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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 82 Documents
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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.

Page 9 of 9 | Total Record : 82

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