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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 66 Documents
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Rethinking Assessment and Evaluation: Towards a Holistic Approach to Measuring Student Success Yusuf Hidayat; Nurul Aini
International Journal of Post Axial: Futuristic Teaching and Learning Vol. 3 No. 1 March 2025: International Journal of Post-Axial
Publisher : Yayasan Azhar Amanaa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59944/postaxial.v3i1.416

Abstract

This research explores the integration of critical thinking skills into educational curricula to meet 21st-century social and economic demands. Critical thinking empowers students to analyze information, make informed decisions, and solve problems creatively, making it vital in modern education. The study reviews practices in Finland, Singapore, and Canada, focusing on student-centered methods like inquiry-based learning and collaborative activities that enhance cognitive skills and academic performance. However, challenges include inconsistent teaching, varied assessments, and inadequate teacher training. A qualitative approach was used, employing case studies and comparative analysis of Finland, Singapore, and Canada’s educational systems. Data were collected through interviews with educators, surveys of students and parents, and curriculum analysis. Findings emphasize the need for standardized critical thinking education, clear assessment frameworks, and more educator support to optimize implementation, enhancing student engagement, academic success, and lifelong learning. Future research should explore long-term impacts and best practices to ensure equitable access to critical thinking education.
Beyond Competence: Rethinking Education for Holistic Well-Being and Happiness Ibnu Fitrianto
International Journal of Post Axial: Futuristic Teaching and Learning Vol. 3 No. 1 March 2025: International Journal of Post-Axial
Publisher : Yayasan Azhar Amanaa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59944/postaxial.v3i1.429

Abstract

Traditional education systems often prioritize academic achievement and competency development while overlooking students' emotional well-being. However, increasing cases of stress, anxiety, and burnout among students highlight the need for a more balanced educational approach. This study explores the concept of happiness-based education, examining its impact on student motivation, engagement, and overall well-being. Using a qualitative approach with case studies and phenomenological analysis, the research investigates educational institutions that have successfully implemented happiness-centered learning models. Data were collected through in-depth interviews, classroom observations, and document analysis related to policies on student well-being. The findings indicate that integrating mindfulness, social-emotional learning, and value-based curricula significantly enhances both academic performance and students' psychological development. Despite its benefits, challenges such as curriculum adjustments, teacher training, and policy support remain obstacles to widespread implementation. This study concludes that collaborative efforts between educators, parents, and policymakers are essential for sustaining happiness-based education and ensuring a holistic learning experience. Future research should focus on cross-cultural comparisons and long-term outcomes of this educational mode
The Role of Visual Media in the Mastery of Arabic Vocabulary (Mufradat) for Grade VII Students of Salafiyah Wustho Islamic Centre Bin Baz Yogyakarta Ayatullah Muhaimin; Grean Thoms
International Journal of Post Axial: Futuristic Teaching and Learning Vol. 3 No. 2 June 2025: International Journal of Post-Axial
Publisher : Yayasan Azhar Amanaa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59944/postaxial.v3i2.440

Abstract

This research is based on initial observations showing that Grade VII students at Salafiyah Wustho Islamic Center Bin Baz Yogyakarta have more outstanding academic achievements compared to other classes. The purpose of this study is to understand the role of image media in mastering Arabic vocabulary (mufrodat) in Grade VII A, as well as to identify the factors of success and obstacles in learning the vocabulary. The research uses a qualitative approach with data collection methods such as observation, interviews, and documentation, with data analysis conducted qualitatively. Data validation is carried out through triangulation of sources and methods. The results of the study show that the use of image media in Arabic language learning, especially for mufrodat, has significant advantages and benefits. Image media contributes positively to visual understanding, memory retention, learning interest, and communication skills in Arabic. However, there are challenges in its use, especially in illustrating abstract or complex vocabulary. Therefore, selecting and adjusting images appropriately to the students' level of understanding is crucial to maximize the benefits of image media in learning. These findings emphasize the importance of integrating image media into language learning methods, particularly in Islamic educational environments such as Islamic boarding schools.
Culturally Responsive Assessment and Evaluation Practices in Multilingual Classrooms Mita Peter; Ria Lopush
International Journal of Post Axial: Futuristic Teaching and Learning Vol. 3 No. 2 June 2025: International Journal of Post-Axial
Publisher : Yayasan Azhar Amanaa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59944/postaxial.v3i2.442

