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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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Navigating Intersectionality: Gender, Disability, and Ethnic Equity in Secondary Education Tanami; Yusuf Isla
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.v3i3.476

Abstract

This study explores the intersectionality of gender, disability, and ethnicity in the pursuit of educational equity within secondary education contexts. Using a qualitative case study approach, the research examines how these overlapping identities influence students’ access to learning opportunities, treatment within school systems, and overall academic experiences. Data were collected through interviews with students, teachers, and administrators, as well as classroom observations and document analysis in three diverse secondary schools. The findings reveal that while policies often address issues of equity in isolation, students experience multiple, layered forms of marginalization that are frequently overlooked in implementation. Schools with inclusive practices grounded in intersectional awareness were more effective in addressing these complexities, fostering student engagement and improving academic and social outcomes. The study highlights the need for an educational framework that integrates intersectionality to better support equity efforts, particularly in multicultural and diverse learning environments.
Leadership for Equity: Managing Diversity and Inclusion in Multilingual Classrooms Henáz Shopie; Yusuf Badawi
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.v3i3.477

Abstract

This study investigates the role of educational leadership in fostering equity and managing diversity within multilingual classroom environments. In response to increasing linguistic and cultural heterogeneity in schools, the research explores how school leaders implement inclusive practices that accommodate the diverse linguistic identities and learning needs of students. Using a qualitative multiple case study approach, data were collected through interviews, classroom observations, and document analysis in selected multilingual secondary schools. The findings reveal that equity-driven leadership is crucial in shaping inclusive school cultures, influencing teacher practices, and improving student engagement. Leaders who demonstrated cultural responsiveness, promoted professional collaboration, and empowered multilingual learners contributed significantly to creating equitable learning environments. However, the study also found inconsistencies in leadership approaches due to varying policy frameworks, institutional capacities, and professional development support. The study concludes by emphasizing the need for targeted leadership training, inclusive policies, and systemic support to enable leaders to manage linguistic diversity effectively and equitably.
Decolonizing the Curriculum: Policy Implications for Indigenous Knowledge Integration in National Education Systems Nakashi Kawa Miuka; Jamila Tufu
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.v3i3.478

Abstract

This study explores the integration of Indigenous knowledge into national education systems as a central strategy for curriculum decolonization. Focusing on case studies from Canada and New Zealand, the research investigates how policy frameworks and classroom practices intersect to promote or hinder the inclusion of Indigenous epistemologies. Findings reveal that while national policies in both countries emphasize cultural inclusion and reconciliation, actual implementation varies widely across schools. Successful integration depends significantly on community engagement, teacher training, and leadership support. However, systemic challenges such as standardized assessments, insufficient curricular guidance, and minimal Indigenous representation in policymaking continue to limit the depth of curricular transformation. The study highlights the importance of creating dialogic and culturally grounded educational environments to foster equity, identity affirmation, and epistemic justice in multicultural societies.
Kiai Leadership in Advancing Agribusiness Enterprises in Islamic Boarding Schools in Jambi Province Nurusydiyati; Kasful Anwar; Lukman Hakim
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.v3i3.500

Abstract

This study explores the role of kiai leadership in the development of pesantren-based agribusiness in three Islamic boarding schools in Jambi Province: Pondok Pesantren Raudhatul Mujawwidin (Tebo), Pondok Pesantren Irsyadul Ibad (Batanghari), and Pondok Pesantren Al Muttaqin (Muaro Jambi). The findings reveal that the kiai holds a central and strategic position, not only as a spiritual leader but also as a key driver in designing, implementing, and sustaining agribusiness initiatives. Through a participative and visionary leadership style, the kiai integrates religious values with economic practices, fosters student engagement, builds external partnerships, and promotes pesantren self-reliance. Despite facing challenges such as limited land and resources, the kiai’s efforts have made agribusiness an integral part of pesantren education and community empowerment. This research highlights the importance of enhancing leadership capacity and institutional collaboration to strengthen the role of pesantren in sustainable economic development.
Evaluating the Use of Learning Analytics in Formative Assessment Brown, Sarah; Rachel Rhomsen; Hamdany Al- Farouqi
International Journal of Post Axial: Futuristic Teaching and Learning Vol. 3 No. 4 December 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.v3i4.540

