International Journal of Asian Education
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The Role of Leadership Styles in Improving Educational Standards: Teachers' Perspectives
Full text linkThis study analyzes teachers' perceptions of the principal's leadership style in enhancing teacher performance, infrastructure, curriculum implementation, and the teaching and learning process at SD Celebes Islamic School Belopa, Kabupaten Luwu. The study involved 37 respondents (27 educators and 10 administrative staff) using a quantitative approach with a survey method. Data analysis is conducted descriptively. The findings reveal that the principal's leadership style significantly influences education quality: 1) The authoritarian style contributes the most to teacher performance development (37.5%) by increasing compliance through strict supervision; 2) In infrastructure provision, the authoritarian style is dominant (41.3%), ensuring facility availability through strict oversight, while the democratic style (41.2%) promotes participation and transparency, and the laissez-faire style (17.5%) offers freedom but negatively impacts maintenance; 3) The democratic leadership style has the greatest impact on curriculum implementation (43.9%), enhancing participation and satisfaction, whereas the authoritarian style (28.1%) supports uniformity but limits innovation, and the laissez-faire style (28.0%) allows freedom in teaching methods; 4) In the teaching process, the democratic style is most effective (38.3%), fostering innovation and teacher involvement, while the authoritarian style (34.5%) reinforces standards but restricts creativity, and the laissez-faire style (27.2%) encourages creativity but leads to inconsistency. The study highlights that a combination of leadership styles tailored to each educational aspect can create a conducive learning environment, emphasizing the importance of flexible leadership to meet dynamic educational needs and improve sustainable quality
Effectiveness of Digital Training for Educational Staff in Management Information Systems
Full text linkThe rapid digital transformation in the education sector necessitates the effective utilization of Management Information Systems (MIS) by educational staff. This study evaluates the effectiveness of digital-based technical guidance in enhancing MIS competencies among administrative personnel. A quantitative research approach was employed, with data collected from 24 participants through pre-test and post-test assessments, surveys, and institutional records. The results indicate a significant improvement in participants' knowledge, with post-test scores increasing from an average of 3.21 to 4.45. Participants reported a 35% reduction in data entry errors and a 27% decrease in administrative processing time, demonstrating the training’s impact on institutional efficiency. Additionally, the system utilization rate improved by 26%, highlighting increased confidence and adoption of digital tools. Findings further suggest that structured training programs lead to high participant satisfaction, with an overall rating of 4.33 out of 5. However, time allocation for practical exercises was identified as a challenge, indicating the need for more extensive hands-on sessions. Despite these positive outcomes, the study acknowledges limitations such as a small sample size and reliance on self-reported data. Future research should explore longitudinal impacts and assess the role of continuous training programs in sustaining digital competencies. This study underscores the critical role of technical guidance in equipping educational staff with essential digital skills, ultimately enhancing institutional performance. By implementing structured and continuous training programs, educational institutions can optimize digital transformation efforts and improve administrative efficiency. These findings provide valuable insights for policymakers and educators aiming to foster digital literacy in academic environments
Creating a Safe and Inclusive School Culture: Anti-Bullying Program Implementation in a Faith-Based Primary School
Full text linkBullying remains a persistent issue in primary education, requiring context-sensitive and value-driven interventions, especially in culturally and religiously grounded school environments. This study explores the implementation of an anti-bullying education program at SD Darud Da’wah War-Irsyad II (DDI II) Palopo, a faith-based Islamic elementary school in Indonesia, to understand its structure, processes, and challenges. Employing a qualitative descriptive design, data were collected through in-depth interviews, school observations, and document analysis. The participants included school leaders, Islamic education teachers, and homeroom teachers directly involved in the program's development and execution. The findings revealed that the program was structured across daily, weekly, and annual activities, all of which were infused with Islamic values such as rahmah (compassion), ukhuwah (brotherhood), and adl (justice). Its implementation involved stages of awareness-building, task force coordination, curriculum integration, peer support systems, and parental involvement. Challenges included students' limited awareness of non-physical bullying, teachers’ lack of training in handling psychological aggression, underreporting due to social stigma, and the absence of a formal evaluation mechanism. This study contributes to the field by offering a practical and culturally embedded model for anti-bullying education rooted in religious ethics. The model is scalable, cost-effective, and adaptable for other faith-based schools, making it relevant for educators and policymakers seeking sustainable approaches to school safety and character development in religious contexts
Mentorship Challenges: Reflections from Mentor-Teachers in Pre-Service Teacher Programs
