International Journal of Asian Education
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Reconsidering IELTS Scores in Vietnamese College Admissions: Links to Academic Success Factors
Full text linkThe International English Language Testing System (IELTS) has been accepted as a college admission requirement in Vietnam since 2017. However, its use in college admissions surged significantly after the Ministry of Education and Training’s 2023 decision to recognize IELTS scores for high school graduation. This study investigated whether IELTS scores at college admission were related to three factors associated with academic success in higher education: psychological well-being, self-efficacy, and self-confidence in key learning skills. The research involved thirty-six first-year Vietnamese college students who were divided into three groups based on their admission IELTS scores: below 5.5, 5.5 to 6.5, and above 6.5. Analysis of variance revealed no significant differences in the academic success factors among these IELTS groups at admission. The study also examined whether a College Readiness course designed to enhance these academic success factors yielded different outcomes across the IELTS groups. While students improved in course outcomes, these gains generally did not differ significantly among the three IELTS groups, particularly six weeks after the course ended. These findings, combined with the limited research on IELTS score predictive validity in Vietnam, suggest two implications: first, there is a need for more comprehensive research on how IELTS scores relate to academic success factors in the Vietnamese context; and second, institutions may need to reconsider the weight given to IELTS scores in their college admissions processes
Empowering Students: Innovative Management of Extracurricular Activities for Greater Achievement
Full text linkExtracurricular activities are a vital component in the educational process that supports holistic student development, encompassing intellectual, emotional, and social growth. This study aims to analyze the management of extracurricular activities at SMA Negeri 10 Luwu Utara and its impact on student motivation and achievement. Using a qualitative research design, data collection was conducted through observations, interviews, and documentation involving extracurricular supervisors, school officials, and students. The findings reveal that the management process follows four main stages: planning, organizing, implementing, and evaluating. The structured management approach significantly enhances student skills, fosters leadership, and boosts student engagement. However, several challenges were identified, including overlapping schedules, limited funding, and time constraints, which hinder the optimal execution of extracurricular programs. The study emphasizes that innovative management strategies, supported by the active role of teachers, school officials, and parents, are essential to maximize the benefits of extracurricular activities. Furthermore, the research highlights that effective extracurricular management not only improves student motivation but also enhances academic performance and character development. By addressing the existing challenges and strengthening collaboration among stakeholders, extracurricular activities can serve as a powerful tool to support student achievement and personal growth. This study provides valuable insights for educational institutions in developing more effective strategies to manage extracurricular programs and create a supportive learning environment that nurtures student potential in both academic and non-academic aspects
Between Two Worlds: The Impact of Sociocultural Acculturation on the Psychological Well-being
Full text linkThe sociocultural adaptation of Mainland Chinese students in Hong Kong presents unique challenges that significantly impact their psychological well-being. While Hong Kong shares cultural similarities with Mainland China, historical, political, and linguistic differences create distinct adaptation barriers for non-local students. This study examines the relationship between sociocultural adaptation difficulties and psychological distress among Mainland Chinese students, emphasizing the impact on anxiety, social impairments, and depression. Using a quantitative approach, data were collected from 245 students through a structured survey incorporating the Sociocultural Adaptation Scale and the General Health Questionnaire-28 (GHQ-28). Pearson correlation analysis revealed a strong positive association (r= 0.79, p < 0.05) between adaptation difficulties and psychological distress. Further analysis indicated that social impairments and anxiety/insomnia were the most affected mental health dimensions, while longer duration of stay in Hong Kong was linked to improved adaptation and reduced psychological distress. These findings highlight the need for targeted interventions to support Mainland Chinese students in overcoming adaptation stress. Universities should enhance peer mentorship programs, language support services, and intercultural initiatives to foster social inclusion and reduce psychological distress. Future research should explore qualitative perspectives to gain deeper insights into students' lived experiences and the long-term effects of acculturation stress. By addressing these challenges, higher education institutions can create a more supportive and inclusive environment that enhances both academic success and student well-being
Managing Multicultural Education in the Merdeka Curriculum: Strategies, Challenges, and Insights
