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Hasan Baharun
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Nurul Jadid University, Paiton, Probolinggo, East Java, Indonesia
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INDONESIA
Indonesian Journal of Education and Social Studies
Published by Universitas Nurul Jadid
ISSN : 28279077     EISSN : 28280903     DOI : http://doi.org/10.33650
Core Subject : Religion, Humanities, Education, Social,
Religion Humanities Education Social Sciences Other
Indonesian Journal of Education and Social Studies is published by Lembaga Penerbitan, Penelitian, dan Pengabdian kepada Masyarakat (LP3M) of Nurul Jadid University, Paiton, Probolinggo, East Java, Indonesia. The journal publishes articles of interest to education practitioners, teachers, education policy makers, and researchers. This journal encompasses research articles, original research report, reviews in education and social studies. This journal is very open to various new paradigms and research methods. The following articles will be issued for publication: 1) Educational management, 2) Learning and instructional, 3) Curriculum, 4) Gender Issues, 5) Business Studies, 6) Communication Studies, 7) Cross-Cultural Studies, 8) Economic, 9) Linguistic, 10) Psychology, 11) Sociology, etc.
Arjuna Subject : Ilmu Sosial - Ilmu Sosial (Lain-Lain)
Articles 10 Documents
 1 
Search results for , issue "vol 5, no 2 (2026)" : 10 Documents clear
Optimizing Educational Administrative Services: The Role of Physical Work Environment and Office Layout M Ikhsan; Irawati Irawati; Umar Faruq
Indonesian Journal of Education and Social Studies Vol 5, No 2 (2026)
Publisher : Nurul Jadid University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/ijess.v5i2.14680

Abstract

The quality of administrative services is essential to supporting the effectiveness and achievement of educational institutions' goals. This study aimed to analyze how the physical work environment and office layout influence the quality of administrative services in educational institutions. This research employed a quantitative associative approach. The population consisted of 40 educators and education personnel, and all members were selected as samples using a total sampling technique. Data were collected through questionnaires and documentation methods. The collected data were analyzed using multiple regression analysis with IBM SPSS Statistics Version 25. The results showed that the physical work environment and office layout had a positive and significant influence on administrative service quality. The significance value was 0.000, which was lower than 0.05, and the F-observed value of 23.755 was higher than the F-table value of 3.25. Furthermore, the coefficient of determination (R²) indicated that the physical work environment and office layout explained 72.7% of service quality variation, while other factors accounted for 27.3%. This study implies that improving workplace conditions and office arrangement can enhance administrative service effectiveness. The findings also contribute to the SERVQUAL theory by highlighting the importance of physical environment factors in educational administrative services.
Beyond the Environment: How Media and Student Interest Intersect to Drive Vocational Academic Achievement Yuli Marlina; Mulki Siregar; Cahyono Cahyono
Indonesian Journal of Education and Social Studies Vol 5, No 2 (2026)
Publisher : Nurul Jadid University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/ijess.v5i2.13154

Abstract

This study aims to analyze how learning media, the learning environment, and learning interest influence vocational high school students' learning outcomes and to identify the variable with the strongest influence. The study used a quantitative approach and Partial Least Squares–Structural Equation Modeling (PLS-SEM) with SmartPLS software. The study sample consisted of 50 students selected via purposive sampling. The researchers developed the research instruments based on valid and reliable indicators and tested them through outer- and inner-model evaluations. The results indicate that the model has good validity and reliability, with Composite Reliability values exceeding 0.70 and AVE values meeting convergent validity criteria. An R² value of 0.682 for learning outcomes demonstrates the model's explanatory power regarding the endogenous variable. Path analysis shows that learning interest has the strongest influence on learning outcomes (β = 0.815), while learning media positively influences both the learning environment (β = 0.379) and learning outcomes (β = 0.161). The learning environment did not directly influence learning outcomes (β = -0.141). These findings suggest that enhancing students' learning interest is crucial to optimizing learning outcomes, supported by the use of learning media and effective management of the learning environment.
Adult Learners’ Perceptions of Teaching Portfolios: Reflection, Motivation, and Identity Development in Community Education Mohammed Xolile Ntshangase; Nkarhi Excellent Mathebula; Ronnie Risimati Maceke; Kingley Chinaza; Isaac Zachariah
Indonesian Journal of Education and Social Studies Vol 5, No 2 (2026)
Publisher : Nurul Jadid University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/ijess.v5i2.14589