Full text linkMentorship is crucial to pre-service teacher education, bridging the gap between theoretical knowledge and practical classroom experience. However, while extensive research has explored the perspectives of pre-service teachers (PSTs), limited attention has been given to mentor-teachers' challenges. This study examines the mentorship challenges encountered by mentor-teachers, framed within the Self-Regulation Learning (SRL) theory, which consists of three phases: Forethought, Performance, and Self-Reflection. Data were collected through semi-structured interviews with ten mentor-teachers from Buffalo City Metropolitan Education District schools using a qualitative phenomenological approach. Findings reveal three key challenges. First, in the forethought phase, PSTs lack structured preparation and clear expectations, leading to passive engagement and reliance on mentor-teachers. Second, in the performance phase, PSTs struggle with classroom execution and adaptability, failing to monitor and adjust their teaching strategies effectively. Third, in the self-reflection phase, many PSTs resist feedback and fail to engage in critical self-assessment, limiting their professional growth. This study recommends structured pre-placement training for PSTs, improved university-mentor communication, and the integration of reflection-based learning tools to enhance mentorship effectiveness. Strengthening mentorship programs through self-regulated learning strategies will better prepare PSTs for teaching challenges, promote autonomous learning, and reduce mentor-teacher burdens. This study contributes to teacher education literature by highlighting mentorship gaps and proposing a structured approach to improving mentorship in pre-service teacher training
Strengthening Religious Moderation in Madrasahs: An In-Depth Evaluation
Full text linkThis study evaluates the implementation and outcomes of religious moderation education in three madrasahs—MIS Bokin, MIS Rantepao, and MTs Rantepao—located in North Toraja Regency. Employing the CIPP (Context, Input, Process, Product) evaluation model and a qualitative approach, the research explores how religious moderation principles are integrated into Islamic Religious Education (PAI) lessons and extracurricular activities. Data were gathered through observations, interviews, and document analysis, involving principals, teachers, and students as key informants. The findings indicate that religious moderation education is embedded effectively into both curricular and extracurricular activities. Through PAI lessons, teachers integrate values such as tolerance, harmony, and critical thinking using innovative methods like Active Debate and Everyone Is a Teacher Here. These approaches enable students to internalize moderation values naturally. Extracurricular activities, such as interfaith collaborations during religious holidays, provide practical applications of these principles, fostering mutual respect and inclusivity among students. The outcomes reveal enhanced national commitment, tolerance, and critical thinking skills among students. The programs address contemporary challenges, such as the spread of radical ideologies, by creating a positive and inclusive school environment. A systematic implementation process, supported by continuous evaluation, ensures the programs’ effectiveness and adaptability to the needs of students. This study concludes that religious moderation education at these madrasahs serves as an exemplary model for fostering harmony and coexistence in diverse educational contexts. Recommendations include consistent program evaluation, leveraging technology for broader outreach, and expanding these practices to other educational institutions
The Effectiveness of Brain Gym on Concentration and Memory Performance of IT Academic Probation Students: A Case Study of UTAS-Shinas, Sultanate of Oman
No full textDespite the various academic services in place, many students still enter academic probation status and find it difficult to exit due to a low Cumulative Grade Point Average (CGPA). High academic achievements require a satisfactory level of concentration and working memory performance. This study aims to examine the effectiveness of Brain Gym exercises in improving concentration and memory levels among students on academic probation. This quasi-experimental study involved 48 students from the College of Computing and Information Sciences at the University of Technology and Applied Sciences (UTAS-Shinas), all in their first-year Diploma semester 1 of the academic year 2024-2025. The participants were allocated into a control group and an intervention group, and both groups were subjected to pre-tests and post-tests. Data on concentration were collected using Grid Concentration Exercise questionnaires, while the Digit Span Test and Spatial Test were used to assess memory performance. Two non-parametric tests were used to analyze the data: the Spearman Rank Order correlation test was used to determine the relationship between the pre-test and post-test scores for both groups, and the Wilcoxon Pair Signed Rank Test was used to measure the difference between the post-test scores of the control and intervention groups. The study's findings show a significant increase in the students’ concentration performance for the intervention group by 19.1%. The finding also shows a significant improvement for Digit Span memory and Spatial Memory Skills among participants in the intervention group by 29.7%
Unpacking the Impact of the Merdeka Mengajar Platform on Teacher Performance: A CIPP Model Evaluation
