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International Journal of Post-Axial: Futuristic Teaching and Learning
Published by Yayasan Azhar Amanaa Yogyakarta
ISSN : -     EISSN : 30257549     DOI : https://doi.org/10.59944/postaxial
Core Subject : Religion, Education, Social,
Religion Education Languange, Linguistic, Communication & Media Social Sciences Other
Articles to be received and published in the International Journal of Post Axial are included in the scope of all aspects , the fields of: internationalization of higher education, 21st century teaching and learning, assessment and evaluation, policy and curriculum development, educational leadership and management, equity in education, quality assurance.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 6 Documents
 1 
Search results for , issue "Vol. 2 No. 3 September 2024: International Journal of Post-Axial" : 6 Documents clear
Innovation and Technology in Arabic Language Learning in Indonesia: Trends and Implications Ibnu Fitrianto
International Journal of Post Axial: Futuristic Teaching and Learning Vol. 2 No. 3 September 2024: International Journal of Post-Axial
Publisher : Yayasan Azhar Amanaa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59944/postaxial.v2i3.375

Abstract

This study investigates the role of technological innovations in Arabic language education in Indonesia, focusing on the adoption of digital tools and innovative teaching methods. The research examines the current trends in the use of mobile applications, e-learning platforms, and social media, as well as the implementation of methods such as flipped classrooms, gamification, and collaborative online learning. Data were collected from various educational institutions to assess the impact of these technologies on student engagement, motivation, and language proficiency. The findings reveal that while technological integration has significantly enhanced the learning experience and accessibility of Arabic language education, it also presents challenges, including digital infrastructure limitations, teacher preparedness, and potential disparities in access among students. This study highlights the need for targeted interventions, such as comprehensive teacher training and infrastructure development, to maximize the benefits of technology in Arabic language learning. The research contributes to the growing body of literature on the intersection of language education and technology, offering insights for educators, policymakers, and stakeholders aiming to improve Arabic language instruction in Indonesia
Sustainability Education in the 21st Century: Incorporating Environmental Awareness in K-12 Curriculum Jean Monika
International Journal of Post Axial: Futuristic Teaching and Learning Vol. 2 No. 3 September 2024: International Journal of Post-Axial
Publisher : Yayasan Azhar Amanaa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59944/postaxial.v2i3.377

Abstract

This study investigates the integration of sustainability education into K-12 curricula, focusing on the incorporation of environmental awareness in contemporary educational settings. As global environmental issues become increasingly pressing, the role of education in fostering a generation that understands and values sustainability is critical. This research examines current practices in sustainability education across various schools, highlighting the diverse methods used to incorporate topics such as climate change, recycling, and resource conservation into the curriculum. The study reveals significant variation in how schools implement sustainability education, influenced by factors such as geographic location, available resources, and institutional support. Teachers' experiences with teaching sustainability are explored, including their strategies, challenges, and the impact of sustainability education on student engagement and learning outcomes. Additionally, the study evaluates the professional development available to educators and the support systems in place to aid in the effective implementation of sustainability topics.The findings indicate that while some schools have successfully integrated sustainability education into their programs, there remain considerable challenges, including resource limitations and varying levels of teacher preparedness. The study provides recommendations for policymakers and educators on enhancing the integration of sustainability education, emphasizes the importance of community and institutional support, and identifies areas for future research. This research contributes to the understanding of how sustainability education can be effectively implemented in K-12 settings, with implications for improving environmental literacy and shaping educational practices and policies.
Teacher Professional Development and Its Influence on Classroom Practices: A Comparative Study Across Different Educational Systems Ahmad Mulalic
International Journal of Post Axial: Futuristic Teaching and Learning Vol. 2 No. 3 September 2024: International Journal of Post-Axial
Publisher : Yayasan Azhar Amanaa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59944/postaxial.v2i3.380