Abstract

This study explores the implementation of culturally responsive assessment and evaluation practices in multilingual classrooms. It aims to examine how educators adapt their assessment strategies to accommodate the cultural and linguistic diversity of their students. The research highlights the importance of making assessments more inclusive and equitable, ensuring that all students have an equal opportunity to demonstrate their learning. Through qualitative methods, including interviews, classroom observations, and document analysis, the study identifies the types of culturally responsive assessments used by teachers, the challenges they face, and the impact of these practices on student engagement and academic performance. The findings suggest that culturally responsive assessments enhance students' motivation, participation, and perceptions of fairness. However, challenges such as inadequate training, limited time, and a lack of institutional support remain. The study concludes that culturally responsive assessment practices have the potential to significantly improve educational outcomes, but require ongoing support and professional development for teachers to be fully effective.
Integrating Localized Approaches in Quality Assurance Frameworks: A Case Study of Rural Education Systems John Mith; Mara Zalez
International Journal of Post Axial: Futuristic Teaching and Learning Vol. 3 No. 2 June 2025: International Journal of Post-Axial
Publisher : Yayasan Azhar Amanaa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59944/postaxial.v3i2.443

Abstract

This study explores the integration of localized Quality Assurance (QA) practices within rural education systems, focusing on their impact on educational outcomes and the perceptions of stakeholders, including school leaders, teachers, parents, and local authorities. Employing a qualitative case study approach, the research investigates how context-specific QA practices, adapted to the unique needs of rural schools, influence student engagement, academic performance, and overall school effectiveness. Data were collected through semi-structured interviews, focus groups, document analysis, and field observations across several rural schools in [insert region]. The findings suggest that localized QA practices, such as tailoring curricula to local cultural, social, and economic contexts, significantly improve student participation and learning outcomes. However, challenges such as limited resources, teacher training, and infrastructure were identified as barriers to the successful implementation of these practices. Despite these challenges, the integration of localized QA approaches was widely supported by stakeholders, who noted improved educational engagement and a stronger connection between students and their learning material. The study concludes that adapting QA frameworks to local contexts can enhance the relevance and effectiveness of education in rural settings, with policy recommendations for greater resource allocation, teacher professional development, and ongoing evaluation of localized approaches
Integrating Local Wisdom into 21st Century Skills: A Contextual Framework for Culturally Relevant Pedagogy in Rural Classrooms Ibnu Fitrianto; Muhammad Farisi
International Journal of Post Axial: Futuristic Teaching and Learning Vol. 3 No. 2 June 2025: International Journal of Post-Axial
Publisher : Yayasan Azhar Amanaa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59944/postaxial.v3i2.444

Abstract

This study explores the integration of local wisdom into 21st-century education within rural classrooms, focusing on how culturally relevant pedagogy can enhance learning experiences and outcomes. By examining the intersection of local knowledge and the 4Cs (Critical Thinking, Communication, Collaboration, and Creativity), the research aims to identify effective instructional strategies and their impact on student engagement and academic success. Through qualitative methods, including interviews with teachers, observations, and community involvement, the study highlights the ways in which local wisdom—such as traditional stories, agricultural practices, and community values—is utilized in teaching practices. The findings suggest that the incorporation of these elements not only fosters deeper connections to the students' cultural identities but also cultivates essential skills for the 21st century. Additionally, the study discusses the challenges faced by educators in implementing these practices, including resource limitations and the need for professional development, while emphasizing the role of the local community in supporting the integration of culture into formal education. Ultimately, the research contributes to a more comprehensive understanding of how localized pedagogical approaches can be leveraged to create more inclusive, relevant, and engaging educational experiences in rural settings.
Exploring the Role of Culturally Responsive Pedagogy in Promoting Equity Across Diverse Educational Environments Aina Fahadah; Jame Thomps
International Journal of Post Axial: Futuristic Teaching and Learning Vol. 3 No. 2 June 2025: International Journal of Post-Axial
Publisher : Yayasan Azhar Amanaa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59944/postaxial.v3i2.445

