International Journal of Asian Education
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Engineering the Future of Education: Integrating Curriculum and Technology in Indonesia's Digital Age
No full textThe rapid digital transformation has placed education as a crucial sector requiring curriculum-technology integration to prepare Indonesian human resources for global competition. This study aims to examine curriculum and technology integration as a strategy for engineering Indonesian education in the digital era. Using a convergent mixed methods design parallel to library research, the study targeted educators, students, parents, and policymakers in urban, rural, and 3T areas (N=395; n=350 surveys, n=45 interviews, 6 focus groups). Instruments included validated questionnaires, semi-structured interviews, and focus group guides, analyzed using SPSS descriptive statistics and NVivo thematic coding with data triangulation. Results showed an 82% increase in student engagement and 76% increase in digital literacy through blended learning, despite infrastructure gaps (42% fast internet) and teacher training deficits (62%). Conclusions emphasize content localization, TPACK training, and stakeholder collaboration for inclusive digital transformation aligned with the Independent Curriculum
Loss Of The Role Of The Father Since Childhood: Trauma And Self-Defense Mechanisms In The Perspective Of Psychoanalytic Theory
No full textLosing a father figure in childhood is an emotional experience that can have a significant impact on personality development, emotional stability, and social relationships until adulthood. In the perspective of psychoanalysis, this experience is understood as an initial trauma that affects the dynamics of the id, ego, and superego. This paper analyzes the loss of the father figure through the classical psychoanalytic approach of Sigmund Freud and contemporary thinkers such as Klein, Winnicott, and Bowlby. The method used is a literature study of developmental theories, object relations, attachments, and self-defense mechanisms. The results of the study show that the loss of a father can trigger basic anxiety, disturbances in emotional regulation, the use of self-defense mechanisms (repression, denial, displacement), and form a pattern of maladaptive interpersonal relationships. This trauma also affects parenting patterns in adulthood, such as hyperprotective tendencies as a form of emotional compensation. This study confirms the importance of psychodynamic interventions, parenting learning, and spiritual approaches to help individuals come to terms with past trauma and prevent the transmission of trauma between generations.
 
Scientific Literacy in Asia: Insights from the Top-Performing Economies in PISA 2022
Full text linkThe results reveal that socioeconomic status (ESCS) strongly affects scientific literacy across all five economies, with a particularly pronounced impact in Singapore and Japan. Teacher qualifications, especially the proportion of educators with doctoral degrees, significantly contribute to student performance in South Korea and Chinese Taipei. Additionally, school competition and creative learning environments play varying roles; while Singapore and Macao benefit from structured creativity programs, South Korea’s highly competitive environment leads to performance disparities. Psychological factors such as stress resistance and perseverance exhibit mixed effects. In South Korea, stress resistance positively correlates with achievement, whereas in Macao, it negatively impacts performance. Furthermore, student-teacher relationships significantly enhance literacy outcomes in Japan, emphasizing the role of positive academic interactions. These findings highlight the diverse yet interconnected educational strategies driving scientific literacy in Asia’s top-performing regions. The study underscores the importance of equitable resource distribution, teacher professional development, and balanced competitive environments in shaping student success. Policymakers can leverage these insights to refine educational frameworks globally, fostering scientific literacy while addressing disparities in STEM education
The Role of Teachers in Developing Creativity In Elementary School Age Children
No full textThe purpose of this study is to analyze the role of elementary school teachers in fostering creativity in student learning development through the application of innovative learning methods and contextual learning environments. This research employs a descriptive quantitative approach involving 30 fifth-grade students from three schools SDN 106161 Laut Dendang, SDS Nahdlatul Ulama Medan, and SD Addini Medan Tembung and one teacher respondent from each school. Data were collected through creativity questionnaires distributed to students and interviews conducted with fifth-grade teachers to understand their roles and strategies in promoting creativity. The results showed that students’ learning creativity was in the moderate to quite good category, with average scores of 66.6% at SDN 106161 Laut Dendang, 62.5% at SDS Nahdlatul Ulama Medan, and 71.8% at SD Addini Medan Tembung. Based on the teacher interviews, it was found that teachers serve as facilitators, motivators, and innovators who encourage students to think critically, explore new ideas, and express their creativity freely in the classroom. The findings imply that teachers’ active participation and innovative teaching strategies play an important role in enhancing students’ creative abilities. Therefore, strengthening professional development for teachers and improving collaboration between schools and families are necessary to create a more supportive learning environment. The implications of this study emphasize the importance of integrating contextual and project-based learning to nurture students’ creativity and problem-solving skills. Additional materials used include creativity questionnaire sheets, teacher interview guidelines, and classroom documentation that support the validity of the findings. 
