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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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Assessment for Learning: Bridging the Gap Between Instruction and Student Agency Elen Marlez; Dev Renborw
International Journal of Post Axial: Futuristic Teaching and Learning Vol. 4 No. 1 March 2026: International Journal of Post Axial
Publisher : Yayasan Azhar Amanaa Yogyakarta

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Abstract

This study explores how Assessment for Learning (AfL) practices can serve as a bridge between traditional instructional methods and the cultivation of student agency in contemporary classrooms. Using a qualitative case study approach, the research investigates the ways in which formative assessment strategies—such as feedback, self-assessment, and goal-setting—transform the teacher-student dynamic and empower learners to take an active role in their learning process. Data were collected through interviews, classroom observations, and document analysis in multiple school contexts. The findings reveal that AfL not only enhances academic performance but also strengthens student motivation, metacognition, and autonomy. Teachers who embedded AfL practices into their instruction noted improved student engagement and clearer learning trajectories. However, systemic challenges such as rigid curricular standards and assessment policies hinder the full implementation of AfL. The study concludes that effective AfL requires supportive leadership, ongoing teacher professional development, and a cultural shift toward learner-centered pedagogy. These findings offer implications for educational policy, classroom practice, and teacher training programs aimed at enhancing both learning outcomes and student empowerment.
Exploring Students’ Perceptions of Literary Translation through ChatGPT: A Case Study at the Faculty of Languages and Translation, University of Zawia, Libya Abdullah, Mahmoud; Alouzi, Khuloud; Ibrahim, DafaAllah; Masuwd, Mowafg; Albshkar, Hajer
International Journal of Post Axial: Futuristic Teaching and Learning Vol. 4 No. 1 March 2026: International Journal of Post Axial
Publisher : Yayasan Azhar Amanaa Yogyakarta

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Abstract

This study investigates students’ experiences and attitudes towards the use of artificial intelligence (AI) tools in literary translation at the Faculty of Languages and Translation, University of Zawia, Libya. Sixty undergraduate students from English departments participated in a classroom-based experiment in which they translated literary texts using ChatGPT. Following the translation tasks, students completed a structured questionnaire designed to assess the usability, accuracy, and pedagogical value of AI-assisted translation. Descriptive analysis of the data revealed that while students found AI-tools effective for increasing translation speed and acquiring new vocabulary, they also expressed reservations about the tools’ limitations in handling literary devices such as tone, metaphor, and cultural context. A majority of students are in favor of continued use of AI-tools under instructor guidance, recognizing their value as supplementary learning aids rather than replacements for human translators. The study highlights the need for critical integration of AI into translation pedagogy and encourages further research on balancing automation with interpretive and creative human input.
Teachers’ and Students’ Perceptions of the Use of Animated Video Media in Fiqh Learning at Madrasah Salafiyah Wustha Ma'had Baitul Muhsinin Medari, Sleman Nurul Hidayat; Dwi Sugiarto; Ramadhan, Rudi; Riky Supratama; Muhammad Shah Wildan
International Journal of Post Axial: Futuristic Teaching and Learning Vol. 4 No. 1 March 2026: International Journal of Post Axial
Publisher : Yayasan Azhar Amanaa Yogyakarta

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Abstract

The integration of technology in fiqh learning in salafiyah madrasas faces challenges between maintaining traditional values and adopting modern learning media. This study aims to analyze the perceptions of teachers and students towards the use of animated video media in fiqh learning at Madrasah Salafiyah Wustha Ma'had Baitul Muhsinin Medari Sleman. Descriptive qualitative research with a case study approach, involving 1 fiqh teacher and 3 grade VIII students. Data were collected through in-depth interviews, participant observation, and documentation. Teacher perceptions show that animated videos greatly help visualize complex materials such as hajj pilgrimage and zakat, increase student learning motivation, and align with pesantren values. Students responded positively with high enthusiasm, better understanding, and improved memory retention of the material. Supporting factors include adequate technological infrastructure and management support, while obstacles include limited equipment and preparation requiring extra time. Animated video media effectively improves the quality of fiqh learning in salafiyah madrasas while maintaining traditional pesantren values.
Cross-School Coordination and Its Influence on Team Performance in Islamic Integrated Junior High Schools of the Riau Islands Province Taufik; Suaidi; Rusmini
International Journal of Post Axial: Futuristic Teaching and Learning Vol. 4 No. 1 March 2026: International Journal of Post Axial
Publisher : Yayasan Azhar Amanaa Yogyakarta

