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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 53 Documents
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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 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.
Decentralised Land Tenure, Governance Frameworks, and Rural Development Outcomes: A Technical Review of the Land Use Act (1978) in Nnobi, Nigeria Okafor, Benedicta Njideka
International Journal of Administration and Education Volume 2, Number 3, September 2025
Publisher : ASHA Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70188/z67r7w81

Abstract

This study is concerned with the effects of Land Use Act on rural land development in Nigeria with reference to Nnobi as a rural area. Obviously, the law was enacted barley 30 years ago but seems to be a recent innovation to many Nigerians especially in rural areas. The Act conflicts so much with the traditional land proprietary structure in the Southern Nigeria in particular which was predominantly owned by communities. It introduced more controversies and fear from most Nigeria than any previous Act. The importance to the profession of Estate Management of such a radical piece of legislation as the Land Use Act cannot be over emphasized. It is true that laws are for the judiciary to make and interpret, but laws and policies affecting land are also matters in which profession Estate surveyors and valuers as experts on land matters ought to take the front row in offering the benefit of his expertise. Questionnaire and interview methods were mainly used. The purposive sampling technique was used and one hundred twenty (120) respondents. Personal observation was also used to complement the information gathered. The result shows that people especially those living in rural areas are mostly not aware of the Act let alone its provisions on rural land as an avenue for rural land development. This wide ignorant of the Act, by the people has completely retarded the pace of development in our rural areas as well as the socio-economic conditions of the people. After examining the effects of the Act on rural land development in the area concerned and other allied issues, recommendations were made based on the findings for efficient and effective implementation of the Act in rural areas cum rural Lands of Nigeria and if strictly adhered to will go a long way to achieving overall objectives for which the Act was enacted.
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 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.

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