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Beginner: Journal of Teaching and Education Management
Published by Penerbit Hellow Pustaka
ISSN : -     EISSN : 2987596X     DOI : https://doi.org/10.61166/bgn.v1i1.2
Core Subject : Religion, Humanities, Education, Social,
Religion Humanities Education Social Sciences Other
Beginner: Journal of Teaching and Education Management is provides scientific articles developed in attending through the article publications, original research report, reviews, and scientific commentaries in Teaching and Education Management. SCOPE Beginner: Journal of Teaching and Education Management encompasses research papers from researcher, academics, and practitioners. In particular, papers which consider the following general topics are invited: - Teaching Teacher Education And Training Models Teacher Professional Development Pedagogical Approaches And Practices In Teacher Education Assessment And Evaluation In Teacher Education Teaching And Learning For School Teaching Methodology Program Innovation, Policy Development, and Professional Ethics. - Educational Management Implementation and Management Of Education Curriculum Development Leadership Quality Assurance Public Relation Management Organizational Behavior and Culture Human Resource Management Financial Management Learning Management Supervision and Evaluation Class Management Educational Administration.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 47 Documents
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Integrating Arabic Cultural Heritage Into Civic Education Curricula: Implications For Identity And Social Cohesion In Nigeria Sule Muhammad; Ahmad Kainuwa Ph.D
Beginner: Journal of Teaching and Education Management Vol. 3 No. 2 (2025): Integrative Local wisdom in Teaching and Education Management
Publisher : Penerbit Hellow Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61166/bgn.v3i2.107

Abstract

This study explores the integration of Arabic cultural heritage into civic education curricula in Nigeria and its implications for identity formation and social cohesion. In a country marked by ethno-religious diversity and socio-political fragmentation, civic education is a crucial tool for promoting national unity, democratic participation, and inclusive citizenship. Northern Nigeria, with its deep-rooted Arabic-Islamic traditions, presents an opportunity for aligning civic education with learners’ cultural contexts. Drawing on socio-cultural and constructivist learning theories, the study argues that embedding Arabic values such as ‘adl (justice), shura (consultation), and mas’uliyyah (responsibility) can make civic education more relevant, relatable, and transformative. These values, historically embedded in Quranic and Tsangaya school systems, offer a culturally resonant foundation for teaching civic virtues. The integration fosters a sense of belonging and cultural affirmation among Arabic-speaking and Muslim learners, thereby enhancing their civic engagement and identification with national ideals. However, the study also identifies critical challenges, including resistance due to Nigeria’s secular educational policy, lack of teacher capacity, curriculum imbalance, and sociopolitical sensitivities. To address these issues, the study recommends inclusive curriculum frameworks, teacher training in culturally responsive pedagogy, development of localized learning materials, and stakeholder engagement. Ultimately, the paper posits that incorporating Arabic cultural heritage into civic education is not a religious imposition but a culturally grounded strategy to bridge educational gaps and promote unity in Nigeria’s pluralistic society.
Innovation in Economic Learning Through Digital Simulations and Educational Games Abdillah; Mashuri Toha; Abd. Qadir jailani; Yusfar Ramadhan
Beginner: Journal of Teaching and Education Management Vol. 3 No. 2 (2025): Integrative Local wisdom in Teaching and Education Management
Publisher : Penerbit Hellow Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61166/bgn.v3i2.109