Full text linkMulticultural education fosters inclusivity, social cohesion, and mutual respect in diverse societies. Indonesia’s Merdeka Curriculum provides a flexible, student-centered framework, making it a strategic platform for integrating multicultural education. This study examines the implementation, challenges, and institutional support for multicultural education within the Merdeka Curriculum, focusing on how schools manage diversity in teaching and learning. Data were collected through semi-structured interviews, classroom observations, and document analysis in selected junior high schools using a qualitative case study approach. Findings reveal inconsistent implementation due to teacher preparedness gaps, resource limitations, and resistance to change. While some schools integrate multicultural content effectively through inclusive teaching practices and extracurricular programs, others struggle due to inadequate teacher training and a lack of culturally diverse materials. Institutional support is critical, as schools with structured policies and administrative backing demonstrate more effective multicultural education practices. This study underscores the need for targeted teacher training, the development of multicultural learning resources, and stronger institutional policies. Addressing these challenges will enhance cultural inclusivity, student engagement, and cross-cultural understanding in Indonesian education. Future research should explore long-term impacts and best practices for sustaining multicultural education within the evolving Merdeka Curriculum
Holistic Approaches to Religious Education Management in Madrasah Aliyah Negeri
Full text linkReligious education plays a fundamental role in shaping students’ moral and spiritual values, especially in Madrasah Aliyah Negeri, which integrates both general and religious education. This study explores holistic approaches to religious education management, focusing on strategic planning, implementation, evaluation, and community participation. A qualitative research approach using a case study method was employed, involving interviews, observations, and document analysis to assess the effectiveness of religious education management. The findings indicate that effective religious education requires a combination of a well-structured curriculum, extracurricular activities, community involvement, and the use of technology. The main challenges in managing religious education include resource limitations, a lack of educators proficient in modern pedagogical methods, and external influences from social environments and digital media. To address these challenges, schools must develop teacher training programs, strengthen collaboration with parents and communities, and integrate technology as a learning tool. This study emphasizes the importance of continuous evaluation to ensure that religious education is theoretical and contributes to students’ character formation and behavior. By adopting a holistic management approach, Madrasah Aliyah Negeri can enhance the effectiveness of religious education, strengthen students’ religious identity, and prepare them to navigate modern challenges with strong moral foundations
Empowering Educators: The Principal's Strategy in Enhancing Teachers' Professional Competence in Islamic Schools
Full text linkThis study examines the strategies employed by principals in enhancing teachers' professional competence within Islamic schools. Using a qualitative descriptive approach and a case study design, data were collected through in-depth interviews, classroom observations, and document analysis. The findings reveal that principals implement structured professional development programs, mentorship and coaching initiatives, collaborative learning environments, spiritual and moral guidance, and institutional support to improve teachers' instructional skills and overall performance. The study highlights that professional development programs enhance pedagogical skills and encourage innovative teaching methods. Mentorship and coaching provide novice teachers with valuable feedback and support, leading to improved classroom management and student engagement. Collaborative learning environments, such as MGMP meetings, foster the exchange of best practices and continuous learning. Additionally, spiritual and moral guidance strengthens teachers' ethical conduct and emotional connection with students, while institutional support, including access to resources and recognition of achievements, boosts teacher motivation and job satisfaction. The results of this study align with educational theories such as Social Learning Theory, Sociocultural Theory, and Herzberg's Two-Factor Theory. However, challenges such as limited funding, resistance to change, and the need for continuous evaluation were also identified. The study concludes that the strategies implemented by principals effectively enhance teachers' professional competence by addressing both technical and moral aspects of teaching. Future research is recommended to assess the long-term impact of these strategies on student outcomes and explore the role of technology in supporting professional development
Teacher Strategies in Navigating Curriculum Transition: From K13 to the Merdeka Curriculum in Primary Schools
Full text linkThis study evaluates the implementation of a point-based disciplinary system in fostering student character development at SMAN 7 Luwu Timur. The research examines how structured disciplinary measures shape student behavior, enhance responsibility, and promote ethical values. Data were collected over one academic year through classroom observations, structured interviews with teachers and students, and document analysis using a qualitative research design. Findings indicate that the point-based system positively influences student discipline and moral development. Teachers reported a significant decrease in behavioral infractions and a noticeable improvement in students’ ethical awareness. The system fosters accountability and self-regulation, encouraging students to take responsibility for their actions. However, several challenges persist, including inconsistencies in enforcement and limited parental involvement. Some variations in disciplinary application undermine its effectiveness, emphasizing the need for