International Journal of Education, Management, and Technology
The International Journal of Education, Management, and Technology (IJEMT) is a scholarly publication dedicated to exploring the intersections and integration of education, management, and technology in various contexts. The journal welcomes original research articles, literature reviews, case studies, and theoretical papers that contribute to the advancement of knowledge and practices in the following areas: Educational Leadership and Management: Research on educational leadership theories, management practices, organizational development, strategic planning, decision-making processes, and governance structures in educational institutions. Curriculum Development and Instructional Design: Exploration of curriculum design models, pedagogical approaches, instructional strategies, assessment methods, learning technologies, and innovative teaching practices to enhance student engagement and learning outcomes. Educational Technology and Digital Learning: Studies on educational technology integration, digital learning environments, online learning platforms, e-learning tools, learning management systems, mobile learning, and virtual reality applications in education. Teacher Professional Development: Research on teacher training programs, professional learning communities, mentoring, coaching, continuous professional development, teacher efficacy, and the use of technology for teacher empowerment and capacity building. Quality Assurance and Accreditation: Examination of quality assurance frameworks, accreditation standards, program evaluations, quality improvement processes, performance indicators, and benchmarking in education management. Distance Education and Lifelong Learning: Analysis of distance learning models, open educational resources, flexible learning pathways, adult education, lifelong learning initiatives, and strategies for promoting inclusive and equitable access to education. Educational Policy and Reform: Studies on educational policies, reforms, regulations, funding mechanisms, accountability measures, policy analysis, policy implementation challenges, and the impact of policy changes on educational institutions and stakeholders. Technology Management in Education: Research on technology infrastructure management, IT governance, data management, cybersecurity, digital literacy initiatives, technology adoption models, and the role of technology in enhancing administrative efficiency and educational outcomes. IJEMT aims to facilitate interdisciplinary dialogue, promote evidence-based practices, and address contemporary issues and challenges in education, management, and technology integration. The journal seeks to engage educators, researchers, policymakers, technology professionals, and stakeholders to contribute to the continuous improvement and innovation in educational systems and practices globally.
Articles
66 Documents
<![CDATA[Harnessing AI-Powered Learning Media in Mathematics Education: A Systematic Review on Improving Students’ Problem-Solving Skills ]]>
<![CDATA[Lestari, Werdi]]>;
<![CDATA[Suweken, Gede]]>;
<![CDATA[Sariyasa, Sariyasa]]>
<![CDATA[ International Journal of Education, Management, and Technology Vol 3 No 3 (2025): International Journal of Education, Management, and Technology ]]>
Publisher : <![CDATA[Darul Yasin Al Sys ]]>
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DOI: 10.58578/ijemt.v3i3.7922
<![CDATA[Although the integration of Artificial Intelligence (AI) in education has received growing attention, limited research has explicitly examined the development and application of AI-assisted exploratory learning media in mathematics. This study aims to analyze the characteristics, implementation, and potential effectiveness of AI-based learning tools in enhancing students’ mathematical problem-solving and critical thinking skills. A Systematic Literature Review (SLR) was conducted, drawing from studies published between 2016 and 2025 in the Google Scholar and Scopus databases. Using predefined inclusion and exclusion criteria, 20 relevant articles were selected and thematically synthesized to identify prevailing trends and research gaps. The findings reveal that AI integration in mathematics education predominantly supports personalized, adaptive, and interactive learning, fostering deeper conceptual understanding and the development of higher-order thinking skills. However, few studies have focused specifically on AI-assisted mathematics learning media. Key challenges identified include insufficient teacher preparedness, ethical concerns surrounding AI deployment, and the complexity of integrating AI tools into existing curricula. The study contributes theoretically by positioning AI as a cognitive and dialogic partner in the learning process, rather than a purely computational instrument. It also offers practical insights into the design and implementation of AI-supported learning environments. The analysis concludes that when integrated with digital tools such as EdCafe AI, GeoGebra, Scratch, and Canva, AI-assisted exploratory media can significantly enhance students’ conceptual mastery and problem-solving capabilities in mathematics. The study recommends targeted teacher training, the development of ethical frameworks for AI use, and increased empirical research to support responsible, student-centered implementation of AI in mathematics education.]]>
<![CDATA[Skills of Educational Managers in Private Higher Education Institutions in Addis Ababa City Administration ]]>
<![CDATA[Teshome, Samson Worku]]>;
<![CDATA[Woldegerima, Haileselassie]]>
<![CDATA[ International Journal of Education, Management, and Technology Vol 3 No 3 (2025): International Journal of Education, Management, and Technology ]]>
Publisher : <![CDATA[Darul Yasin Al Sys ]]>
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DOI: 10.58578/ijemt.v3i3.7731
