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ASEAN Journal of Educational Research and Technology
Published by Yayasan Bumi Publikasi Nusantara
ISSN : 28284887     EISSN : 28284860     DOI : -
Core Subject : Education, Social,
Education Social Sciences Other
ASEAN Journal of Educational Research and Technology (AJERT) promotes research in the broad field of Education Research and Technology (including such disciplines as Agriculture Education, Environmental Science Education, etc.) with particular respect to Indonesia, but not limited to authorship or topical coverage within the region. Contributions are expected from senior researchers, project managers, research administrators and PhD students at advanced stages of their research, representing both public organizations and private industry. Equally, the journal if intended for scholars and students, reseachers working at research organizations and government agencies, and also for enterprises undertaking applied R&D to lead innovations. The editorial contents and elements that comprise the journal include: Theoretical articles Empirical studies Practice-oriented papers Case studies Review of papers, books, and resources. As far as the criteria for evaluating and accepting submissions is concerned, a rigorous review process will be used. Submitted papers will, prior to the formal review, be screened so as to ensure their suitability and adequacy to the journal. In addition, an initial quality control will be performed, so as to ensure matters such as language, style of references and others, comply with the journal´s style. The below mentioned areas are just indicative. The editorial board also welcomes innovative articles that redefine any Science and Technology field. Chemistry and Chemical Engineering Education Physics, Material, and Mechanical Engineering Education Biology, Biological and Bio System Engineering Education Food and Agriculture Engineering Education Mathematics Education Computer Science and Engineering Education Earth Science and Engineering Education Space Engineering Education Electrical Engineering Education Architecture and Civil Engineering Education Environment Science and Engineering Education Basic Science in Engineering Education Engineering Education Reforms Education New Technologies in Education Industry and Education: A Continous Collaboration Education Research and Development in Engineering Education Globalisation in Engineering Education Women in Engineering Education Computers, Internet, Multimedia in Engineering Education Organization of Laboratories Education Agricultural Bio Systems Engineering Education Mechanical Engineering Education Electric and Electronic Engineering Education Civil Engineering and Architectural Engineering Education
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 159 Documents
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Human Capital, Work Culture, and Job Satisfaction Scales for Higher Education Institutions: A Bibliometric and Literature Review with Scale Development and Validation toward the Sustainable Development Goals (SDGs) Hartono Hartono; Anidah Robani; Abdul Muhid; Reza Rachmadtullah
ASEAN Journal of Educational Research and Technology Vol 5, No 3 (2026): AJERT: VOLUME 5, ISSUE 3, December 2026
Publisher : Bumi Publikasi Nusantara

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Abstract

This study developed and validated human capital, work culture, and job satisfaction scales for higher education institutions in support of the Sustainable Development Goals (SDGs). A bibliometric and literature review was used to identify key constructs related to human resource development, organizational culture, and employee well-being in higher education. The scale development process followed an adapted model through pre-development, development, and post-development stages. The instruments were tested with 42 lecturers and educational staff working at an Indonesian university in Indonesia. Item validity and Cronbach’s Alpha reliability analyses showed that human capital, work culture, and job satisfaction items met acceptable psychometric standards. These findings indicate that validated instruments are needed to assess institutional human resources systematically. The scales can support data-driven institutional human resource development.
Developing a Mathematics Instructional Model to Enhance Computational Thinking Skills among Pre-service Mathematics Teachers in Support of the Sustainable Development Goals: A Bibliometric Analysis and Empirical Study Nitiphoom Adsawatithisakul; Kanyarat Cojorn
ASEAN Journal of Educational Research and Technology Vol 5, No 3 (2026): AJERT: VOLUME 5, ISSUE 3, December 2026
Publisher : Bumi Publikasi Nusantara

