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IJAE
Published by ASHA Publishing
ISSN : -     EISSN : 30467632     DOI : https://doi.org/10.70188/11ct3308
Core Subject : Humanities, Science, Education, Social,
Humanities Decision Sciences, Operations Research & Management Education Social Sciences Other
International Journal of Administration and Education (IJAE), with registered number ISSN 3046-7632 (Online), is a peer-reviewed journal that publishes research and original points of view on education, such as school leadership and management, financial administration and resource management, educational facilities and infrastructure, curriculum development, program evaluation and assessment, implementation and management of guidance and counseling, and integration of technology in the teaching and learning process. IJAE is published by the publisher ASHA Publishing (Decree of the Ministry of Law and Human Rights of the Republic of Indonesia: No. AHU-0007052-AH.01.14.Year 2024). IJAE makes a significant contribution to bringing knowledge sharing from around the world. This includes large research projects located in schools, higher education institutions, and non-governmental organizations.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 5 Documents
 1 
Search results for , issue "Volume 2, Number 4, December 2025" : 5 Documents clear
The Effectiveness of the Problem-Based Learning Model in the Subject of Facilities and Infrastructure for Students Devi, Aripahartati; Niswaty, Risma; Saleh, Sirajuddin
International Journal of Administration and Education (IJAE) Volume 2, Number 4, December 2025
Publisher : ASHA Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70188/vs8dhm33

Abstract

21st-century learning heavily emphasizes critical thinking, collaboration, and problem-solving skills. Therefore, teachers must implement appropriate steps to meet these criteria. One alternative that can be implemented is through the application of a problem-based learning model. This study is intended to determine the effectiveness of the problem-based learning model, especially in the subject of facilities and infrastructure in class XI MPLB I. The study employs a qualitative approach that utilizes descriptive research methods. The data collection techniques used include observation, interviews, and documentation. The results of the study show that problem-based learning is effective in four main indicators, namely: 1) student involvement in learning is good, shown by active attention, participation in asking questions, and the ability to answer teacher evaluations; 2) inquiry and investigation are effective even though students still face several obstacles; 3) student performance in doing assignments shows a good understanding of the material; and 4) reflection on problem solving goes well through teacher evaluation and guidance in correcting students' mistakes. In addition, this study identifies supporting factors such as adequate learning facilities, learning motivation, teacher competence, and a conducive classroom atmosphere. As for the inhibiting factors, there are limitations in study time and differences in academic ability between students. The application of the problem-based learning model can increase students' activeness, understanding, and critical thinking skills if implemented optimally with the support of adequate internal and external factors.
Technology-Based Learning Policy Transformation: Evaluation of the Impact of Digital Platforms on Learning Effectiveness Darwis, Muh.; Baharuddin, Aris; Pratiwi Johansyah, Oky Nur
International Journal of Administration and Education (IJAE) Volume 2, Number 4, December 2025
Publisher : ASHA Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70188/gfyhe550

Abstract

This research seeks to examine how the use of digital platforms influences the quality and effectiveness of learning, especially within the broader shift toward technology driven education policies. The study is grounded in a qualitative phenomenological design that prioritizes lived experiences and perceptions of participants. Through this approach, the research explores how digital platforms are incorporated into instructional practices and how they shape learning outcomes, including academic performance, levels of student participation, and the overall learning experience. Data were gathered by focusing on the perspectives of educators and learners who are directly involved in digital learning environments. Attention was given to daily teaching practices, patterns of interaction, and the ways digital tools support or hinder the achievement of learning objectives. The analysis reveals that digital platforms offer significant advantages, particularly in terms of learning flexibility, expanded access to educational resources, and opportunities for self-paced study. Learners can access materials beyond the constraints of time and place, while educators can diversify instructional strategies through multimedia and interactive features. The findings also highlight that these potential benefits do not automatically translate into effective learning. The success of digital platform implementation is strongly influenced by the availability and reliability of supporting infrastructure, such as internet connectivity, devices, and technical support. Equally important is the capacity of educators to redesign learning activities in ways that are pedagogically meaningful, rather than merely transferring conventional teaching methods into digital formats. Student readiness also plays a crucial role, including digital literacy skills, self-regulation, and motivation to engage in online learning. Overall, the study concludes that digital platforms can contribute positively to learning effectiveness when they are supported by adequate infrastructure and accompanied by thoughtful adaptation from both teachers and students. Without these conditions, the use of digital platforms risks becoming superficial and less impactful, limiting their contribution to meaningful learning improvement.
Integrating Media Literacy into School Governance: An Administrative Framework for Digital Citizenship Fadli, Andi Muhammad; Niswaty, Risma
International Journal of Administration and Education (IJAE) Volume 2, Number 4, December 2025
Publisher : ASHA Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70188/qn6twr97

