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Zaenal Abidin
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ZIJEd :Zabags International Journal of Education
Published by Zabags Qu Publish
ISSN : 29886724     EISSN : 29879973     DOI : https://doi.org/10.61233/zijed
Core Subject : Humanities, Science, Education, Social,
Humanities Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Social Sciences Other
ZIJEd (Zabags International Journal of Education) is an educational journal with an interdisciplinary "education" platform that welcomes and recognizes high quality research papers in the field of education written by researchers, academics, professionals and practitioners from all over the world. This journal is interdisciplinary in education in a variety of approaches and includes case study reports, experiments, surveys, discussions of conceptual and methodological issues and underlying assumptions in educational research in general or specifically, ongoing research reports, and book reviews.
Arjuna Subject : Umum - Umum
Articles 45 Documents
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Educational Transformation in Islamic Higher Education in Response to Global Challenges Muhammad Usaid; Donatella Camedda; Ita Tryas Nur Rochbani
Zabags International Journal of Education Vol. 4 No. 1 (2026): Education
Publisher : CV. Zabags Qu Publish

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61233/zijed.v4i1.33

Abstract

This study aims to a civilization that is already familiar with information and communication technology (ICT) is known as "society era 5.0." Students must develop a variety of abilities, such as critical thinking, creativity, inventiveness, teamwork, and communication. It is also necessary to strengthen character education, which tries to develop moral qualities (character) that set morals apart as a distinctive value. The method is a qualitative approach with a descriptive strategy to write this article. To do this, primary and secondary data are gathered, and descriptive analysis is performed to describe the facts as they appear both theoretically and empirically. Whereas primary and secondary data can be found in books, journals, articles, papers downloaded from the internet, online newspapers, and other source materials. The goal of this research is to identify the best approach for enhancing students' character education. This study also attempts to explain why character education is so important in the face of society 5.0. Descriptive qualitative methodology is applied, along with literature reviews. The study's findings demonstrate the value of character education in preparing pupils for the future. Information technology is used in character education to help students develop not only morality but also ICT proficiency and the ability to think creatively and innovatively in order to face today's society. 5.0.
The Effectiveness of Online Learning Based on the Community of Inquiry (CoI) Framework in Higher Education: A Systematic Literature Review Shahzada Adeel; Maria João Rosa
Zabags International Journal of Education Vol. 4 No. 1 (2026): Education
Publisher : CV. Zabags Qu Publish

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61233/zijed.v4i1.34

Abstract

This study is grounded in the increasing adoption of online learning in higher education, particularly following global disruptions that have accelerated large-scale digital transformation. The primary objective of this research is to analyze the dynamics of online learning implementation using the Community of Inquiry (CoI) framework, which encompasses teaching presence, social presence, and cognitive presence. This study employs a systematic literature review approach by examining relevant and indexed scholarly sources through a structured process of selection, evaluation, and synthesis. The findings indicate that the effectiveness of online learning is strongly influenced by the balance among the three CoI elements: teaching presence plays a critical role in instructional design and facilitation, social presence fosters interaction and engagement, and cognitive presence supports deep knowledge construction. Additionally, key challenges identified include limited interaction, technological readiness, and users’ digital competencies. This study contributes to a comprehensive understanding of the effectiveness of CoI-based online learning and offers practical implications for developing more adaptive and sustainable digital learning strategies in the future.
Linking Higher Education Management Practices and Student Learning Motivation: A Multi-Site Qualitative Study across Indonesian Provinces Wahyu Satrio Tunggal; Ahmad Ridwan
Zabags International Journal of Education Vol. 4 No. 1 (2026): Education
Publisher : CV. Zabags Qu Publish

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61233/zijed.v4i1.35

Abstract

This study is grounded in the persistent disparity in the quality of higher education in Indonesia, which has not kept pace with its quantitative expansion, particularly in the context of regional inequalities that influence institutional management practices and student learning motivation. The primary objective of this research is to explore the relationship between higher education management practices and student learning motivation, as well as to identify contextual factors that moderate this relationship across different provinces. This study employs a qualitative approach with a multi-site strategy, utilizing in-depth interviews, focus group discussions, observations, and document analysis involving students, academic leaders, administrative staff, and policymakers. The findings indicate that participatory leadership, flexible academic policies, adequate resource distribution, and strong institutional support contribute significantly to enhancing student learning motivation, with variations influenced by regional economic conditions and infrastructure. This study contributes to the integration of motivational perspectives and higher education governance, offering practical implications for the development of more adaptive, context-sensitive, and student-centered higher education management practices.
Digital Transformation in Higher Education Management: Analysis of Readiness and Implementation Dicky Eka Saputra; Wargo
Zabags International Journal of Education Vol. 4 No. 1 (2026): Education
Publisher : CV. Zabags Qu Publish