Abstract

This study examines adult learners’ perceptions and experiences of teaching portfolios in Community Education and Training (CET), focusing on their potential to support reflection, academic growth, motivation, confidence, and learner identity. The study used a qualitative design involving ten adult learners and three facilitators. Data were generated through semi-structured interviews and non-participant classroom observations and analyzed through data condensation, data display, and data verification. The findings identified five interconnected themes. Teaching portfolios supported learners’ reflection and academic growth by enabling them to review their work and recognize progress. They also strengthened motivation, confidence, and learner identity; however, literacy difficulties, limited instructional time, and inadequate learning materials constrained engagement. Facilitator scaffolding, explicit guidance, and constructive feedback were central to meaningful portfolio engagement. A further tension emerged between portfolios as developmental learning tools and their use as compliance-oriented assessment requirements. The findings suggest that portfolios can serve as inclusive, developmentally oriented assessment practices when supported by responsive facilitation, accessible learning conditions, and sufficient opportunities for reflection. CET practitioners should therefore prioritize learner support and developmental purposes rather than treating portfolios primarily as administrative requirements.
From Constraint to Innovation: How Rural Educators Navigate Instructional and Relational Demands in Large Classes Michael Mbongiseni Buthelezi; Winolia Mahlo; Guilherme Orestes Canarim
Indonesian Journal of Education and Social Studies Vol 5, No 2 (2026)
Publisher : Nurul Jadid University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/ijess.v5i2.14345

Abstract

This study examines how teachers manage large classrooms in rural secondary education by identifying instructional, behavioral, relational, adaptive, institutional, and community-based management practices. Using an interpretivist paradigm, the study employed a qualitative case study involving three purposively selected Grade 11 teachers at a rural secondary school. Data were collected through semi-structured interviews, classroom observations, and document analysis, and were analyzed through data condensation, data display, and conclusion drawing and verification. The findings reveal three interconnected patterns of classroom management. First, teachers implement instructional and behavioral management through systematic lesson planning, cooperative learning, classroom rules, routines, and positive reinforcement. Second, relational and adaptive management is developed through empathy, effective communication, learner engagement, time management, and resource improvisation. Third, institutional and community support becomes essential in addressing overcrowding, limited resources, teacher workload, discipline challenges, and restricted professional development opportunities. The study concludes that effective classroom management in rural settings is an integrated, adaptive, and multilevel process shaped by teacher agency and contextual support. The findings imply that sustainable improvement requires ongoing teacher professional development, stronger institutional and community collaboration, and systemic interventions that address overcrowding and resource constraints in rural educational environments.
Islamic Educational Philosophy as a Foundation for Adaptive Curriculum and Social Transformation: A Critical-Integrative Framework Suyono Suyono; Indi Aunullah
Indonesian Journal of Education and Social Studies Vol 5, No 2 (2026)
Publisher : Nurul Jadid University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/ijess.v5i2.14371