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Abstract

Computational thinking is essential for preparing future mathematics teachers to address complex problems in digital and sustainable education. This study developed and evaluated a mathematics instructional model for pre-service mathematics teachers using a descriptive bibliometric analysis and an empirical research-and-development approach. Scopus data showed rapid growth in publications on computational thinking from 1987 to 2025, confirming its increasing educational relevance. The model comprised six stages: situation presentation, analysis, association, synthesis, designing and arranging problem-solving procedures, and conclusion. 30 participants completed a one-group pretest-posttest implementation. Results showed significant improvements in decomposition, pattern recognition, abstraction, and algorithm design, supported by positive interview responses. The model provides a framework for computational thinking development and supports SDG-oriented quality teacher education.
Training and Institutional Guidelines in Teachers’ Adoption of Generative Artificial Intelligence: Bibliometric Analysis, Empirical Evidence, and Implications for Quality Education and Sustainable Development Goals (SDGs) Majda Mountacer; Nafidi Youssef
ASEAN Journal of Educational Research and Technology Vol 6, No 1 (2027): AJERT: VOLUME 6, ISSUE 1, March 2027
Publisher : Bumi Publikasi Nusantara

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Abstract

Generative artificial intelligence (GenAI) is increasingly shaping educational practice, yet teachers’ professional adoption remains uneven. This study examines the roles of AI-related training and institutional guidelines in teachers’ use of GenAI and situates the findings within the broader context of quality education and the Sustainable Development Goals (SDGs). A cross-sectional survey of 208 Moroccan teachers was analyzed using descriptive statistics, bivariate tests, and binary logistic regression, complemented by a concise bibliometric overview of GenAI research trends. AI-related training was significantly associated with professional GenAI use, whereas institutional guidelines were not significant after adjustment. The findings emphasize the importance of sustained professional development and provide evidence for strengthening responsible GenAI integration in education, particularly in support of SDG 4 on quality education.
Digital Renewal of University Education: Barriers, Opportunities, and Contributions to Sustainable Development Goals (SDGs) Shaojie Ding; Olena Pavliuk; Tetiana Lysenko; Liudmyla Hetmanenko; Serhii Khrapatyi
ASEAN Journal of Educational Research and Technology Vol 6, No 2 (2027): AJERT: VOLUME 6, ISSUE 2, September 2027
Publisher : Bumi Publikasi Nusantara

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Abstract

The digital transformation of higher education creates opportunities and challenges, particularly in crisis-affected countries such as Ukraine. This study examines the effectiveness of digital educational technologies and their contribution to sustainable higher education. The study combined a literature-based analysis with a three-month pedagogical experiment involving 64 university students. The findings highlight the potential of online platforms, blended learning, artificial intelligence, gamification, and immersive technologies to support motivation, learning outcomes, personalization, and inclusiveness in higher education. However, limited digital competence, unequal infrastructure, insufficient funding, cybersecurity risks, and fragmented strategies remain barriers. The study proposes an integrated digital renewal framework combining technological, organizational, and pedagogical dimensions. This framework primarily supports sustainable development goals through innovation, inclusion, resilience, and partnerships.
Science Teachers’ Learning Management Competency through Professional Learning Communities to Promote Scientific Creativity and Sustainable Development Goals (SDGs) Supattra Unyaphatariyakool; Chowwalit Chookhampaeng; Jiraporn Chano; Chi Cheng Wu
ASEAN Journal of Educational Research and Technology Vol 6, No 2 (2027): AJERT: VOLUME 6, ISSUE 2, September 2027
Publisher : Bumi Publikasi Nusantara

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Abstract

This study examined guidelines and needs for developing science teachers’ learning management competency through a professional learning community approach to promote secondary students’ scientific creativity and support Sustainable Development Goals (SDGs). Data were collected from experts and science teachers using interviews and a questionnaire. Qualitative data were analyzed inductively, whereas quantitative data were summarized using means and standard deviations. The findings showed that the proposed training curriculum should integrate curriculum objectives, content, active learning, collaborative lesson development, authentic assessment, and reflection. Teachers reported a high development need, particularly for internet-based information searching, technology-supported instructional media, and varied teaching techniques. These findings guide sustainable teacher professional development and quality science education.
Mental Health and Neurodivergence Disclosure Risk Mitigation in Private Higher Education Institutions: An Integrated Risk-Protection Framework to Support Sustainable Development Goals (SDGs) Sharfika Raime; Norsafriman Abd. Rahman; Abdul Razak Yahaya; Syarizal Abdul Rahim; Fathilah Mohamed Aris
ASEAN Journal of Educational Research and Technology Vol 6, No 1 (2027): AJERT: VOLUME 6, ISSUE 1, March 2027
Publisher : Bumi Publikasi Nusantara

