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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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Students’ Perceptions of Generative AI in Learning: Usefulness, Trust, and Learning Autonomy Hasna Dewi
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.v4i1.45

Abstract

The rapid integration of generative artificial intelligence (GenAI) into educational contexts has created new opportunities for personalized and accessible learning while raising questions about students’ perceptions, trust, and autonomy. This study aims to examine students’ perceptions of GenAI in learning, focusing specifically on perceived usefulness, trust, and learning autonomy. A quantitative survey design was employed involving students who had prior experience using GenAI-based tools for academic learning. Data were collected through a structured questionnaire using a five-point Likert scale and analyzed using descriptive statistics and inferential analysis to identify the relationships among perceived usefulness, trust, and learning autonomy. The findings indicate that students generally perceive GenAI as a useful learning technology, particularly for accessing explanations, generating ideas, clarifying difficult concepts, and supporting independent learning. Students’ trust in GenAI, however, is influenced by concerns regarding information accuracy, reliability, academic integrity, and overdependence on AI-generated responses. The analysis further suggests that perceived usefulness and trust are positively associated with students’ learning autonomy, indicating that students who perceive GenAI as useful and reliable tend to demonstrate greater confidence in managing their own learning processes. These findings highlight the importance of integrating GenAI into education through responsible, critical, and pedagogically guided use. Rather than positioning GenAI as a replacement for teachers, educational institutions should develop students’ AI literacy and critical evaluation skills to ensure that the technology strengthens, rather than diminishes, learner autonomy.
Exploring EFL Students’ Academic Writing Competence: Linguistic, Organizational, and Argumentative Dimensions Triyana Wulandari
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.v4i1.46

Abstract

Academic writing competence is an essential component of English language proficiency in higher education, yet many EFL students continue to experience difficulties in producing academically appropriate texts. These difficulties are not limited to grammatical accuracy but also involve the organization of ideas and the construction of coherent arguments. This study aims to explore EFL students’ academic writing competence by examining three interrelated dimensions: linguistic accuracy, organizational quality, and argumentative features. A descriptive mixed-methods design was employed to provide both quantitative and qualitative insights into students’ writing performance. The participants were university students enrolled in an English language course at a higher education institution in Indonesia. Data were collected through students’ academic essays and analyzed using an analytic writing rubric covering linguistic, organizational, and argumentative dimensions. The quantitative data were analyzed descriptively, while qualitative analysis was conducted to identify recurring patterns, strengths, and weaknesses in students’ written texts. The findings indicate that students demonstrated varying levels of competence across the three dimensions, with stronger performance in [insert strongest dimension] and greater difficulties in [insert weakest dimension]. Linguistic problems were primarily associated with [insert findings], while organizational weaknesses involved [insert findings]. In terms of argumentation, students showed challenges in developing claims, integrating supporting evidence, and establishing logical relationships between ideas. These findings suggest that academic writing instruction should move beyond sentence-level grammar correction and provide systematic support for text organization and argument construction. The study contributes to EFL writing research by offering a multidimensional perspective on students’ academic writing competence and providing pedagogical implications for writing instruction in higher education.
Uncovering the Challenges of Academic Writing: EFL Students’ Linguistic, Organizational, and Argumentative Competence Khusnul Yatima
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.v4i1.47