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61233/zijed.v4i1.36

Abstract

Digital transformation in higher education has become a strategic issue that requires institutional readiness to integrate technology into academic management and educational services. This study aims to analyze the level of readiness of higher education institutions, identify the influencing factors, and describe the implementation and challenges of digital transformation in higher education management. The research employs a qualitative approach with a case study strategy, utilizing data collected through in-depth interviews, observations, and documentation, which are analyzed using triangulation techniques and thematic coding. The findings indicate that digital transformation readiness is determined by three main dimensions, namely technological infrastructure, human resource competence, and organizational culture, which collectively influence the effectiveness of digital system implementation. In addition, the study reveals that the primary challenges include limited financial resources, low digital literacy, and resistance to change. This research contributes to strengthening a multidimensional perspective on digital transformation and offers practical implications for higher education administrators in designing more adaptive, integrated, and sustainable digitalization strategies.
Student Learning Motivation in Higher Education: A Self-Determination Theory Perspective Zaenal Abibin; Charu Hurria
Zabags International Journal of Education Vol. 4 No. 1 (2026): Education
Publisher : CV. Zabags Qu Publish

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61233/zijed.v4i1.37

Abstract

Student learning motivation is a critical factor in determining academic success, engagement, and persistence in higher education, particularly within the context of evolving learning environments shaped by digital transformation and socio-cultural diversity. This study aims to analyze student learning motivation through the lens of Self-Determination Theory, with a focus on the fulfillment of the basic psychological needs of autonomy, competence, and relatedness across multiple provinces in Indonesia. The research employs an interpretive qualitative approach with a multi-site design, involving students from diverse regions through in-depth interviews, observations, and focus group discussions. The findings reveal that student motivation is significantly influenced by the level of autonomy in learning, perceived academic competence, and the quality of social relationships within the learning environment. In addition, contextual factors such as the role of instructors, the integration of technology, and institutional policies shape motivational dynamics differently across regions. This study contributes to the theoretical advancement of learning motivation within the Self-Determination Theory framework and provides practical implications for developing more adaptive, inclusive, and context-sensitive learning strategies in Indonesian higher education.
The Effectiveness of Practicum-Based Learning in Improving Students’ Learning Outcomes in Fiqh Ibadah and Practice Courses Nurjali
Zabags International Journal of Education Vol. 4 No. 1 (2026): Education
Publisher : CV. Zabags Qu Publish

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61233/zijed.v4i1.38

Abstract

Fiqh Ibadah learning in higher education is often dominated by theoretical approaches that provide limited hands-on experience for students, resulting in suboptimal learning outcomes and insufficient practical competence in performing religious practices. This study aims to analyze the effectiveness of practicum-based learning in improving students’ learning outcomes in the Fiqh Ibadah and Practice course. This research employed a quantitative approach using a classroom action research design conducted in two cycles, involving students of the PGMI Study Program at Institut Islam Al-Mujaddid Sabak as research participants. Data were collected through learning outcome tests, student activity observations, and learning documentation, while data analysis utilized descriptive statistics to measure improvements in mean scores and learning mastery percentages. The findings indicate that the implementation of practicum-based learning gradually improved students’ learning outcomes from the pre-cycle to the second cycle, accompanied by increased learning engagement and student participation during the instructional process. These results demonstrate that practicum-based learning provides more meaningful learning experiences and enhances both conceptual understanding and practical skills. This study contributes to the development of more applicable Fiqh Ibadah instructional strategies and offers practical implications for lecturers in improving the quality of Islamic education in higher education institutions.
Principal Leadership Management in Improving Education Quality at SMP IT An Nahl Alisyah Pitri; Nilfatri
Zabags International Journal of Education Vol. 4 No. 1 (2026): Education
Publisher : CV. Zabags Qu Publish

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61233/zijed.v4i1.39

Abstract

This study aims to analyze principal leadership management in improving education quality at SMP IT An Nahl, Jambi City. A qualitative descriptive approach was employed, with data collected through observation, interviews, and documentation involving the principal, teachers, and education staff. Data were analyzed through data reduction, data presentation, and conclusion drawing, while data validity was strengthened through source and technique triangulation. The findings show that principal leadership management is implemented through planning, organizing, program implementation, supervision, communication, discipline, and evaluation. These practices support the effective management of educational activities and contribute to improvements in teacher performance and learning quality. The principal also supports teacher development through professional training, learning preparation, classroom supervision, learning innovation, technology use, and motivation. The implementation of these strategies is supported by teacher commitment, teamwork, school facilities, student participation, and parental support. Differences in teacher competence, limited resources, and changes in educational policies and technology remain challenges in implementing school programs. The study concludes that systematic, collaborative, and continuous principal leadership can strengthen teacher performance, improve learning processes, and support sustainable education quality at SMP IT An Nahl, Jambi City.
A Restorative Education Model for Children in Conflict with the Law: A Comparative Study of National Criminal Law and Islamic Law Kurniawan Kurniawan
Zabags International Journal of Education Vol. 4 No. 1 (2026): Education
Publisher : CV. Zabags Qu Publish