Abstract

This study explores the role of Culturally Responsive Pedagogy (CRP) in promoting equity, student engagement, academic achievement, and inclusivity in diverse educational environments. Through a combination of classroom observations, student and teacher interviews, and focus groups, the research investigates how CRP practices influence students' academic performance, participation, and sense of belonging. The findings reveal that CRP significantly enhances student engagement, particularly among students from marginalized backgrounds, by making learning more relevant to their cultural identities. Furthermore, CRP contributed to improved academic outcomes, particularly in reducing achievement gaps between minority and low-income students. The study also highlights the positive impact of CRP on teacher-student relationships and the overall school climate, fostering an inclusive environment where students feel valued and respected. This research underscores the importance of integrating culturally responsive practices into teaching and policy to promote equity and inclusion in education.
The Impact of Community-Driven Educational Policies on Achieving Equity for Marginalized Students Lila Nasruden; Neil Rey
International Journal of Post Axial: Futuristic Teaching and Learning Vol. 3 No. 2 June 2025: International Journal of Post-Axial
Publisher : Yayasan Azhar Amanaa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59944/postaxial.v3i2.446

Abstract

This study explores the impact of community-driven educational policies on achieving equity for marginalized students. By examining several case studies across diverse educational environments, the research highlights how community involvement in decision-making, culturally relevant curriculum design, and the removal of structural barriers contribute to improved academic performance and social outcomes. Findings indicate that community engagement enhances student participation, academic achievement, and behavior, leading to decreased dropout rates and a positive school climate. Furthermore, the study emphasizes the role of culturally responsive pedagogy in fostering a sense of belonging among marginalized students, thus strengthening the connection between schools and local communities. The results suggest that community-driven policies are a powerful tool for reducing educational disparities and promoting a more inclusive and equitable educational experience for all students. Future research should investigate the long-term sustainability of these practices and their broader implications for global education systems.
The Paradigm of Physical Punishment from the Perspective of Islamic Education and Its Implementation in Indonesia and Malaysia Ibnu Fitrianto; Nurhuda Alfina Layalin; Aunillah Ahmad
International Journal of Post Axial: Futuristic Teaching and Learning Vol. 3 No. 3 September 2025: International Journal of Post-Axial
Publisher : Yayasan Azhar Amanaa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59944/postaxial.v3i3.474

Abstract

This study explores the paradigm of physical punishment within Islamic educational institutions in Indonesia and Malaysia, examining its theological justifications, cultural roots, institutional frameworks, and practical implications. Using a qualitative comparative case study approach, data were collected through interviews with educators, students, and community leaders; classroom observations; and analysis of policy and curriculum documents. The findings indicate that while both countries share normative references to Islamic teachings, their interpretations and applications of physical discipline vary. In Indonesia, especially in traditional pesantren, physical punishment is often viewed as a tool for moral formation under the concept of ta’dib. In contrast, Malaysia demonstrates a gradual shift toward more compassionate and rights-based approaches to discipline, driven by stronger regulatory frameworks and public discourse. However, challenges such as lack of teacher training, uneven policy implementation, and persistent cultural beliefs continue to shape practices in both countries. The study concludes that a transformative approach to Islamic education requires balancing religious values with child protection principles and contemporary pedagogical thought, encouraging a shift toward holistic, non-violent educational practices.
Integrating Indigenous Knowledge into Quality Assurance Standards in Multicultural Classrooms Lune Mille; Faht Ben Josh
International Journal of Post Axial: Futuristic Teaching and Learning Vol. 3 No. 3 September 2025: International Journal of Post-Axial
Publisher : Yayasan Azhar Amanaa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59944/postaxial.v3i3.475

Abstract

This study explores the integration of Indigenous Knowledge into quality assurance (QA) standards in multicultural classrooms, focusing on how localized epistemologies can enhance educational relevance and inclusivity. Amid the global push for standardized QA frameworks, many such models overlook the cultural wealth and pedagogical insights rooted in Indigenous traditions, particularly in diverse educational settings. Using a qualitative case study approach, the research investigates how schools in multicultural regions embed Indigenous values, practices, and knowledge systems into their teaching, learning, and assessment processes. Data were collected through interviews with teachers, school leaders, and community elders, as well as through classroom observations and document analysis. The findings reveal that integrating Indigenous Knowledge into QA processes fosters greater cultural affirmation, increases student engagement, and promotes contextually grounded standards of excellence. However, the process is not without challenges, such as policy misalignment, lack of teacher training, and tensions between standardized assessment criteria and culturally responsive pedagogies. The study concludes that for QA to be truly equitable and inclusive, it must move beyond universal benchmarks and instead adopt a flexible, context-sensitive approach that honors the lived realities of Indigenous and minority students.

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