Abstract

This study explores the role of learning analytics in enhancing formative assessment practices within contemporary educational settings. The primary objective is to evaluate how data-driven insights from learning analytics contribute to improving feedback quality, teacher decision-making, and student engagement. Using a mixed-methods approach, the research integrates quantitative data from learning management systems with qualitative interviews from teachers and students. The findings reveal that learning analytics fosters more personalized, continuous, and responsive assessment practices. Teachers benefit from real-time data that enable targeted interventions and adaptive instruction, while students experience increased motivation and self-regulation through visual feedback of their learning progress. Nevertheless, the study highlights key challenges, including teachers’ limited data literacy, institutional readiness, and ethical considerations regarding data privacy. Overall, the integration of learning analytics into formative assessment represents a paradigm shift from static evaluation to a dynamic, learner-centered process. The study concludes that effective implementation requires strong institutional support, professional training, and ethical data governance to ensure sustainable and equitable educational improvement.
Innovative Leadership Practices of Early Childhood Education Principals in Enhancing Teacher Productivity Bahera; Ahmad Syukri; Mahmud My; Arief Al Hazmi Adlan
International Journal of Post Axial: Futuristic Teaching and Learning Vol. 3 No. 4 December 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.v3i4.482

Abstract

This study aims to explore the role of leadership in improving teacher productivity at TK Islam Al-Azhar Jambi. Early Childhood Education (PAUD) plays a crucial role in laying the foundation for children's development, and effective leadership from PAUD principals is essential to ensure high-quality education. This research uses a qualitative descriptive method with data collected through observation, interviews, and documentation. The findings reveal that the principal's leadership significantly influences teacher productivity through several key managerial factors, including managerial competence, professional development strategies, leadership style, motivation, communication, and a positive work environment. The ability of the PAUD principal to implement transformational leadership, build effective communication, and foster a supportive atmosphere directly contributes to teachers’ motivation, confidence, and overall performance. This study highlights the importance of strengthening leadership capacity in PAUD institutions to enhance the quality of early childhood education.
The Professionalism of Islamic Religious Education Teachers in Facing the Challenges of Digitalized Learning Sepriadi; Ibrahim Gitarius; Faiz Roisuddun Hibatullah; Khairil Hafidz; Riky Supratama; Husna Nashihin; Liam A. Rutherford
International Journal of Post Axial: Futuristic Teaching and Learning Vol. 3 No. 4 December 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.v3i4.494

Abstract

The transformation of digital education presents both challenges and opportunities for Islamic Religious Education (PAI) teachers, particularly in shaping students’ character. This study aims to examine the impact of learning digitalization on the role of PAI teachers, the challenges they face in mastering technology, and the strategies for developing digital-based learning at Tahfizhul Quran Al Kautsar School in Klaten. This research employs a qualitative case study approach through interviews, observations, and documentation conducted in June 2025. The findings indicate that digitalization has shifted the role of teachers to become more active facilitators. However, challenges such as low digital literacy and limited infrastructure remain significant obstacles. Solutions include training, the development of Islamic digital teaching materials, the use of appropriate platforms, and communication with students’ guardians. Collaboration among teachers, schools, and relevant stakeholders is essential to create innovative yet value-driven Islamic education.
The Role of Islamic Religious Education in Overcoming Students’ Moral Degradation (A Case Study at SDN 122 Cijawura Bandung) Siti Sadiah; Yunita Eka Putri; Azqya Inayah Ummu Abdullah; Fitri Aini Latifah; Amara Kovács
International Journal of Post Axial: Futuristic Teaching and Learning Vol. 3 No. 4 December 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.v3i4.496

