employability opportunities. Utilizing the PRISMA framework and PICO methodology, this review synthesizes findings from 29 studies spanning various disciplines and geographical regions. The results reveal diverse approaches to improving exit exams, emphasizing feedback mechanisms, curriculum alignment, and technological advancements. A narrative analysis highlights the complexities and benefits of implementing such evaluations. This review concludes that while exit exams can enhance accountability and quality, they require careful design and continuous refinement to address challenges like equity and validity.
Pluralism and Interreligious Dialogue: An Islamic Perspective on Socio-Religious Relations Muttaqo, Moh. Ali; Anwar, Khairil
EDUMALSYS Journal of Research in Education Management Vol 3 No 2 (2025): EDUMALSYS Journal of Research in Education Management
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/edumalsys.v3i2.5297

Abstract

Religious diversity is an unavoidable social reality. However, this diversity often leads to tension and conflict between religious communities. The concept of pluralism comes as a solution to create a harmonious life by emphasizing mutual respect and understanding of differences. This research aims to examine the Islamic perspective in building harmonious socio-religious relations in the midst of pluralism by using the literature study method, this research analyzes the concept of pluralism and interfaith dialogue in the Islamic perspective through a qualitative approach. The data used comes from various academic literatures, including books, scientific journals, and relevant official documents. The results show that the concept of Tri Kerukunan (internal religious harmony, inter-religious harmony, and harmony between religious communities and the government) is the main asset in building harmonious religious pluralism in Indonesia. In addition, social dynamics in religious pluralism in contemporary society face various challenges, such as differences in theological views and the spread of information that can worsen inter-religious relations. Therefore, the active involvement of various parties, including religious leaders and the government, is needed to manage more inclusive social interactions and build a civilized society.
Innovative Approaches to the Professional Preparation of Future School Leaders in the Field of Media Education Qizi, Alimova Kunduz Oybek
EDUMALSYS Journal of Research in Education Management Vol 3 No 3 (2025): EDUMALSYS Journal of Research in Education Management
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/edumalsys.v3i3.7436

Abstract

In the context of globalization, media education has emerged as a vital component of educational leadership, particularly in preparing future school administrators to navigate increasingly digital environments. This study aims to explore the core principles of media education, its defining features, and its function within contemporary educational management. Employing a qualitative research design supported by recent empirical data, the study examines how media education fosters essential digital competencies among aspiring school leaders, while simultaneously equipping them to safeguard students from the adverse effects of unregulated information exposure. Findings indicate that approximately 68% of adolescents spend 4–5 hours daily on the internet and social media, significantly influencing their social, cultural, and moral development. Moreover, around 45% of students report encountering harmful online content, with over 30% admitting to poor decision-making as a result of misinformation. These findings underscore the dual role of media education in promoting critical thinking and establishing a secure informational environment within schools. The study concludes that enhancing media literacy is essential not only for effective educational leadership but also for mitigating the risks posed by unchecked digital information. The research contributes to the discourse on educational policy and practice by emphasizing the integration of media literacy as a core competency in school leadership development programs.
Designing Educational Buildings and Learning Centers through Digital Technologies and Artificial Intelligence: The Role of Color Selection Madinabonu, Siddiqova
EDUMALSYS Journal of Research in Education Management Vol 3 No 3 (2025): EDUMALSYS Journal of Research in Education Management
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/edumalsys.v3i3.7529

Abstract

This article explores the strategic role of color in the interior design of educational institutions, with particular emphasis on the integration of digital technologies and artificial intelligence (AI) to create color schemes that align with the psychophysiological characteristics of learners. Set within the context of Uzbekistan’s transition to a digital economy, the study highlights how AI-driven tools are being increasingly used in education to enhance the effectiveness and comfort of learning environments. Drawing from national construction standards and age-specific psychological research, the study investigates how color influences student motivation, concentration, memory retention, and emotional well-being. The article outlines a step-by-step approach to AI-assisted educational center design, covering aspects from data collection and analysis to personalization of learning spaces. The findings emphasize the importance of interdisciplinary collaboration between educators, designers, technologists, and psychologists in shaping adaptive, student-centered educational environments. Ultimately, the integration of aesthetics, cognitive science, and digital innovation is shown to enhance both the visual and functional quality of learning spaces, contributing to improved educational outcomes.
Accountability and Exit Exams in Higher Education: A Systematic Literature Review Teshome, Samson Worku
EDUMALSYS Journal of Research in Education Management Vol 3 No 2 (2025): EDUMALSYS Journal of Research in Education Management
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/edumalsys.v3i2.5496