Abstract

The development of digital technology and Artificial Intelligence (AI) has transformed educational paradigms, including in the field of economics education. This article aims to examine how digital transformation affects economics learning at the secondary school level and to analyze implementation strategies that are relevant to 21st-century needs. The study employs a qualitative method with a literature review approach by analyzing various scholarly sources, educational policy reports, and recent research findings. The results indicate that the integration of digital technology in economics education can enhance learning motivation, broaden access to learning resources, and strengthen students’ economic literacy. The use of digital platforms such as Learning Management Systems (LMS), virtual market simulations, and interactive financial applications has proven effective in supporting contextual learning. Nevertheless, several challenges remain, including limited infrastructure, low levels of teachers’ digital literacy, and a lack of professional training, which hinder the optimal implementation of technology-based learning. The study concludes that digital transformation is an imperative in modern economics education. Successful implementation requires adaptive educational policies, improved teacher competencies, and the development of innovative technology-based learning media integrated with entrepreneurial values. These findings are expected to serve as a reference for educators and policymakers in designing economics education strategies that are relevant to the demands of the digital era.
The Implementation of Multicultural Education through Dance Extracurricular Activities as an Effort to Foster Tolerance and Appreciation for Diversity at SMAN 5 Mataram Al Humairah Tsaniatul Fallah; Yolanda Alfira Febriana; Baiq Syakila Dwi Satria; Anggun Febriyanti; Aqillah Deani Alfarosa; Sawaludin Sawaludin
Beginner: Journal of Teaching and Education Management Vol. 4 No. 1 (2026): Integrative Local wisdom in Teaching and Education Management
Publisher : Penerbit Hellow Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61166/bgn.v4i1.110

Abstract

The purpose of this study is to understand the implementation of multicultural education through traditional dance extracurricular activities as an effort to foster tolerance and appreciation of diversity at SMAN 5 Mataram. The data collection technique in this study was by direct interviews with 3 informants. The results of the study showed that the implementation of multicultural education through traditional dance extracurricular activities at SMAN 5 Mataram was effective in fostering tolerance and appreciation of diversity through collaborative practice and interaction between students. The conclusion in this study is that traditional dance extracurricular activities at SMAN 5 Mataram are effective in implementing multicultural education by fostering tolerance, cooperation, and appreciation of student culture. School and supervisor support are the main factors for success, while limited time, practice space, and differences in student character are obstacles. Overall, this activity contributes positively in forming multicultural attitudes in the school environment. To obtain more information, researchers conducted interviews with 3 informants, namely the head of the dance extracurricular activity, an art teacher, and a PPKn teacher
Influence of School Environment on Effective Teaching of English Language in Katsina State, Nigeria Nuraddeen Adamu Kanon-Haki; Karima Abdulkarim; Sule Muhammad
Beginner: Journal of Teaching and Education Management Vol. 4 No. 1 (2026): Integrative Local wisdom in Teaching and Education Management
Publisher : Penerbit Hellow Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61166/bgn.v4i1.111

Abstract

The effectiveness of English Language teaching in Nigerian secondary schools is influenced not only by teacher competence but also by the school environment and availability of instructional materials. This study examined the influence of school physical environment and instructional resources on effective English Language instruction in secondary schools in Katsina State, Nigeria. Employing a descriptive correlational research design, the study involved a population of 2,556 English Language teachers across 255 public secondary schools, from which a sample of 333 teachers was selected using the Research Advisors (2006) table. Data were collected through a structured questionnaire and analyzed using descriptive statistics, including mean and standard deviation, and multiple regression analysis to determine the relationships between variables. Findings revealed that the school physical environment, including classroom space, ventilation, lighting, cleanliness, and overall school facilities, significantly enhances teachers’ instructional effectiveness and students’ engagement. Similarly, the availability of instructional materials such as textbooks, charts, audio-visual aids, and up-to-date teaching resources was found to positively influence lesson delivery and interactive teaching. Multiple regression analysis confirmed that both the physical environment (β = 0.412, p = 0.000) and instructional materials (β = 0.389, p = 0.000) significantly predict effective English Language teaching. These findings underscore the critical role of adequate school infrastructure and instructional resources in improving teaching outcomes. The study recommends that policymakers, school administrators, and community stakeholders prioritize the provision and maintenance of conducive learning environments and sufficient instructional materials to enhance the quality of English Language education in Katsina State.
Teacher Professional Ethics and Codes of Conduct in Advancing Quality Education (SDG 4): A Comparative Study of Kenya and Indonesia. Alwy Ahmed Mohamed; Triono Ali Mustofa; Mahmudul Hassan; Muhammad Rehan Sabir
Beginner: Journal of Teaching and Education Management Vol. 4 No. 1 (2026): Integrative Local wisdom in Teaching and Education Management
Publisher : Penerbit Hellow Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61166/bgn.v4i1.112

