Journal of Educational Management and Instruction (JEMIN)

Community-based education program in Afghanistan: A study of policy and quality of education

2024-09-11T09:32:24+07:00

Afghanistan continues to grapple with profound challenges in delivering equitable and high-quality education, particularly in marginalized regions, despite concerted efforts to enhance educational access. This qualitative study investigates the policy frameworks and educational quality of community-based education (CBE) programs in two provinces, Nangarhar and Laghman. CBE initiatives are pivotal in mitigating barriers to education in areas beset by enduring sociopolitical adversities. Employing in-depth semi-structured interviews with nine participants—three community leaders, three directors of organizations implementing CBE, and three educators—in conjunction with a rigorous policy analysis, this study evaluates the efficacy and implementation of these programs. The findings emphasize that while CBE initiatives have markedly increased enrollment rates and bolstered community engagement, significant disparities persist in the quality of education and the execution of policy directives. Key determinants such as local governance structures, resource distribution, and cultural attitudes toward education profoundly influence these outcomes. Furthermore, challenges surrounding teacher qualifications, learning environments, and integration with the national education system remain critical concerns. This study culminates in a set of strategic recommendations aimed at refining policy frameworks and enhancing program management to address these deficiencies and advance educational outcomes.

Integrating Buddhist values into educational management: The role of self-management in enhancing educational motivation in inland Buddhist communities

2024-11-16T20:26:22+07:00

This study explores the intersection of educational management, societal life, and educational motivation within inland Buddhist communities in Lampung and South Sumatra Provinces, Indonesia. It examines how these communities integrate their cultural and religious identities into educational practices and management, shaping their motivation for learning despite geographical and motivational challenges. The Buddhist way of life, rooted in the teachings of the Buddha, fosters self-management and mindfulness, which influence their educational aspirations. Living in isolated inland settlements, these communities develop unique self-management skills through practices like six concords and mindfulness, which enhance their capacity for education. A quantitative survey method was employed, involving 210 respondents selected based on specific quality criteria. Data were collected using questionnaires and analyzed through path analysis with SPSS 26. The findings reveal significant relationships between mindful living, the six Buddhist concords, self-management, and educational motivation. The study underscores that integrating community life situations, cultural values, and Buddhist teachings into educational management policies can enhance educational motivation. The research suggests that education policies should align with societal contexts to promote higher education standards while fostering self-management skills. By leveraging Buddhist principles and mindfulness, these communities can transform their views on education, overcoming barriers associated with their geographic and motivational constraints. This study highlights the role of cultural and religious values in educational development and provides actionable recommendations for tailoring educational management to community needs, fostering societal progress and deeper engagement with education.

Developing innovative learning media using Wordwall Application to foster teachers’ competency

2024-10-11T13:18:41+07:00

The integration of technology in education remains a challenge for many teachers, hindering their ability to improve learning quality. According to the 2024 Education Report Card, there was a 3.72% decrease in learning quality compared to 2023, indicating the need for innovative solutions. One potential solution is the Wordwall application, which enables the creation of interactive learning games and activities. This study aims to develop Wordwall-based learning media to enhance teachers' performance and competency in utilizing technology for teaching. The study employs a Research and Development (R&D) methodology, involving stages of needs analysis, design, development, validation, testing, and evaluation. The subjects of the study were elementary school teachers who participated in trials using the developed Wordwall media. Findings show a significant improvement in teachers' competencies, with their understanding and application of technology in teaching increase from 75% to 95%. Additionally, the use of Wordwall application allowed teachers to design more interactive and engaging learning activities, which fostered greater student involvement. The evaluation also revealed that the learning media was easy to use and well-received by teachers. The study concludes that Wordwall application-based learning media effectively supports teachers in enhancing their teaching performance, offering a practical tool for integrating technology into the classroom.

Developing E-module based on hypothetical inquiry learning to improve students' critical thinking skills

2025-01-22T05:25:53+07:00

There is a scarcity of empirical studies that specifically examine the integration of Hypothetical Inquiry Learning (HIL) in e-modules to enhance students' critical thinking skills, particularly within the context of digital learning. This study aims to develop an e-module based on HIL to improve students' critical thinking abilities and the overall quality of learning in the digital era. The e-module is designed to facilitate students' understanding of complex concepts through an interactive Hypothetical Inquiry-based learning approach. The study employs a Research and Development (R&D) model based on Alessi and Trollip's framework, encompassing the Planning, Design, and Development stages. The study involved a population of 160 students, with a sample of 81 students from a senior high school in Sukoharjo regency, Central Java, Indonesia, and 5 validation experts, with validity assessed using the Aiken’s V index. The results of the practicality test demonstrated that the e-module based on HIL is highly practical for use as a digital learning tool, achieving a practicality score of approximately 98.32%. Furthermore, the effectiveness test revealed that the e-module significantly improves students' understanding of concepts and critical thinking skills, with an N-gain score of approximately 95.23%. Thus, the e-module based on Hypothetical Inquiry Learning represent an innovative and highly effective educational resource for enhancing student learning outcomes.