Abstract

Contemporary higher education faces technological, social, and demographic changes that require adaptive curricula while preserving ethical and moral foundations. This study examines how Islamic educational philosophy informs adaptive curriculum development, ethical governance, and socially responsive transformation in Islamic higher education. A qualitative empirical-philosophical design was employed across four Indonesian State Islamic Higher Education Institutions implementing curriculum reform. Data were collected through semi-structured interviews, institutional observations, curriculum and institutional document analysis, and literature review, then analyzed through data condensation, thematic display, conclusion drawing, and verification, supported by triangulation, member checking, peer debriefing, audit trails, and reflexivity. The findings show that maqāṣid al-sharīʿah, ʿadl (justice), and maṣlaḥah (public benefit) guide curriculum adaptation, while moral accountability, shared responsibility, and social trust shape governance. The study integrates gender sensitivity through justice, human dignity, equal opportunity, and inclusive participation. The study concludes that Islamic educational philosophy functions as an operational and integrative framework for institutional transformation. This implies that Islamic higher education can pursue innovation while maintaining ethical identity, social responsibility, and relevance.
Educational Management and Data Governance: Bridging the Competency Gap Among Students and Academic Staff in Higher Education Raiyan Bin Reza; Rinku Rani Shell
Indonesian Journal of Education and Social Studies Vol 5, No 2 (2026)
Publisher : Nurul Jadid University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/ijess.v5i2.13240

Abstract

This study examines data literacy competencies among students and faculty members by assessing their awareness, knowledge, access to data literacy programs, and proficiency across key data-related competency domains. This study used a quantitative cross-sectional survey design, collecting data from 205 respondents through a structured questionnaire measured on a five-point Likert scale. Descriptive statistics identified patterns of data literacy, while the Kruskal–Wallis test examined differences across demographic characteristics and levels of core data literacy knowledge. The findings indicate that 81.0% of respondents recognized data literacy as important, 77.1% reported familiarity with data literacy concepts, and 52.7% demonstrated knowledge of core data literacy skills. However, 60.5% indicated limited access to data literacy programs. Significant differences were identified across gender, age, and core data literacy knowledge. Competency levels were relatively stronger in data ethics, evaluation, and visualization but lower in data gateways and GIS analysis. These findings highlight the need for comprehensive, inclusive data literacy education strategies that integrate technical, analytical, evaluative, and ethical competencies into higher education curricula and professional development programs to strengthen institutional readiness and support lifelong learning in 21st-century digital environments.
Beyond Teacher Capacity: Systemic Constraints and Contextual Realities in Agricultural Problem-Based Learning Malesela Dennis Mashishi; Malesela Shadrack Marotola; Lusanda Ncisana; Mmapake Florence Masha
Indonesian Journal of Education and Social Studies Vol 5, No 2 (2026)
Publisher : Nurul Jadid University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/ijess.v5i2.14864

Abstract

This study aimed to investigate the challenges Agricultural Sciences teachers face in implementing Problem-Based Learning and identify the systemic conditions that constrain its implementation. The study employed an embedded multi-case qualitative design involving six purposively selected Agricultural Sciences teachers. Data were collected through semi-structured interviews, document analysis of Annual Teaching Plans and lesson planning portfolios, and non-participant observation. Data were analysed using inductive thematic analysis, with findings interpreted through Mitzel's teaching model. The results identified four interconnected challenges: inadequate resources and infrastructure, curriculum and time constraints, insufficient professional development, and limited community and stakeholder participation. These challenges limited teachers' ability to conduct practical projects, encouraged teacher-centred instruction, and reduced opportunities for learner investigation and skill development. The findings imply that sustainable Problem-Based Learning implementation requires coordinated institutional support rather than reliance on individual teacher capacity. Practical implications include strengthening curriculum provisions for project activities, providing contextually relevant professional development and practical resources, and establishing structured partnerships between schools and agricultural communities. The study contributes theoretically by applying Mitzel's teaching model to explain how contextual conditions shape Problem-Based Learning implementation.
Beyond Appraisals: Navigating Performance Management Challenges in Nigerian Secondary Education Olugbenga Timothy Ajadi; Lawal Ikeola Salam
Indonesian Journal of Education and Social Studies Vol 5, No 2 (2026)
Publisher : Nurul Jadid University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/ijess.v5i2.14833