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61233/zijed.v4i1.42

Abstract

This study examines the restorative education model for children in conflict with the law through a comparative study of the National Criminal Code and Islamic Law. This research employs a normative legal method using a qualitative approach, supported by statutory, conceptual, and comparative approaches. Data were obtained through library research involving primary, secondary, and tertiary legal materials, which were analyzed descriptively and qualitatively using content and comparative analysis. The findings indicate that the treatment of children in conflict with the law should prioritize protection, education, rehabilitation, accountability, and social reintegration rather than merely punishment. The national criminal justice system emphasizes the best interests of the child, diversion, and restorative justice as mechanisms for resolving cases while minimizing the negative impact of formal judicial processes. Meanwhile, Islamic Law emphasizes principles of maslahah (public benefit), tarbiyah (education), islah (reconciliation), moral development, and proportional responsibility according to the child's level of maturity. The comparative analysis reveals substantial similarities between the two legal systems, particularly in their emphasis on behavioral improvement, restoration, and prevention of repeated offenses. Therefore, a restorative education model can be developed through child assessment, restorative dialogue, family and victim involvement, restitution, moral and character education, continuous mentoring, and social reintegration. Such a model is expected to provide a more humane, educational, just, and sustainable approach to addressing children in conflict with the law.
Human Resource Management to Enhance the Professionalism of Islamic Religious Education Teachers at Muhammadiyah Muaro Jambi Junior High School Al Munip; Sri Kadarsih; Maspan Maspan
Zabags International Journal of Education Vol. 4 No. 1 (2026): Education
Publisher : CV. Zabags Qu Publish

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61233/zijed.v4i1.43

Abstract

This study is motivated by the importance of teacher professionalism in Islamic education, encompassing pedagogical, social, personal, and professional competencies. However, many Islamic educational institutions face challenges in managing human resources (HR) effectively, including inadequate planning, competency-based recruitment that has not been optimally implemented, and teacher placement that does not fully correspond to institutional needs. This study aims to analyze the contribution of human resource management to enhancing the professionalism of Islamic education teachers, with particular emphasis on HR planning, recruitment and selection, and teacher orientation and placement. The study employed a descriptive qualitative research design, with data collected through interviews, observations, and relevant institutional documents at Muhammadiyah Muaro Jambi Junior High School. The data were analyzed systematically and in depth to identify relevant patterns and relationships. The findings indicate that effective HR management, particularly selective recruitment and placement based on individual competencies and potential, can significantly enhance teachers’ professional competence. Continuous professional development and performance evaluation also constitute strategic measures that support the strengthening of teacher professionalism. The study concludes that integrating HR management with systematic teacher professional development can generate optimal synergy, thereby contributing to the holistic improvement of the quality of Islamic education.
Developing Communicative Agency amid Speaking Anxiety: Exploring EFL Learners’ Classroom Experiences in Teacher Education Sayida Khoiratun Nisak
Zabags International Journal of Education Vol. 4 No. 1 (2026): Education
Publisher : CV. Zabags Qu Publish

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61233/zijed.v4i1.44

Abstract

Speaking anxiety remains a persistent challenge in English as a Foreign Language (EFL) classrooms, particularly in teacher education contexts where learners are expected to develop both linguistic competence and confidence in communicating in English. However, speaking anxiety should not be understood solely as an individual psychological barrier, as learners may actively negotiate, manage, and transform their anxiety through classroom interaction. This study aims to explore how EFL learners experience speaking anxiety and develop communicative agency in English-speaking classrooms within a teacher education context. Employing a qualitative phenomenological approach, the study investigated learners’ lived experiences through semi-structured interviews, classroom observations, and reflective accounts. The data were analyzed thematically through iterative coding, categorization, and interpretation of recurring patterns across participants’ experiences. The findings indicate that speaking anxiety was primarily manifested through fear of making grammatical and pronunciation errors, concern about negative evaluation, limited confidence in spontaneous speaking, and hesitation to participate in classroom discussions. Nevertheless, these experiences did not consistently result in passive withdrawal. Learners gradually developed communicative agency through peer interaction, repeated speaking practice, supportive teacher feedback, preparation before classroom performance, and the use of personal coping strategies. The findings further reveal that communicative agency emerged through a gradual process in which learners moved from anxiety-driven avoidance toward more deliberate participation, self-monitoring, and willingness to take communicative risks. This study contributes to EFL teacher education by conceptualizing communicative agency as an emergent capacity shaped by the interaction between learners’ emotional experiences and the social conditions of the classroom. The study suggests that EFL speaking instruction should move beyond anxiety reduction toward the creation of supportive pedagogical environments that enable learners to exercise agency, negotiate meaning, and participate confidently in English communication.

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