Full text linkThis study evaluates the implementation of the Platform Merdeka Mengajar (PMM) and its impact on improving teacher performance through the Context, Input, Process, and Product (CIPP) evaluation model. As a flagship initiative of Indonesia’s Ministry of Education, PMM provides self-paced training modules, instructional resources, assessment tools, and digital portfolios to support teachers in delivering the Merdeka Curriculum. Employing a qualitative approach, data were collected through semi-structured interviews, classroom observations, and document analysis involving eight teachers and one principal at a junior secondary school in Indonesia. The findings indicate that PMM is contextually aligned with the evolving needs of educators, particularly in promoting independent learning and responsive teaching. While infrastructure and resources were generally adequate, limited digital fluency and time constraints hindered optimal use. Teachers are actively engaged with the platform, supported by institutional mechanisms like Komunitas Belajar, for collaborative reflection. The evaluation showed improved pedagogical competence, classroom management, and student engagement. Despite some obstacles, PMM demonstrates strong potential as a digital innovation for professional development. This study recommends sustained policy support, user-centered platform improvements, ongoing training, and a robust monitoring and evaluation framework to enhance its effectiveness. The results provide valuable insights for policymakers and school leaders seeking to integrate technology into teacher development systems
Assessing the Impact of Government Initiatives on Primary Education Access and Quality in Bangladesh (1971-2000)
Full text linkThe period from 1971 to 2000 represents a transformative era for primary education in Bangladesh, driven by post-independence reforms and the government’s commitment to universal education. This study critically examines government-led initiatives aimed at improving access to and the quality of primary education. Key programs analyzed include the Universal Primary Education initiative, the Primary Education Development Program (PEDP I), and conditional cash transfer schemes such as Food for Education (FFE) and the Female Secondary Stipend Program (FSSP). Employing a policy analysis framework, the study evaluates the design, implementation, and long-term impacts of these initiatives. Findings reveal notable progress in primary education enrollment, with rates increasing from 75.6% in 1991 to 96.6% in 2000. Gender disparities also narrowed significantly, achieving near parity in primary school enrollment by the end of the decade. Despite these achievements, the education sector faced persistent challenges, including high dropout rates, insufficient teacher training, overcrowded classrooms, and systemic resource mismanagement. Political interference and bureaucratic inefficiencies further hindered the effective implementation of educational policies. This study highlights the dual nature of Bangladesh’s educational progress: while access to primary education has expanded considerably, issues related to the quality of instruction, curriculum relevance, and equitable resource distribution remain unresolved. The findings underscore the need for a more integrated approach to policy implementation, focusing not only on enrollment but also on educational outcomes and sustainability. These insights offer valuable guidance for future policy reforms aimed at achieving universal access to high-quality primary education in Bangladesh
The Role of Social Interaction Patterns in Character Formation and Community Awareness in the School Environment
No full textCharacter education in schools faces challenges related to social interaction patterns that influence students' moral development in the digital era. This study aims to examine the role of social interaction patterns in character formation and community awareness through a qualitative literature review. The population included scientific literature from 2021 to 2025 from journals, books, and national laws; a sample of 20-30 sources was selected through purposive sampling based on thematic relevance. Instruments, consisting of scientific documents, were analyzed through systematic collection in Google Scholar, thematic data reduction (positive-negative interactions), and literature triangulation. The results show that positive interactions such as cooperation and effective communication foster discipline, empathy, and tolerance, while negative interactions such as bullying hinder moral development. The conclusions emphasize the need for an inclusive environment through school-family collaboration for a responsible generation, with limitations in secondary data
From Knowledge to Practice: Enhancing Teacher Competence through a Life Skills-Based Module in the Merdeka Belajar Curriculum
Full text linkThe implementation of the Merdeka Belajar Curriculum in Indonesia requires teachers not only to understand policy principles but also to apply them effectively in classroom practice. However, many teachers face challenges in enacting differentiated instruction, indicating a gap between conceptual understanding and practical readiness. This study aimed to develop, validate, and evaluate a life skills-based module to enhance teacher competence in implementing the Merdeka Belajar Curriculum. The study followed the ADDIE model, Analysis, Design, Development, Implementation, and Evaluation, employing a research and development design with a mixed-method approach. Data were collected at SMPIT Ibnu Sina Palopo from 12 participating teachers through questionnaires, expert validation sheets, teacher response instruments, pre-test and post-tests, interviews, and documentation. Quantitative data were analyzed descriptively and through gain scores, while qualitative data were examined thematically. The results indicated that teachers possessed adequate conceptual understanding of the curriculum but limited readiness to apply differentiated learning strategies. The developed module was rated highly valid by content, language, and design experts and assessed as practical by teachers during pilot implementation. Effectiveness testing showed significant improvement in teacher competence after using the module, supported by qualitative evidence of increased confidence and adaptability. In conclusion, the life skills-based module successfully bridged the gap between theoretical knowledge and classroom practice, confirming the importance of embedding personal, social, academic, and vocational competencies into teacher professional development. The study contributes to curriculum innovation and teacher training by offering a structured, practice-oriented resource that supports the successful enactment of the Merdeka Belajar Curriculum in Indonesian secondary schools