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Abstract

This study examines mental health and neurodivergence disclosure risk mitigation in private higher education institutions through an Integrated Risk-Protection Framework to support Sustainable Development Goals (SDGs). A quantitative cross-sectional survey was conducted involving 297 academic and non-academic staff from selected private higher education institutions in Selangor, Malaysia. The data were analysed using Partial Least Squares Structural Equation Modelling (PLS-SEM). Structural power asymmetry, institutional trust deficit, stigma anticipation, and absence of safeguards reduce psychological safety in disclosure. Perceived enforceability of protection moderates these relationships and strengthens the explanatory power of the model. This study highlights perceived enforceability of protection as a key risk mitigation mechanism for developing inclusive, psychologically safe, and sustainable higher education governance.
Science, Technology, Engineering, and Mathematics (STEM) and Research Skill Development (RSD) in Science Education in Higher Education: A Delphi-Based Model Eli Trisnowati; Wiyanto Wiyanto; Bambang Subali; Sulhadi Sulhadi; Sofina Tamam
ASEAN Journal of Educational Research and Technology Vol 6, No 2 (2027): AJERT: VOLUME 6, ISSUE 2, September 2027
Publisher : Bumi Publikasi Nusantara

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Abstract

This study developed and validated a science learning model integrating Science, Technology, Engineering, and Mathematics (STEM) with the Research Skill Development (RSD) framework to strengthen students’ research skills. A two-round Delphi study was conducted with experts to establish consensus on the model. The first round generated a conceptual synthesis through qualitative thematic analysis, while the second evaluated expert agreement using Aiken’s V. Experts reached strong consensus on the model structure, the central role of science, integration of the engineering design process, contextual problem-based learning, and progressive research stages. The proposed model has high content validity and provides a systematic framework for developing research skills, supporting student independence, and strengthening research-oriented science learning across higher education contexts.
Learning Management Challenges and Priority Needs for Career Skills Development in Educational Opportunity Expansion Schools Patcharin Thamchanya; Pacharawit Chansirisira; Xiangrong Liao
ASEAN Journal of Educational Research and Technology Vol 6, No 1 (2027): AJERT: VOLUME 6, ISSUE 1, March 2027
Publisher : Bumi Publikasi Nusantara

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Abstract

This study examined learning management challenges and priority needs for career skills development in Educational Opportunity Expansion Schools under the Office of the Basic Education Commission. The sample consisted of 327 respondents selected through multi-stage sampling. Data were collected using a questionnaire whose content validity was evaluated by five experts using the Item-Objective Congruence index. The data were analysed using frequency, percentage, mean, standard deviation, and the Modified Priority Needs Index. The current condition of learning management for career skills development was at a moderate level, while the desired condition was at the highest level. The highest priority need was learning management for career skills, followed by curriculum development and collaboration in learning management.
Designing a Data-Driven E-Learning Module for Teaching English to Young Learners: Integrating Needs Analysis and the ISAV Learning Model Endah Ratnaningsih; Erna Andriyanti; Dyah Setyowati Ciptaningrum; Arum Nisma Wulanjani; Nurrofiqi Ankisqiantari
ASEAN Journal of Educational Research and Technology Vol 6, No 2 (2027): AJERT: VOLUME 6, ISSUE 2, September 2027
Publisher : Bumi Publikasi Nusantara

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Abstract

This study designed a data-driven e-learning module for Teaching English to Young Learners by integrating needs analysis with the Interactive, Somatic, Auditory, and Visual learning model. Using a design-based research approach, the study focused on the analysis and design phases. Data were collected from elementary school English teachers and pre-service English teachers through a structured questionnaire addressing necessities, lacks, and wants. The findings identified vocabulary, reading, and oral communication as key learning necessities, alongside difficulties in sentence structure and broader instructional constraints. Respondents also preferred interactive and multimodal learning activities. These findings informed an ISAV-based e-learning module prototype integrating interactive, somatic, auditory, and visual features to support learner-centered, multimodal, and contextually responsive English instruction for young learners in digital environments.

Page 16 of 16 | Total Record : 159

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