Abstract

This study examined performance management practices, implementation challenges, and improvement strategies in Nigerian public senior secondary schools. Performance management is essential for strengthening teacher effectiveness and educational quality. However, appraisal may yield limited improvement when support, resources, and professional development are inadequate. A cross-sectional descriptive survey was conducted with 200 teachers, principals, and vice-principals selected through multistage sampling. Data were collected using the Performance Management and Teacher Effectiveness Questionnaire and analyzed with means and standard deviations. Overall, respondents rated performance management practices very highly, with regular feedback emerging as the strongest dimension. Managers and employees strongly perceived managerial engagement and employee evaluation as positive. Continuous professional development ranked comparatively lower but remained highly rated. Participants identified inadequate instructional resources and insufficient funding as major implementation barriers. Respondents also reported unclear evaluation criteria, limited administrator training, delayed feedback, excessive workload, and resistance to change. The study prioritized capacity building, improved resources, adequate funding, transparent evaluation criteria, and stronger feedback mechanisms as improvement strategies. The study contributes an integrated systems perspective on school-level performance management. It also provides context-specific evidence for policy and administrative reform.
Bridging the Inclusion Gap: Factors Influencing Assistive Technology Adoption in Primary Schools Nwacoye Gladness Mpya
Indonesian Journal of Education and Social Studies Vol 5, No 2 (2026)
Publisher : Nurul Jadid University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/ijess.v5i2.15042

Abstract

This study aims to examine the factors influencing assistive technology (AT) adoption and identify the assistive technology devices (ATDs) required to support inclusive learning in primary schools. A qualitative case study design was employed, involving nine teachers from primary schools, purposively selected as informants. Data were collected through interviews and classroom observations and analysed thematically to identify patterns related to learner needs, technology availability, teacher readiness, and institutional conditions. The findings show that AT adoption is primarily needs-driven, with teachers identifying devices according to learners’ reading, writing, sensory, motor, and communication barriers. Required ATDs included text-to-speech software, audiobooks, reading pens, FM systems, enlarged-print materials, speech-to-text tools, adaptive writing devices, tablets, educational applications, and augmentative and alternative communication tools. However, adoption was constrained by limited resources, inadequate infrastructure, insufficient AT-specific training, workload pressures, gaps in technical support, and weak institutional support. The study concludes that sustainable AT adoption requires alignment between learner needs, appropriate technologies, teacher competence, and institutional support. The findings imply that primary schools should strengthen funding, continuous professional development, technical assistance, and inclusive technology planning.
Between Spiritual Authority and Modern Pedagogy: Enhancing Teacher Resilience in Traditional Salaf Islamic Schools Siti Aimah; Nihayatul Wafiroh; Nur Hidayati; Fathiyah Mohd Fakhruddin
Indonesian Journal of Education and Social Studies Vol 5, No 2 (2026)
Publisher : Nurul Jadid University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/ijess.v5i2.14126

Abstract

This study examines the role of Kiai’s personal guidance (coaching) and structured competency-based training in strengthening the professional resilience of ustadz/ustadzah in Salaf Islamic boarding schools. This study used a qualitative approach with a case study design in Salaf Islamic boarding schools in East Java, Indonesia. Data were collected through participant observation, in-depth interviews with Kiai, Islamic boarding school administrators, and senior educators, and document analysis of human resource development programs and curricula. The data were analyzed using thematic analysis to identify patterns of educator development and their contribution to professional resilience. The findings show that educator resilience develops through a synergistic hybrid model. Kiai coaching provides a spiritual, cultural, and value-based foundation, while competency-based training strengthens technical, pedagogical, and professional skills required to manage dual and multi-role responsibilities. Integrating Kiai’s authority with structured competency development enables educators to sustain educational quality while preserving traditional values. The study implies that integrating local wisdom with modern human resource management can provide a sustainable professional development framework for Salaf Islamic boarding schools facing educational transformation.

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