Abstract

Exit exams have become a significant tool in assessing student competency and ensuring accountability in educational systems worldwide. This systematic literature review aims to explore the relationship between exit exams and accountability in higher education, focusing on their impact on educational quality, student outcomes, and institutional performance. Utilizing the PRISMA framework and the PICO strategy, the researcher conducted a comprehensive search of relevant studies published between 1999 and 2024. The review synthesizes findings from 34 studies, highlighting the role of exit exams in enhancing accountability, the challenges associated with their implementation, and their effects on students and institutions. The results indicate that while exit exams can improve educational standards and accountability, they also pose significant challenges, including increased stress for students and potential inequities. The discussion emphasizes the need for balanced policies that consider both the benefits and drawbacks of exit exams. This review contributes to the ongoing debate regarding the role of exit exams in higher education and provides recommendations for policymakers and educators.
Systemic Inequalities in Higher Education Exit Exams: A Systematic Literature Review Teshome, Samson Worku
EDUMALSYS Journal of Research in Education Management Vol 3 No 2 (2025): EDUMALSYS Journal of Research in Education Management
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/edumalsys.v3i2.5746

Abstract

Exit exams in higher education are commonly utilized as tools for quality assurance; however, their implications for systemic inequalities remain inadequately examined. This systematic literature review investigates the extent to which exit exams contribute to or alleviate disparities related to socioeconomic status, race, and institutional resources. Applying the PRISMA framework, the review analyzes 32 peer-reviewed studies from varied national contexts, including Ethiopia, India, the United States, and Germany. The findings indicate that exit exams disproportionately disadvantage marginalized student populations due to structural inequities in exam design, unequal access to preparatory resources, and disparities in institutional support. In Ethiopia, for instance, rural students confront significant linguistic and infrastructural barriers, while African American students in the United States are often subject to culturally biased test content. These examinations have been found to exacerbate dropout rates, constrain curricular breadth, and introduce substantial financial burdens—particularly for students from low-income backgrounds. The review highlights the need for policy reform focused on inclusive assessment strategies, equitable educational support systems, and pedagogical frameworks that address diverse learner needs. It emphasizes that fair assessment practices are critical for advancing educational equity and social justice within higher education systems. Future research should further explore issues such as digital accessibility, longitudinal impacts on career trajectories, and alternative models of student evaluation that prioritize fairness and inclusivity.
Factors Affecting Students’ Performance in Undergraduate Exit Exams: A Systematic Review Teshome, Samson Worku
EDUMALSYS Journal of Research in Education Management Vol 3 No 2 (2025): EDUMALSYS Journal of Research in Education Management
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/edumalsys.v3i2.5854

Abstract

Exit examinations play a pivotal role in higher education by evaluating students’ preparedness for professional practice and maintaining academic quality. However, performance on these assessments is shaped by a complex interplay of psychological, institutional, and socio-economic factors. This systematic review investigates the determinants influencing students’ performance in exit exams across undergraduate programs. Guided by the PRISMA framework, a comprehensive literature search was conducted across major academic databases to identify peer-reviewed studies published between 1983 and 2024. Following a rigorous screening and quality appraisal process, 37 studies were included for analysis. The synthesis reveals four dominant themes influencing performance: academic preparedness, mental health status, institutional support structures, and the high-stakes nature of the assessments. Notably, high-stakes exams were consistently associated with heightened stress and test anxiety, contributing to suboptimal outcomes, while structured academic support and adequate preparation correlated positively with exam success. Additionally, socio-economic disparities and variations in institutional resources emerged as moderating variables. The review underscores the need for holistic educational strategies that balance rigorous assessment with student well-being. It recommends future longitudinal research to explore causal relationships and long-term impacts of exit examinations. The findings offer practical guidance for educators, policymakers, and academic institutions seeking to improve assessment practices and foster equitable academic outcomes in higher education.
Self-Efficacy and Test Anxiety as Predictors of Achievement in Uni-Dimensional Mathematics Objectives Test: A Study of Secondary School Students in Calabar, Nigeria Ayang, Ethelbert E.; Ngwu, Ukam Ivi
EDUMALSYS Journal of Research in Education Management Vol 3 No 2 (2025): EDUMALSYS Journal of Research in Education Management
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/edumalsys.v3i2.6114

Abstract

This study examined the influence of self-efficacy and test anxiety on mathematics achievement among Senior Secondary School One (SSSI) students in Calabar Metropolis, Cross River State, Nigeria. An ex post facto research design was adopted, involving a sample of 309 students selected through stratified random sampling. Data were collected using a structured questionnaire and a standardized Uni-Dimensional Mathematics Objectives Test. Two hypotheses were tested using the One-Way ANOVA statistical technique. Results indicated that self-efficacy had a significant positive impact on students’ achievement in mathematics, while test anxiety was found to significantly impair mathematical performance. The findings underscore the importance of psychological factors in academic success and highlight the need for interventions at both the instructional and institutional levels. The study recommends that educators implement teaching strategies that bolster students’ self-efficacy while minimizing test anxiety. Furthermore, schools are advised to introduce structured programs targeting anxiety reduction, such as relaxation techniques, mindfulness practices, and effective test-taking strategies. These measures are essential for enhancing mathematics achievement and overall academic outcomes in senior secondary education.

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