Abstract

This study investigates the influence of teacher professional development (PD) on classroom practices across various educational systems. By analyzing data from recent literature published within the last seven years, the research aims to identify the most effective components of PD that lead to significant improvements in teaching practices and student outcomes. The study compares the implementation and impact of PD programs across different educational contexts, highlighting the role of instructional coaching, content-focused training, and collaborative learning communities. Findings suggest that PD programs tailored to specific instructional needs, supported by ongoing coaching and collaborative structures, are more likely to yield positive changes in classroom practices. Additionally, the study emphasizes the importance of sustained and contextually relevant PD, which not only enhances teachers' instructional skills but also contributes to their professional growth and retention. The research concludes with recommendations for designing PD initiatives that are both effective and adaptable to the unique demands of diverse educational settings
The Influence of Parental Involvement on Academic Achievement: A Comparative Study Across Different Educational Systems Riky Supratama
International Journal of Post Axial: Futuristic Teaching and Learning Vol. 2 No. 3 September 2024: International Journal of Post-Axial
Publisher : Yayasan Azhar Amanaa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59944/postaxial.v2i3.385

Abstract

This study employs a qualitative comparative case study design to explore the influence of parental involvement on students' academic achievement across different educational systems. By examining how parental involvement is perceived and practiced in various contexts, the research aims to understand the impact of these variations on students' academic outcomes. Participants, including parents, teachers, and students, were selected through purposive sampling to represent diverse educational systems. Data were collected through in-depth interviews, focus group discussions, observations, and document analysis. Thematic analysis revealed key themes related to the nature of parental involvement, perceptions of parental roles, and the impact on academic achievement. Comparative analysis across different educational systems highlighted both similarities and differences in parental involvement practices, influenced by cultural attitudes and institutional policies. The findings suggest that robust parental involvement, supported by effective policies and resources, positively impacts students' academic performance. The study's implications extend to educational policy, emphasizing the need for culturally responsive and inclusive approaches to enhance parental engagement in diverse educational contexts.
Exploring the Effectiveness of Hybrid Learning Models in Higher Education Post-Pandemic Riza Hamid
International Journal of Post Axial: Futuristic Teaching and Learning Vol. 2 No. 3 September 2024: International Journal of Post-Axial
Publisher : Yayasan Azhar Amanaa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59944/postaxial.v2i3.386

Abstract

This study explores the effectiveness of hybrid learning models in higher education following the COVID-19 pandemic. Hybrid learning, which combines online and face-to-face instruction, became a widely adopted approach during the pandemic, and its potential to enhance student learning and engagement in the post-pandemic era is a critical area of investigation. The research aims to evaluate the impact of hybrid learning on student performance, engagement, and satisfaction, while also identifying the challenges and benefits associated with its implementation. Data were collected through a mixed-methods approach, including surveys, interviews, focus groups, and institutional data analysis. Quantitative data were analyzed to compare student performance and engagement in hybrid versus traditional learning environments, while qualitative insights were gathered from students, faculty, and administrators to understand their perceptions and experiences. The findings indicate that while hybrid learning offers significant benefits, such as flexibility and increased accessibility, it also presents challenges related to technological access, time management, and institutional support. Variability in the effectiveness of hybrid learning was observed across different academic disciplines and institutions, with some disciplines adapting more successfully than others. The study concludes with recommendations for enhancing hybrid learning practices in higher education, emphasizing the need for tailored approaches that consider disciplinary differences and institutional contexts.
Globalization and Education: Designing Culturally Inclusive Curricula for a Connected World Aoumeur Soufghalem
International Journal of Post Axial: Futuristic Teaching and Learning Vol. 2 No. 3 September 2024: International Journal of Post-Axial
Publisher : Yayasan Azhar Amanaa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59944/postaxial.v2i3.387

Abstract

This research explores the impact of globalization on curriculum design and the implementation of culturally inclusive curricula. Through a mixed-methods approach, including quantitative surveys and qualitative interviews, the study examines how globalization shapes educational objectives and integrates global competencies and cultural perspectives into curricula. The findings highlight the positive effects of culturally inclusive curricula on students' intercultural competence and global awareness, demonstrating that such curricula effectively prepare students for the complexities of a globalized world. The research also identifies significant challenges in implementing these curricula, such as resource constraints, resistance to change, and varying levels of institutional support. These barriers often hinder the effective integration of diverse perspectives into educational frameworks. Despite these challenges, the study underscores the importance of embedding global competencies into curricula and provides recommendations for overcoming obstacles, including enhanced support systems and targeted professional development for educators. This research contributes to a deeper understanding of the role of globalization in shaping educational practices and offers practical insights for policymakers, educators, and curriculum designers. By addressing the identified challenges and leveraging best practices, educational systems can better support the development of a globally competent and culturally aware student body. Future research should continue to explore the long-term impacts of culturally inclusive education and refine strategies for effective implementation across diverse educational contexts

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