Abstract

The rapid escalation of digital disruption has introduced complex challenges to educational environments, ranging from widespread disinformation to ethical dilemmas in digital interactions. While media literacy is frequently addressed through a pedagogical lens, its integration into formal school governance remains underdeveloped. This gap often results in fragmented institutional responses to digital risks, leaving a void in the systematic protection and empowerment of students as digital citizens.  This research aims to develop and propose a strategic administrative framework that integrates media literacy into school governance. By shifting the focus from individual classroom practice to institutional policy, the study seeks to establish a sustainable model for fostering robust digital citizenship within educational organizations. The study employed a qualitative research design, utilizing a multi-site case study approach. Data were gathered through in-depth interviews with school administrators, a comprehensive review of institutional policy documents, and focus group discussions involving key educational stakeholders. The analysis focused on identifying administrative barriers and enablers in implementing digital literacy initiatives.   The findings indicate that effective media literacy integration requires more than curricular changes; it demands a dedicated administrative commitment through formal policy frameworks, strategic resource allocation, and cross-stakeholder synergy. The research proposes a "Tri-Pillar Administrative Model" consisting of visionary leadership, digital policy infrastructure, and community-based collaboration. These elements collectively transform school governance from a reactive stance into a proactive, resilient system that reinforces digital citizenship as a core institutional value.
Foreign Direct Investment, Portfolio Investment, Official Development Assistance and Labour Productivity in Nigeria Anyachebelu, Uzoma Mirian
International Journal of Administration and Education (IJAE) Volume 2, Number 4, December 2025
Publisher : ASHA Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70188/zfr5xf96

Abstract

Despite increasing inflows of foreign capital into Nigeria, labour productivity has remained relatively low, raising concerns about the effectiveness of such inflows in enhancing real economic performance. The study adopts the Solow-Swan neoclassical growth model to explain the relationship between labour productivity, capital, labour, and technology. It employs the ARDL framework, suitable for analyzing both short- and long-run dynamics, supported by FMOLS for robustness. The model incorporates international capital inflows and institutional quality, including interaction effects. Pre- and post-estimation tests ensure reliability. Using annual data (1992–2024), the study measures key variables from credible sources and applies E-Views (10) for estimation, ensuring accurate and consistent empirical analysis. The correlation matrix results indicate that the variables used in the study do not exhibit serious multicollinearity problems. Labour productivity (LP) shows positive correlations with several variables such as FDI (0.770), GFCF (0.797), RGDP (0.735), SERR (0.697), PRER (0.720), and INSQ_IDX (0.728), while FPI (-0.466) shows a negative relationship. The long-run ARDL results reveal that FDI (0.0345), ODA (0.096), external debt (0.1176), and institutional quality (1.7015) positively and significantly influence labour productivity. However, FPI (-0.0000) shows a negative but negligible effect. Interaction results indicate that institutional quality reduces the positive effects of FDI and external debt, while strengthening the positive effect of ODA on labour productivity in Nigeria. Diagnostic tests confirm the model is stable and free from autocorrelation and heteroscedasticity. The study concludes that improving institutional quality and ensuring efficient allocation of foreign capital are critical for enhancing labour productivity and achieving sustainable economic growth in Nigeria.
Effect of Metacognitive Instructional Strategy on Chemistry Students’ Academic Achievement and Retention Juliana Nkiru Nnoli; Adaobi Oluchukwu Ibeh
International Journal of Administration and Education (IJAE) Volume 2, Number 4, December 2025
Publisher : ASHA Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70188/sep9a706

Abstract

The study, effect of Metacognitive Instructional Strategy (MIS) on Chemistry student academic achievement and retention in secondary schools in Orumba North Local Government Area, was conducted in response to the increasing declining interest in chemistry, lack of technological advancement, creativity and abstract nature of chemistry content among chemistry students. The study was guided by six research questions and six null hypotheses.  Quasi-experimental research design, which involves comparing groups to determine the effect of an intervention, was adopted for the study. The population of the study was 234 senior secondary year two (SS2) students who offered Chemistry in Orumba North Local Government Area in Anambra State, Nigeria in the year 2024/2025. A sample size of 129 students was drawn from the population using simple random sampling (balloting with replacement). The instrument for data collection was Periodic Table Achievement Test (PTAT) validated by three experts, two from the department of science and one department of educational foundation, all from the faculty of education. The reliability of the instrument was established using Kuder-Richardson 20 for PTAT which yielded coefficient values of 0.82. Data  generated was analyzed using Mean and standard deviation to answer the research questions, while ANCOVA was used to test the null hypotheses at 0.05 significant levels The findings of the study revealed that students taught with Metacognitive instructional strategy achieved higher mean scores in Chemistry concepts, than those taught with conventional lecture method. It also revealed that male students taught Chemistry using MIS had higher mean academic achievement scores than females. The study found a significant interaction effect between instructional strategy and gender on academic achievement and retention. The study recommended among others that Chemistry teachers should adopt Metacognitive instructional strategy in teaching Chemistry to enhance academic achievement and retention and apply gender-responsive strategy when using MIS to ensure male and female students are equally engaged during Chemistry instruction.

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