comprehensive teacher training and structured implementation guidelines. This study contributes to the growing body of literature on character education by demonstrating the effectiveness of a structured disciplinary framework in promoting positive student behavior. It highlights the importance of integrating character-building strategies with school discipline policies to create a more supportive educational environment. The findings suggest that a well-designed point-based violation system can be a powerful tool for character education when implemented consistently and equitably. For sustainability and broader applicability, future research should explore the long-term behavioral impacts of such systems and investigate their effectiveness in diverse educational settings. Policymakers and educators must collaborate to refine disciplinary approaches that balance strict enforcement with holistic character development
Promoting Learners' Autonomy in Modern Era: A Textbook Analysis Under the Zone of Proximal Development Approach
Full text linkThis research aims to explore the integration of Lev Vygotsky's Zone of Proximal Development (ZPD) theory in the context of Islamic Religious Education (IRE) and character-building, focusing particularly on fostering student autonomy. The study addresses the need for a more holistic educational approach in IRE and character-building, which emphasizes transmitting religious knowledge and values and cultivates essential life skills like independence. This literature study employs qualitative descriptive methods, analyzes learning materials in IRE and character-building textbooks, and evaluates how these materials support students in their ZPD. Results indicate that this education is crucial in instilling honest, responsible, and independent behavior involving physical, economic, intellectual, moral decision-making, and spiritual aspects. However, several sub-indicators of independence are not yet fully integrated into the curriculum, indicating room for further development. Applying ZPD in learning depicts a dynamic and interactive approach, with teachers acting as active facilitators. This research highlights the need for IRE and character-building teachers to utilize ZPD to enhance student understanding and independence, focusing on the practical application of Islamic values in daily life. This study opens new insights in Islamic education literature, emphasizing significant and applicable learning, and supports the development of independent individuals, both in action and belief. Consequently, this education reinforces the internalization of religious and moral values, shaping competent and independent individuals in modern society
Evaluating the Impact of the Inspiring School Program in High Schools: Reviewing Implementation and Educational Quality Enhancement
Full text linkThis research aims to evaluate the Inspirational School Program using the CIPP (Context, Input, Process, Product) model, focusing on providing insights and recommendations for enhancing its effectiveness and sustainability. Data collection methods in qualitative descriptive research include interviews, observation, and documentation. The study's sample population comprises individuals associated with SMA Negeri 5 in Banjarmasin, including educators, school leaders, and grade XI students. In-person interviews were conducted with the school principal, homeroom teacher, counselling teacher, and students. Data analysis techniques encompass data collection, reduction, presentation, and verification/conclusion. The results indicate that the school's needs align with the Ministry of Education and Culture guidelines. Despite limited local government support, the program planning and evaluation processes have been implemented effectively despite obstacles. The Product Evaluation Stage reflects positive outcomes, including literacy, numeracy, character development, and school safety climate improvements. Educator and staff competence have also seen enhancements. It is recommended to align implementation with the Independent Curriculum, bolster human resources through educator and staff training, enhance infrastructure support, and seek increased government assistance to sustain and improve the program. These measures aim to enhance productivity further and ensure the continued success of the Inspirational School Program
Exploring Online Learning in University: Bridging the Gap between Practice and Perception
Full text linkThis study aims to evaluate the impact of implementing a hybrid training system in language teaching at Algerian universities during the Covid-19 pandemic. This research aims to understand students' perceptions and satisfaction and the effect of distance learning on their learning process. The methodology employed in this study is a mixed-methods approach, combining qualitative and quantitative techniques. A survey was conducted with 200 third-year students majoring in French Language and Literature, using online questionnaires and interviews to collect data on their experiences with the hybrid training system. Data analysis was performed using descriptive methods and content analysis. The study results indicate that 68% of students reported satisfaction with the hybrid training system, primarily due to the flexibility and variety of learning media. However, 23% of students complained about poor internet connection quality, and another 22% faced technical limitations such as a lack of devices. Overall, students appreciated the availability of instructors to answer questions online and provide prompt feedback. The implications of this study suggest that hybrid training has great potential to enhance the quality of language teaching in the digital era, although technical challenges still need to be addressed. The findings of this research can be used to develop more effective and adaptive training programs and to improve technical infrastructure to better support hybrid training in the future