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Abstract

This study examines the influence of cross-school coordination on team performance within Islamic Integrated Junior High Schools in the Riau Islands Province. Using a qualitative case study approach, the research explores how collaborative mechanisms, shared leadership practices, and inter-school communication contribute to managerial effectiveness and organizational stability. Findings indicate that structured coordination activities enhance strategic decision-making, strengthen professional competence, and foster a coherent institutional culture. Cross-school collaboration also supports the development of shared norms, improves the accuracy of performance evaluation, and increases operational efficiency through streamlined administrative processes. These interactions create a supportive environment that enables leaders to address challenges more responsively while encouraging innovation and accountability. Overall, cross-school coordination plays a pivotal role in elevating team performance and strengthening institutional capacity across Islamic Integrated educational settings.
Institutional Quality Assurance and Academic Excellence: An Evaluation of Quality Management Systems in Universities Ahmad Al-Furqoni; Elen Petrov
International Journal of Post Axial: Futuristic Teaching and Learning Vol. 4 No. 1 March 2026: International Journal of Post Axial
Publisher : Yayasan Azhar Amanaa Yogyakarta

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Abstract

Institutional quality assurance has become an essential component in maintaining and improving academic standards in higher education institutions. This study aims to evaluate the implementation of institutional quality assurance systems and their contribution to achieving academic excellence in universities. The research employed a qualitative descriptive approach involving university administrators, quality assurance officers, and academic staff who were directly engaged in quality management processes. Data were collected through semi-structured interviews, document analysis, and observations of institutional quality assurance activities. The collected data were analyzed using thematic analysis to identify key patterns and factors influencing the effectiveness of quality management systems in higher education. The findings reveal that institutional quality assurance systems significantly contribute to improving academic governance, monitoring teaching effectiveness, and supporting continuous institutional improvement. The study also identifies several key factors influencing the success of quality assurance implementation, including leadership commitment, faculty participation, student feedback mechanisms, and effective documentation systems. However, the research also highlights several challenges, such as administrative workload and limited professional training related to quality management practices. Overall, the results suggest that effective institutional quality assurance systems can strengthen academic performance, promote transparency in institutional governance, and support sustainable academic excellence in universities.
Digital Transformation in Education: Exploring 21st Century Teaching Strategies for Effective Learning Abdulrahman Al-Khatib; Thomas Dimitrova
International Journal of Post Axial: Futuristic Teaching and Learning Vol. 4 No. 1 March 2026: International Journal of Post Axial
Publisher : Yayasan Azhar Amanaa Yogyakarta

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Abstract

Digital transformation has become a central issue in contemporary education, particularly in the development of effective teaching strategies that align with the demands of twenty-first century learning. This study aims to explore how digital technologies support innovative teaching practices and enhance learning effectiveness in higher education. The research employed a qualitative research design using a case study approach to examine the implementation of digital teaching strategies in university classrooms. Data were collected through semi-structured interviews with lecturers, classroom observations, and analysis of institutional documents related to digital learning initiatives. The data were analyzed using thematic analysis to identify key patterns and themes related to digital transformation in teaching and learning practices. The findings reveal that the integration of digital platforms, collaborative tools, and multimedia resources has significantly improved student engagement, promoted student-centered learning, and supported flexible learning environments. In addition, digital transformation encourages the development of essential twenty-first century competencies such as digital literacy, collaboration, and critical thinking. However, the study also identifies several challenges, including limitations in technological infrastructure and the need for continuous professional development for educators. Overall, the results suggest that successful digital transformation in education requires strong institutional support, adequate technological resources, and the readiness of educators to adopt innovative pedagogical strategies. This study contributes to the growing body of literature on digital education by highlighting the role of digital technologies in fostering more interactive and effective learning environments in higher education.

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