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INDONESIA
Jurnal Studi Al-Qur'an dan Tafsir
Published by Universitas Islam Negeri Sulthan Thaha Saifuddin Jambi
ISSN : -     EISSN : 29881919     DOI : 10.30762
Core Subject : Religion, Humanities, Education, Social,
Religion Humanities Education Languange, Linguistic, Communication & Media Social Sciences
Qudwah Quraniyah Jurnal Studi Al Quran dan Tafsir E ISSN 2988 1919 adalah jurnal ilmiah yang diterbitkan dua kali dalam setahun setiap bulan Juni dan Desember oleh Pusat Kajian dan Penghafalan Al Quran Universitas Islam Negeri Sulthan Thaha Saifuddin Jambi Jurnal ini hadir untuk mendorong para akademisi dan peneliti dalam mengkaji Al Quran serta tafsirnya melalui beragam perspektif keilmuan Ruang lingkup kajiannya meliputi isu isu yang berkaitan dengan studi Al Quran dan tafsir mulai dari perspektif linguistik sastra qiraat dan mushaf Al Quran hingga tradisi tradisi lain yang berhubungan dengan Al Quran Selain itu jurnal ini juga mengakomodasi penelitian mengenai terjemahan Al Quran kajian dengan pendekatan multidisipliner maupun interdisipliner serta penafsiran Al Quran yang bersifat kontekstual sehingga menjadi wadah penting bagi pengembangan khazanah keilmuan Al Quran di ranah akademik
Arjuna Subject : Umum - Umum
Articles 49 Documents
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Integrating Artificial Intelligence and Case-Based Learning in Designing Pragmatic Speech Strategy Assessment Instruments Nurhuda, Putri Aulia
International Journal of Management, Innovation, and Education Vol 4, No 2 (2025): International Journal of Management, Innovation, and Education
Publisher : Universitas Pakuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33751/ijmie.v4i2.13544

Abstract

This study aims to develop and validate an innovative assessment instrument that integrates artificial intelligence (AI) and case-based learning to measure students’ understanding of pragmatic speech strategies in higher education. The research adopts a research and development (RD) approach based on the 4-D model, focusing on the stages of define, design, and develop. Data were collected through needs analysis questionnaires, expert validation sheets, and documentation involving students and lecturers from the Indonesian Language and Literature Education program. The instrument was designed to incorporate contextual case scenarios supported by AI to enhance analytical and reflective thinking in pragmatic communication. The validation results indicate that the instrument achieved a content validity score of 77.5% (valid), linguistic validity of 84.61% (very valid), and graphical feasibility of 88.46% (very valid), with an overall validity score of 83.52%, categorized as highly valid. These findings demonstrate that the integration of AI and case-based learning provides a contextual, adaptive, and effective evaluation tool for assessing students’ pragmatic competence. The study concludes that AI-assisted assessment instruments can significantly enhance the quality of learning evaluation by promoting higher-order thinking skills and contextual language use, although further empirical testing is recommended to measure their impact on learning outcomes.
A Community Engagement Model for Improving Teachers’ Competence in Developing Sundanese Instructional Materials in Primary Schools Suchyadi, Yudhie; Indriani, Rini Sri; Karmila, Nita; Ghani, Resy A.
International Journal of Management, Innovation, and Education Vol 5, No 1 (2026): International Journal of Management, Innovation, and Education
Publisher : Universitas Pakuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33751/ijmie.v5i1.13598

Abstract

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Artificial Intelligence-Driven Transformation for Sustainable Compulsory Education Management Wongmahesak, Kittisak; Karim, Fazida
International Journal of Management, Innovation, and Education Vol 5, No 1 (2026): International Journal of Management, Innovation, and Education
Publisher : Universitas Pakuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33751/ijmie.v5i1.13593

Abstract

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Human Resource Management Practices And Institutional Challenges In Ethiopian Secondary Schools Engdia, Asnakew Legesse
International Journal of Management, Innovation, and Education Vol 4, No 2 (2025): International Journal of Management, Innovation, and Education
Publisher : Universitas Pakuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33751/ijmie.v4i2.13586

Abstract

Human resource management (HRM) plays a strategic role in improving organizational effectiveness, particularly in educational institutions where teachers represent the core driver of instructional quality and school performance. Despite growing policy attention toward educational reform in Ethiopia, limited empirical evidence exists regarding the implementation of HRM practices in secondary schools, especially in relation to teacher induction, performance appraisal, and motivation. This study investigates the prevailing HRM practices and the institutional challenges affecting their implementation in Ethiopian secondary schools. A concurrent mixed-methods research design was employed to obtain both quantitative and qualitative insights. Quantitative data were collected from 262 secondary school teachers through structured questionnaires, while qualitative data were obtained from 12 purposively selected school leaders and administrative personnel through semi-structured interviews. The quantitative data were analyzed using one-sample t-tests and multivariate analysis of variance (MANOVA), whereas qualitative findings were analyzed thematically to support data triangulation. The findings reveal that the implementation of major HRM functions remains below the expected standard across the sampled schools. Teacher induction programs were inadequately structured, performance appraisal systems lacked developmental orientation and constructive feedback mechanisms, and motivational practices were constrained by insufficient financial and non-financial incentives. The study further identified several institutional barriers, including limited leadership capacity, inadequate supervision, low salary structures, weak professional recognition systems, and insufficient opportunities for professional development. Moreover, MANOVA results indicate that demographic variables such as gender, educational status, work experience, and school context did not significantly influence teachers’ perceptions of HRM practices. This study contributes to the growing discourse on context-specific HRM in developing educational systems by demonstrating how structural and managerial constraints hinder effective human resource management in public secondary schools. The findings highlight the need for adaptive HRM policies, school-based performance management frameworks, and sustainable teacher motivation strategies to strengthen educational quality and institutional effectiveness in Ethiopia.
Socio-Emotional Literacy And Scholastic Achievement Of Grade Six Pupils Gomez, Aurelio Jr, S.; Arifin, M. Zainal
International Journal of Management, Innovation, and Education Vol 5, No 1 (2026): International Journal of Management, Innovation, and Education
Publisher : Universitas Pakuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33751/ijmie.v5i1.13597