Abstract

Academic writing remains a challenging area for English as a Foreign Language (EFL) students because successful academic texts require more than grammatical accuracy. This study aims to uncover EFL students’ challenges in academic writing by examining three interrelated dimensions: linguistic, organizational, and argumentative competence. Employing a qualitative descriptive design, the study analyzed academic essays produced by university-level EFL students. The analysis focused on grammatical accuracy, lexical choice, sentence construction, cohesion, paragraph organization, coherence, thesis development, claims, evidence, reasoning, and counterargument construction. The findings indicate that students’ difficulties extend beyond surface-level linguistic errors. At the linguistic level, recurring problems were identified in grammatical accuracy, vocabulary selection, sentence structure, and cohesive devices. At the organizational level, students experienced difficulties in developing focused thesis statements, maintaining paragraph unity, establishing logical connections between ideas, and structuring arguments coherently. More substantially, argumentative competence emerged as a critical challenge, particularly in transforming general opinions into explicit claims supported by relevant evidence and logical reasoning. The findings further suggest that these dimensions are interconnected: linguistic limitations constrain students’ ability to articulate complex ideas, while weak organizational control reduces the clarity and persuasiveness of their arguments. The study highlights the need for integrated academic writing instruction that moves beyond grammar-focused correction toward the simultaneous development of linguistic resources, textual organization, and argumentative reasoning. Such an approach may provide a more comprehensive foundation for strengthening EFL students’ academic writing competence in higher education.
From Digital Leadership to Strategic Technology Management: How Digital Transformation Shapes Technology Governance in Higher Education Kuswanto; Wargo; Delvia Muharramah
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.v4i1.49

Abstract

Digital transformation has fundamentally reshaped how educational institutions adopt, integrate, and strategically manage technology. However, the extent to which digital leadership contributes to strategic technology management and the mechanisms underlying this relationship remain insufficiently understood. This study examines the influence of digital leadership on strategic technology management and investigates the mediating role of digital transformation in educational institutions. A quantitative explanatory research design was employed, with data collected from educational leaders, managers, and academic staff involved in institutional technology management. The proposed relationships were examined using structural equation modeling to assess both direct and indirect effects among the constructs. The findings indicate that digital leadership plays an important role in strengthening institutional digital transformation and strategic technology management. Digital transformation also demonstrates a significant contribution to strategic technology management by translating leadership vision and digital strategic orientation into organizational processes, technology integration, resource allocation, and technology governance. Furthermore, the mediation analysis demonstrates that digital transformation provides an important mechanism linking digital leadership with strategic technology management. These findings extend the educational technology literature by conceptualizing digital leadership not merely as an individual leadership competency but as a strategic organizational capability that facilitates the transformation of technology into an institutional resource. The study contributes practical implications for educational institutions by emphasizing the need to align digital leadership, transformation strategies, and technology governance to achieve sustainable and strategically managed educational technology ecosystems
Digital Transformation in Educational Management: Examining the Role of Technology Leadership in Enhancing Management Effectiveness through Digital Transformation Wargo; Kuswanto; Muhammad Ikhlas
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.v4i1.50

Abstract

Digital transformation has increasingly reshaped educational management by changing how schools organize administrative processes, manage information, make decisions, and coordinate institutional resources. However, the success of digital transformation depends not only on the availability of technological infrastructure but also on the capacity of educational leaders to strategically integrate technology into management practices. This study aims to examine the role of technology leadership in enhancing educational management effectiveness in the context of digital transformation. A quantitative research approach was employed using a survey design involving school principals, vice principals, and teachers as respondents. Data were collected through structured questionnaires measuring technology leadership, digital transformation practices, and educational management effectiveness. The data were analyzed using descriptive statistics, correlation analysis, and structural equation modeling to examine the relationships among the research variables. The findings indicate that technology leadership plays a significant role in strengthening digital transformation within educational institutions. Leaders who demonstrate a clear digital vision, provide technological support, encourage innovation, and facilitate digital competence development are more capable of fostering systematic technology integration in school management. Furthermore, digital transformation contributes positively to management effectiveness by improving information accessibility, administrative efficiency, communication, coordination, and data-informed decision-making. The findings suggest that technology leadership functions not merely as a supportive factor but as a strategic mechanism for translating digital resources into organizational improvements. The study contributes to educational management research by integrating leadership and digital transformation perspectives into a framework for understanding management effectiveness in digitally evolving educational institutions. The findings also provide practical implications for strengthening digital leadership capacity and developing sustainable technology-based management strategies in schools.

Page 5 of 5 | Total Record : 45

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