Character Education Management in Resource-Limited Contexts: Evidence from Indonesian Rural Schools
No full textThis study investigates the management of character quality reinforcement at SMPN 8 Satu Atap Alla, a rural secondary school in Enrekang Regency, Indonesia. The research aims to explore how the functions of planning, organizing, implementing, and controlling are applied in strengthening students' moral and ethical behavior. A qualitative descriptive design was employed, involving interviews with the principal, teachers, administrative staff, and students, complemented by observations and document analysis. Data were analyzed using Miles, Huberman, and Saldaña's interactive model, which involves data reduction, display, and conclusion drawing. The findings reveal that character education was systematically planned by identifying moral priorities and integrating them into the school's vision, curriculum, and extracurricular activities. Organizationally, the school employed a participatory model that involved teachers, students, parents, and community members in maintaining a shared responsibility for character formation. Implementation occurred through moral integration in lessons, religious routines, and habitual practices supported by consistent teacher modeling. Evaluation and supervision were conducted through behavioral monitoring, documentation, and regular reflection meetings to ensure continuous improvement. The study concludes that effective character management in resource-limited schools depends on leadership commitment, collaborative culture, and contextual adaptation. This research contributes to educational management literature by demonstrating that even schools with limited facilities can institutionalize character education through participatory and value-based management practices, offering a replicable model for similar institutions in developing contexts
Transformational Leadership Practices of School Principals in Developing a Quality Culture in Remote Junior High Schools: A Mixed-Method Study
Full text linkThis study investigates the transformational leadership practices of a school principal in developing a quality culture in a remote junior high school in Indonesia. While transformational leadership has been extensively studied in urban and well-resourced contexts, limited attention has been given to how it is applied and adapted in geographically isolated and resource-constrained school environments. Using a mixed-method research design, this study combined qualitative data from interviews, observations, and document analysis with quantitative data obtained through teacher and student questionnaires. The findings revealed that the principal exhibited strong transformational leadership behaviors, including inspirational motivation, idealized influence, intellectual stimulation, and individualized consideration. These practices translated into the development of a collaborative, visionary, and quality-oriented school culture, despite infrastructural and logistical limitations. A localized leadership model was formulated, emphasizing four key elements: vision-driven motivation, ethical role modeling, innovation support, and personalized empowerment. The study contributes theoretically by extending the applicability of transformational leadership theory to rural and underserved educational settings. Practically, it offers a replicable leadership framework for school principals and policymakers aiming to foster school improvement under challenging conditions. Methodologically, the study affirms the value of mixed-method inquiry in capturing the complex dynamics of leadership in education. Overall, the research underscores the strategic role of principal leadership in cultivating sustainable quality culture in remote schools
Implementation of the Project Based Learning Model for Social Sciences Material on Harmony in Ecosystems in the Aspects of Creative Thinking Skills and Learning Outcomes V Grade Students
No full textThis study was conducted to address the low creativity and learning outcomes of students in the subject of harmony in ecosystems science and natural sciences through the application of the Project Based Learning (PjBL) learning model. This type of research is quantitative with a quasi-experimental pretest-posttest control group design. The study population included all students of SDN Demaan Jepara in the 2024/2025 academic year, with a purposive sampling sample consisting of grade V as the experiment (34 students) and grade VI as the control (24 students). The instrument consisted of a multiple-choice test of learning outcomes and an observation sheet of student creativity based on four indicators of creative thinking: fluency, flexibility, originality, and elaboration. Data were analyzed using a t-test to examine differences in learning effectiveness. The results showed that the experimental group using the PjBL model had a significant increase in creativity and learning outcomes compared to the control group, with a significance value <0.05. The conclusion of the study confirms that the PjBL model is effective as an innovative learning strategy to improve creative thinking skills and student learning outcomes in elementary schools on the subject of harmony in ecosystems science and natural sciences. Practical implications are suggested for teachers to optimize all stages of PjBL with appropriate facilitation to strengthen student involvement and mastery of the material