<![CDATA[This study investigates the managerial competencies of educational managers in private higher education institutions within Addis Ababa City Administration, Ethiopia. Data were collected through structured questionnaires administered to both educational managers and teaching staff, focusing on core management skill areas including conceptual, interpersonal, technical, decision-making, problem-solving, and leadership abilities. Descriptive statistical tools—frequency counts, percentages, mean scores, and standard deviations—were employed to analyze the responses. The findings indicate that while interpersonal communication and relationship management are generally well-developed, critical skill gaps exist in areas such as delegation, staff motivation, forecasting, and analytical decision-making. These deficiencies highlight the need for structured professional development initiatives tailored to enhance managerial effectiveness and leadership capacity. The study emphasizes the strategic importance of equipping educational managers with a balanced and comprehensive skill set to foster institutional performance, improve governance practices, and support the professional growth of subordinates. This research contributes to the broader discourse on educational leadership by offering empirical insights into the current competency landscape of private higher education managers in Ethiopia and underscores the urgency of capacity-building interventions aligned with contemporary managerial demands.]]>
<![CDATA[Implementation of the Merdeka Belajar – Kampus Merdeka Curriculum in Improving the Readiness of Makassar State University Students to Enter the World of Work and Industry ]]>
<![CDATA[Aslinda, Andi]]>;
<![CDATA[Haerul, Haerul]]>;
<![CDATA[Zainal, Henni]]>;
<![CDATA[Akmal, Muh Ikramullah]]>;
<![CDATA[Ibrahim, Ibrahim]]>
<![CDATA[ International Journal of Education, Management, and Technology Vol 3 No 3 (2025): International Journal of Education, Management, and Technology ]]>
Publisher : <![CDATA[Darul Yasin Al Sys ]]>
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DOI: 10.58578/ijemt.v3i3.7931
<![CDATA[This study investigates the implementation of the Merdeka Belajar Kampus Merdeka (MBKM) curriculum at Makassar State University and evaluates its effectiveness in enhancing students’ career readiness. Employing a qualitative descriptive exploratory approach within a case study framework, data were collected through interviews, observations, and document analysis. The analysis followed the interactive model of Miles, Huberman, and Saldana. Findings demonstrate that the eight MBKM programs—Student Exchange, Internship, Teaching Practice, Research, Humanitarian Project, Entrepreneurship, Independent Study, and Thematic Community Service—have significantly bridged the gap between academic learning and real-world professional demands. The MBKM initiatives have enhanced the relevance of academic content and contributed to the development of essential 21st-century soft skills, including adaptability, communication, collaboration, critical thinking, leadership, and empathy. Collaborative engagement with external partners such as industries, schools, and civil society organizations has further enriched student learning experiences. Overall, the MBKM curriculum plays a pivotal role in producing graduates who are creative, innovative, adaptive, and competitive in the global workforce. However, the study also identifies several implementation challenges, including curriculum integration, coordination with external partners, assessment mechanisms, and resource constraints. Based on these findings, the study recommends strengthening the evaluation of student learning outcomes, expanding institutional networks, improving the development of soft skills, and optimizing lecturer and mentor support to ensure the program's sustainability and long-term impact.]]>
<![CDATA[Meta-Analysis: The Effectiveness of the Realistic Problem-Based Learning Model on Elementary Students’ Critical Thinking and Mathematical Problem-Solving Skills ]]>
<![CDATA[Hadi, Ibnu]]>;
<![CDATA[Sariyasa, Sariyasa]]>;
<![CDATA[Suharta, I Gusti Putu]]>
<![CDATA[ International Journal of Education, Management, and Technology Vol 3 No 3 (2025): International Journal of Education, Management, and Technology ]]>
Publisher : <![CDATA[Darul Yasin Al Sys ]]>
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DOI: 10.58578/ijemt.v3i3.7935
<![CDATA[Although realistic and context-based approaches to mathematics instruction have garnered increasing attention, empirical syntheses evaluating the overall effectiveness of the Realistic Problem-Based Learning Model (PBMR) in elementary education remain scarce. This study conducts a quantitative meta-analysis to assess the impact of PBMR on students’ critical thinking and mathematical problem-solving abilities. Guided by the PRISMA framework, a systematic review and random-effects meta-analytic model were applied to 18 eligible studies involving a total of 1,234 elementary students across various regions in Indonesia. Data were extracted using a structured coding protocol and analyzed through effect size computation (Hedges’ g), heterogeneity testing, and publication bias assessment. The results reveal that PBMR has a significant and substantial effect on critical thinking (g = 0.74) and mathematical problem-solving skills (g = 0.68), consistently outperforming conventional teaching methods. These findings support the theoretical foundation of constructivist pedagogy and Realistic Mathematics Education (RME), affirming the role of contextualized learning in facilitating both horizontal and vertical mathematization and in enhancing higher-order cognitive functions. Practically, the study positions PBMR as a pedagogical model that aligns with Indonesia’s Merdeka Curriculum and other competency-based educational reforms. It concludes that the integration of authentic, context-rich problem scenarios fosters meaningful mathematical understanding and metacognitive development. The study recommends the incorporation of extended PBMR learning cycles into instructional design and curriculum planning. Future research directions include conducting larger-scale randomized controlled trials, employing standardized assessment tools, and exploring the implementation of PBMR in digital and hybrid learning settings.]]>