Abstract

Socio-emotional literacy is a relatively new concept in the educational arena. It has vital importance because it can greatly help improve a child's self-esteem and self-empowerment. However, there seems to be less opportunity in our society to learn the skills of communicating with and relating to others in a healthy positive ways. Thus, one of the new trends in education nowadays is developing the socio-emotional literacy of the learners. This study was conducted in order to assess the socio-emotional literacy and scholastic achievement of the Grade Six Pupils in Magugpo Pilot Central Elementary School in Tagum District. It utilized the Five-point Likert Scale in describing the level of the socio-emotional literacy of the respondents. Pearson r was used to determine the significant relationship between the level of socio-emotional intelligence and scholastic achievement, and the t-test was used in analyzing the significant difference on the socio-emotional literacy of the participants when analyzed according to gender. The findings showed that the emotional literacy of the respondents of the study in terms of self-awareness, self-regulation, self-motivation, social awareness, and social competence were rated with high category which means that they are evident in the participants of the study. Furthermore, the study found out that there was significant difference in the emotional intelligence of the participants when analyzed according to gender. Finally, it was found out that there was significant relationship between the socio-emotional literacy and scholastic achievement of the grade six pupils
An Empirical Five-Pillar Framework For Sustainability In Management Education Greenland, Steven; Saleem, Muhammad
International Journal of Management, Innovation, and Education Vol 4, No 2 (2025): International Journal of Management, Innovation, and Education
Publisher : Universitas Pakuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33751/ijmie.v4i2.13587

Abstract

Sustainability has become a strategic priority in management education as higher education institutions are increasingly expected to prepare future leaders capable of addressing complex global environmental, social, economic, and governance challenges. Nevertheless, the development of sustainability-oriented curricula often lacks empirically grounded frameworks that reflect students’ perceptions and contemporary sustainability priorities. Addressing this gap, the present study proposes and validates an empirical five-pillar framework for sustainability in management education. Using a sequential mixed-methods approach, the study first explored students’ perceptions of sustainability through qualitative interviews conducted with business and law students at an Australian higher education institution. The qualitative findings informed the development of a structured survey administered to 383 respondents. Exploratory Factor Analysis (EFA) and Partial Least Squares Structural Equation Modeling (PLS-SEM) were employed to identify and validate the underlying dimensions of sustainability. The findings reveal five interrelated pillars of sustainability: social, political, environmental, corporate, and economic sustainability. Among these dimensions, social sustainability emerged as the most influential pillar, followed by political and environmental sustainability. The study further identifies variations in sustainability perceptions across demographic and educational contexts, including gender, age, academic level, and student status. The proposed framework extends conventional three- and four-pillar sustainability models by introducing corporate sustainability as a distinct and empirically validated dimension. The study contributes theoretically by offering a data-driven sustainability framework for management education and contributes practically by providing curriculum developers, business schools, and policymakers with a structured model aligned with the United Nations Sustainable Development Goals (SDGs). The framework may support the design of more responsive and future oriented sustainability education strategies in higher education institutions.
Strategic Collaboration between Educational Institutions and Local Communities for Strengthening Vocational School Management Worapongpat, Ntapata
International Journal of Management, Innovation, and Education Vol 5, No 1 (2026): International Journal of Management, Innovation, and Education
Publisher : Universitas Pakuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33751/ijmie.v5i1.13596

Abstract

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Character Education And Social Behavior: The Mediating Function Of Emotional Development Oktavia, Emilda; Kusdyah, Ike
International Journal of Management, Innovation, and Education Vol 4, No 2 (2025): International Journal of Management, Innovation, and Education
Publisher : Universitas Pakuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33751/ijmie.v4i2.13588

Abstract

This study examines the relationship between character education and children’s social behavior by investigating the mediating role of emotional development in early childhood education settings. A quantitative survey design was employed involving 60 teachers from Palm Kids Preschool in Palembang, Indonesia. Data were collected using structured questionnaires developed from indicators of character education, emotional development, and social behavior. The data were analyzed through simple linear regression and mediation analysis using the Sobel test. The findings reveal that character education has a positive and significant effect on both emotional development and children’s social behavior. Emotional development was also found to significantly influence social behavior. Furthermore, the mediation analysis confirmed that emotional development significantly mediates the relationship between character education and social behavior. These results indicate that character education contributes not only directly to the enhancement of children’s social behavior but also indirectly through strengthening emotional competencies. The study highlights the importance of integrating character-building practices with emotional development strategies in early childhood education to foster adaptive and prosocial behavior. This research contributes to the growing discourse on socio-emotional learning and character-based education by providing empirical evidence from the context of early childhood education in Indonesia.
Strategic Use of Social Media in Public Relations to Enhance the Reputation of Higher Education Institutions Lateh, Musammil; Zaini, Abdul Wahid
International Journal of Management, Innovation, and Education Vol 5, No 1 (2026): International Journal of Management, Innovation, and Education
Publisher : Universitas Pakuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33751/ijmie.v5i1.13595

Abstract

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Page 5 of 5 | Total Record : 49

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