Optimizing educational personnel for effective teaching factory implementation in vocational schools: A case study

2025-01-23T14:44:46+07:00

There is a growing need to enhance the alignment between vocational education and industry requirements, yet research on the role of educational personnel management in optimizing teaching factory implementation remains limited. This study explores the management of educational personnel in the implementation of teaching factories as an innovative learning model. A teaching factory represents a dynamic and practical learning environment designed to integrate educational processes with industrial practices, bridging the gap between the competencies of students in vocational schools and the demands of industry for skilled workers. The research employs a qualitative approach using a case study method. Data were gathered through observation, participatory observation, documentation, and in-depth interviews with key stakeholders, including the principal, the head of personnel, and the heads of expertise programs. Data analysis involved processes of data condensation, data display, and conclusion drawing. The findings demonstrate that St. Mikael’s approach to educational personnel management is both innovative and effective. By investing in teacher development, fostering collaboration, and addressing challenges proactively, the school has created an environment where both teachers and students thrive. These strategies not only enhance the competencies of educators but also prepare students to meet the demands of the modern workforce. The insights from this study provide valuable lessons for other vocational schools aiming to implement teaching factory models and align education with industry needs.

The impact of Project-based Learning on senior high school students’ academic performance

2025-02-11T11:07:00+07:00

This study aims to examine the effect of the Project-Based Learning (PjBL) method on the academic performance of senior high school students. With the increasing demand for innovative teaching methods to enhance student engagement and achievement, this research focuses on a public senior high school in Jakarta, Indonesia. The research utilized a qualitative case study approach involving 11 students and 5 teachers as participants. Data were collected through in-depth interviews, classroom observations, and document analysis. Thematic analysis was applied to identify key patterns and insights. The findings revealed that the PjBL method significantly fostered students' critical thinking skills, collaboration, and intrinsic motivation, all of which contributed to improved academic performance. Teachers' involvement in project design, as well as the availability of adequate learning resources, were identified as crucial factors in the successful implementation of PjBL. This study suggests that when implemented with thoughtful planning and sufficient support, PjBL can be a highly effective approach for enhancing student outcomes. The research contributes to the growing body of evidence supporting the integration of PjBL in the classroom and underscores its potential as a strategy to address academic challenges in senior high schools.

Modeling entrepreneurial intentions among vocational high school students: The roles of education, family, and school support

2025-04-28T13:31:40+07:00

This study explores the determinants of entrepreneurial intentions among vocational high school students, emphasizing the roles of entrepreneurial education, family support, and school support, with entrepreneurial self-efficacy as a mediating variable. Using a quantitative research approach, data were collected from 214 students enrolled in the Business and Marketing Department of a vocational high school in Indonesia. The results show that school support has a significant direct influence on entrepreneurial intentions, while entrepreneurial self-efficacy serves as a crucial mediator between external support systems and students’ entrepreneurial aspirations. Notably, although school support exerts the strongest direct effect, its mediated effect through self-efficacy is comparatively smaller. These findings highlight the importance of developing robust educational frameworks, enhancing family encouragement, and strengthening institutional support to cultivate entrepreneurial mindsets among vocational students. The findings of this study have several practical implications, including the need for curriculum development, targeted teacher training in entrepreneurship education, and fostering collaboration between families and schools. This study contributes to the existing literature by proposing a comprehensive model of entrepreneurial intention formation within vocational education, particularly relevant to emerging economies.

Transformational leadership and the development of professional learning communities in elementary schools

2024-10-13T15:36:17+07:00

Transformational leadership has become increasingly vital in education for fostering school improvement, innovation, and teacher collaboration. This study aimed to describe how transformational leadership is implemented by elementary school principals and how it contributes to the development of Professional Learning Communities (PLCs). Conducted at SDN 019 Pabaki Bandung, West Java province of Indonesia, this study employed a qualitative case study design. Data were gathered through purposive sampling from three participants: a principal, a vice principal, and a teacher. Methods included interviews, direct observations, and document analysis. Triangulation and inductive analysis were used to ensure data validity and depth. The findings reveal that the principal's transformational leadership significantly improved teacher collaboration, instructional quality, and administrative efficiency. The development of PLCs was evident through continuous, collaborative learning practices supported by the principal's guidance, encouragement of innovation, and cultivation of a supportive school culture. These practices fostered a harmonious and innovative environment conducive to ongoing professional growth. This study underscores the importance of transformational leadership in empowering educators and sustaining PLCs. The findings highlight the role of school leaders in promoting continuous learning and collaboration, ultimately contributing to improved educational quality. The implications suggest that adopting transformational leadership can serve as a catalyst for meaningful school reform and long-term professional development.

Advancing teacher professional development for interactive learning technologies in digitally enriched classrooms

2025-02-07T15:14:16+07:00

The rapid evolution of digital technologies has redefined educational practices and emphasized the need to enhance teachers’ competencies in implementing interactive learning tools. This study aims to examine the challenges and opportunities associated with teacher professional development in digitally enriched classrooms. Adopting a qualitative case study design, the research utilizes semi-structured interviews, classroom observations, and document analysis to investigate how targeted professional development programs influence pedagogical practices and support the integration of interactive technologies. A total of 25 teachers were selected from a diverse mix of educational levels, including primary, secondary, and tertiary institutions. Findings indicate that structured training programs, grounded in theoretical frameworks such as TPACK and SAMR, significantly enhance teachers’ capacity to foster student engagement and improve learning outcomes. Additionally, the study underscores the importance of collaborative learning communities and sustained support systems in maintaining teachers’ digital competence. This study concludes that continuous, theory-informed, and context-sensitive professional development initiatives are essential for equipping educators to navigate the complexities of modern digital classrooms. This study contributes to the growing literature on digital pedagogy by providing practical insights and strategic recommendations for advancing teacher development in the context of interactive learning technologies.