<![CDATA[Systematic Literature Review: Interactive Learning Media Based on the ARSELTHK Model to Enhance Students’ Mathematical Concept Understanding and Character Development ]]>
<![CDATA[Ermawati, Ni Made Dewi]]>;
<![CDATA[Ardana, I Made]]>;
<![CDATA[Suweken, Gede]]>
<![CDATA[ International Journal of Education, Management, and Technology Vol 3 No 3 (2025): International Journal of Education, Management, and Technology ]]>
Publisher : <![CDATA[Darul Yasin Al Sys ]]>
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DOI: 10.58578/ijemt.v3i3.8009
<![CDATA[Although interactive learning media and character-based educational approaches have received increasing attention in prior studies, research explicitly integrating collaborative models, Social Emotional Learning (SEL), and Tri Hita Karana (THK) values within a unified framework such as ARSELTHK remains limited. This study aims to systematically examine the characteristics, effectiveness, and research gaps in interactive learning media designed to enhance mathematical concept understanding and student character development. A qualitative approach was employed using a Systematic Literature Review (SLR) design guided by the PRISMA protocol, involving 22 selected journal articles obtained through purposive sampling from Scopus and Google Scholar databases. Data were collected through document analysis and synthesized using descriptive and thematic analysis. The findings indicate that interactive learning media consistently improve students’ conceptual understanding, particularly in topics such as simple and compound interest, while studies integrating THK and SEL demonstrate significant contributions to character formation, emotional regulation, and contextual learning. Collaborative models involving teachers, parents, and students also emerge as essential for strengthening student character. These results contribute to the theoretical development of culturally grounded, holistic learning frameworks and expand understanding of integrated character-based mathematics instruction. The study concludes that ARSELTHK-oriented interactive media play a crucial role in promoting both cognitive and character outcomes in mathematics education and recommends that educators and curriculum developers adopt integrated cultural–emotional–collaborative approaches when designing digital learning media. The implications include theoretical contributions to the literature on holistic mathematics learning and practical recommendations for schools to strengthen culturally responsive and character-oriented pedagogy, while highlighting opportunities for future research on long-term effectiveness, large-scale implementation, and empirical validation of ARSELTHK-based media.]]>
<![CDATA[The Think–Pair–Share Cooperative Learning Model in Enhancing Self-Efficacy and Mathematics Learning Outcomes of Fifth-Grade Elementary Students: A Systematic Literature Review ]]>
<![CDATA[Trisnadewi, Ni Putu Putri]]>;
<![CDATA[Sariyasa, Sariyasa]]>;
<![CDATA[Suharta, I Gusti Putu]]>
<![CDATA[ International Journal of Education, Management, and Technology Vol 3 No 3 (2025): International Journal of Education, Management, and Technology ]]>
Publisher : <![CDATA[Darul Yasin Al Sys ]]>
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DOI: 10.58578/ijemt.v3i3.8209
<![CDATA[Although cooperative learning strategies have received increasing attention in prior research, studies specifically examining how the Think–Pair–Share (TPS) model simultaneously improves both self-efficacy and mathematics learning outcomes among Grade 5 elementary students remain limited. This study aims to systematically analyze the effectiveness of TPS in enhancing students’ confidence and academic performance in mathematics. A qualitative descriptive approach was employed using a systematic literature review design, involving ten empirical studies selected through purposive sampling based on relevance, methodological rigor, and publication quality. Data were collected through structured extraction of research findings from previous studies and analyzed using thematic synthesis to identify consistent patterns, underlying mechanisms, and moderating factors. The findings indicate that TPS leads to substantial improvements in students’ self-efficacy, characterized by increased confidence, reduced anxiety, and greater willingness to engage in problem-solving, alongside significant gains in mathematics achievement across topics such as geometry, number operations, and problem-solving tasks. These results contribute to the theoretical development of social constructivism and self-efficacy theory by demonstrating how structured peer interaction can strengthen both cognitive and affective learning outcomes. The study concludes that TPS plays a crucial role in supporting effective mathematics learning in elementary classrooms and recommends that teachers integrate TPS consistently with appropriate scaffolding and instructional media. The implications of this research include theoretical contributions to the cooperative learning literature and practical recommendations for schools and policymakers seeking to improve mathematics performance, while highlighting opportunities for future research on the long-term impacts of TPS, its adaptation for diverse learner profiles, and its implementation in digital or hybrid learning environments.]]>