Abstract

Moral degradation among elementary school students is a growing concern in the digital and globalized era. Behaviors such as declining respect for teachers, poor discipline, and reduced social empathy reflect a weakening internalization of moral values. This study aims to describe the forms of moral degradation observed among students at SDN 122 Cijawura Bandung and to analyze the strategic role of Islamic Religious Education (PAI) in addressing these issues. The research uses a qualitative case study approach, with data collected through in-depth interviews, observations, and documentation. The findings reveal that PAI plays a vital role in character development through an integrative approach encompassing cognitive, affective, and psychomotor domains. PAI teachers act as role models, facilitators, and spiritual mentors by employing contextual teaching methods, organizing religious activities such as Qur'an recitation and congregational prayers, and reinforcing moral values through daily interactions. Despite challenges such as limited instructional time and the pervasive influence of unsupervised digital media, the strategies implemented by teachers show a gradual positive impact on students’ behavior. The study recommends fostering synergy between schools, teachers, and parents to build an educational ecosystem that supports the development of noble character from an early age.  
Kiai Leadership in Advancing Agribusiness Enterprises in Islamic Boarding Schools in Jambi Province Nurusydiyati; Kasful Anwar; Lukman Hakim; Ethan J. Callahan
International Journal of Post Axial: Futuristic Teaching and Learning Vol. 3 No. 4 December 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.v3i4.499

Abstract

This study explores the role of kiai leadership in the development of agribusiness enterprises at Islamic boarding schools (pesantren) in Jambi Province. The research was conducted at three pesantren: Raudhatul Mujawwidin in Tebo Regency, Irsyadul Ibad in Batanghari Regency, and Al Muttaqin in Muaro Jambi Regency. These institutions were selected due to their active involvement in agribusiness as part of pesantren-based economic empowerment efforts. The study reveals that the leadership of the kiai plays a central role in initiating, managing, and sustaining agribusiness activities. Their leadership is not only spiritual and educational, but also entrepreneurial, as they mobilize resources, inspire the santri and surrounding communities, and establish strategic collaborations with external partners. The success of agribusiness development in these pesantren is closely linked to the kiai’s visionary leadership, adaptability, and commitment to the values of independence and community welfare. This research highlights the importance of integrating religious leadership with entrepreneurial skills to strengthen the economic sustainability of Islamic educational institutions.
Strategies of Islamic Religious Education in Shaping the Religious Character of Students at Pondok Pesantren Ruqoba Al-Atsary Anam, Syaiful; Sofia Mendez
International Journal of Post Axial: Futuristic Teaching and Learning Vol. 3 No. 4 December 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.v3i4.520

Abstract

Islamic religious education in pesantren plays a crucial role in shaping the religious character of students. This study aims to analyze the strategies of Islamic religious education implemented at Pondok Pesantren Ruqoba Al-Atsary in fostering students’ religious character. The research employed a descriptive qualitative method with data collected through observation, interviews, and documentation. The findings reveal that the applied strategies include classical Islamic text (kitab kuning) learning, reinforcement of Qur’an memorization (tahfidzul Qur’an), habituation of daily worship, role modeling by kyai and teachers, as well as disciplinary supervision. These strategies effectively nurture religious values such as faith, obedience in worship, noble character, and social responsibility among students. Furthermore, the study highlights the relevance of these strategies in addressing contemporary challenges posed by globalization and digital culture, which often undermine the moral foundations of youth. The results also contribute to the theoretical discourse on Islamic education by emphasizing the integration of knowledge, practice, and values. Practically, they provide a model for pesantren and other Islamic educational institutions to strengthen religious character formation. Thus, Islamic religious education strategies at Pondok Pesantren Ruqoba Al-Atsary serve not only to preserve tradition but also to respond adaptively to modern challenges in building a pious and responsible Muslim generation.

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