Abstract

This study looks at how teacher codes of conduct and professional ethics support high-quality education in Kenya and Indonesia that is in line with Sustainable Development Goal 4 (SDG 4). The study examines how institutional policies, cultural elements, and formal ethical frameworks affect teacher professionalism and student learning results in the two nations through a comparative analysis. According to the findings, Kenya uses a formal regulatory approach to improve accountability and discipline. The Teachers Service Commission enforces stringent codes of conduct that are backed by performance evaluation mechanisms. On the other hand, Indonesia places a strong emphasis on moral principles and professional ethics that are ingrained in educational institutions and social standards. Initiatives to help people internalise ethical behaviour include teacher training and fellowship programs. Despite their different enforcement strategies, both nations face issues such as uneven application, limited opportunities for professional growth, and cultural influences on moral behaviour. The study comes to the conclusion that enhancing teacher professionalism and promoting high-quality education in a variety of sociocultural contexts requires combining regulatory measures with continuing ethical education and leadership development.
Availability and Accessibility of Digital Literacy and Its Influence on Democratic Attitudes among Secondary School Students in Gusau Educational Zone, Zamfara State Sule Muhammad; Muhammad Nasa’i
Beginner: Journal of Teaching and Education Management Vol. 4 No. 1 (2026): Integrative Local wisdom in Teaching and Education Management
Publisher : Penerbit Hellow Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61166/bgn.v4i1.113

Abstract

influence on democratic attitudes among secondary school students in the Gusau Educational Zone, Zamfara State. The rapid growth of digital technologies has made digital literacy an essential skill for accessing information, evaluating online content, and participating responsibly in civic and democratic activities. However, disparities in digital infrastructure and access in many developing regions may limit students’ opportunities to develop these competencies. The study employed a descriptive survey research design. The population comprised 8,753 SS2 students from public secondary schools in Gusau and Tsafe Local Government Areas. A sample of 348 students was selected using a stratified random sampling technique. Data were collected using a structured questionnaire titled Availability and Accessibility of Digital Literacy and Democratic Attitudes Questionnaire (AADLDAQ). The instrument was validated by experts and achieved a reliability coefficient of 0.89 using Cronbach’s Alpha. Data were analyzed using one-sample t-test and simple linear regression at a 0.05 level of significance. The findings revealed that digital literacy resources are significantly available and accessible to students in the study area. The results also indicated that digital literacy has a positive and significant influence on students’ democratic attitudes and participation. The study concluded that improving digital literacy resources and access in schools can strengthen students’ civic awareness and democratic engagement
Total Quality Management in Higher Education Masruroh Masruroh
Beginner: Journal of Teaching and Education Management Vol. 4 No. 1 (2026): Integrative Local wisdom in Teaching and Education Management
Publisher : Penerbit Hellow Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61166/bgn.v4i1.115

Abstract

Total Quality Management (TQM) is a planned system for managing higher education resources aimed at enhancing service quality effectively and efficiently, with a focus on continuous improvement and the satisfaction of stakeholders such as students, faculty, and the community. This article outlines the TQM concept—covering its definition, core principles (customer satisfaction, individual recognition, data-driven management, and continuous improvement via the PDCA cycle), and implementation elements such as top management commitment, adequate resources, a steering committee, structured planning, and supporting infrastructure. While the application of TQM in higher education faces challenges due to the qualitative nature of its output—namely graduates—it is effective in boosting competitiveness through process improvements, quality standards, organizational culture shifts, and strong customer relationships.

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