KH. Ahmad Dahlan and the Muhammadiyah Movement: Trailblazers of Educational Transformation in Indonesia
Full text linkKH. Ahmad Dahlan, born Muhammad Darwis in 1868 in Yogyakarta, was a scholar, educator, and reformer who founded Muhammadiyah in 1912. He was concerned with education and religious understanding among Indonesian Muslims, who were lagging. Muhammadiyah aimed to advance education, health, and social welfare by establishing schools that integrated religious and secular knowledge. Before Muhammadiyah, education in Indonesia was dominated by traditional pesantren and madrasah, with less relevant methods to contemporary developments. KH. Ahmad Dahlan introduced modern teaching methods that encouraged critical thinking and understanding. This study employs a literature review method to explore the contributions of KH. Ahmad Dahlan and the Muhammadiyah movement are transforming education in Indonesia. Data were collected from academic journals, books, conference papers, and credible online sources discussing the history, philosophy, and influence of KH. Ahmad Dahlan and Muhammadiyah. The research findings indicate that KH. Ahmad Dahlan and Muhammadiyah brought significant changes to Indonesian education by integrating religious and secular education, using the Indonesian language as the medium of instruction, emphasizing character education, and promoting gender equality. Muhammadiyah also introduced modern teaching methods and holistic social services. These contributions have enhanced access to and quality education, strengthened national identity, and influenced national education policies. This study provides a deep understanding of the pivotal role of KH. Ahmad Dahlan and Muhammadiyah, in educational reform, offer valuable lessons for the future development of the education system
From Low Participation to High Engagement: Developing Extracurricular Programs to Optimize Students’ Talents and Interests
Full text linkThis study aimed to develop extracurricular program guidelines to increase student participation and optimize talent and interest development in a rural Indonesian senior high school. Using a Research and Development (R&D) approach with the 4D model—Define, Design, Develop, Disseminate—the research involved 102 students, 10 extracurricular coaches, eight subject teachers, and the school principal at SMAN 11 Luwu Timur. Data were gathered through questionnaires, interviews, observations, and document reviews, with subsequent expert validation and practicality testing. Needs analysis revealed limited facilities, misalignment between programs and student interests, scheduling conflicts, and low parental support as the main barriers to participation. The guidelines addressed these challenges through clearly defined objectives, flexible scheduling, diverse and technology-based activities, and strategies for resource management and community involvement. Expert validation produced a high validity score of 76.88%, while practicality testing averaged 76.15%, indicating that the guidelines were easy to implement and adaptable to various activities. The framework aligns with the Pancasila Student Profile, Gardner’s Multiple Intelligences Theory, and Self-Determination Theory, ensuring both theoretical robustness and contextual relevance. These findings suggest that well-designed, resource-efficient extracurricular programs can enhance student engagement even in resource-limited contexts. The guidelines offer a practical, scalable model for other schools with similar challenges, contributing to the promotion of equitable access to holistic education in rural settings
Virtual Drama in Literature Education: Enhancing Language Learning Amid Challenges
Full text linkLiterature education is essential for enhancing students’ language competence, critical thinking, and engagement with literary texts. This study explores the implementation of a virtual drama project in literature classes for English Education students at IAIN Palopo, examining their responses, benefits, and challenges. Employing a descriptive-quantitative approach with qualitative elements, data were collected from 100 students across six classes through a structured questionnaire. Descriptive statistics and thematic analysis were used to analyze the findings. Results indicate that 72% of students viewed the virtual drama project as an engaging and effective learning tool, reporting improved language competence, pronunciation, confidence, and higher-order thinking skills. Additionally, 15% highlighted personal growth, citing increased self-confidence and creativity. However, 29% faced acting difficulties, struggling with emotional expression and performance adaptation in a virtual format. Technical barriers, such as poor internet connectivity (5%) and device limitations (2%), also hindered some students’ experiences. Despite these challenges, the study underscores virtual drama’s potential as an innovative pedagogical approach in literature education. Educators can enhance the effectiveness of virtual drama projects by integrating acting workshops, technological support, and stronger links to literary analysis. These findings contribute to the evolving landscape of digital literature education, offering insights for future curriculum design and pedagogical innovation in language learning