International Journal Corner of Educational Research

Exploring Students' Perceptions and Learning Experiences in Vocational English Listening Through English Subtitled Anime Films

Taufik Kurniawan Suroso — 2026-07-31

This study aimed to describe students' learning experiences, identify perceived benefits, and examine perceived difficulties when listening activities are conducted using English-subtitled anime films. Employing a qualitative descriptive design integrated within an instructional evaluation at SMK Negeri 1 Batam, data were gathered from eleventh-grade vocational students through an open-ended questionnaire. The thematic findings indicate that utilizing English-subtitled anime transformed conventional listening instruction into an engaging, interactive, and low-anxiety learning experience. Students perceived significant benefits, primarily regarding phonological-orthographic scaffolding, which bridged spoken audio with written text and supported contextual vocabulary enhancement. However, students also reported operational difficulties, such as handling high speech velocity, dealing with unfamiliar terminology, and managing visual attention-splitting between action and text. The study suggests that target-language subtitled anime functions as a useful pedagogical scaffold that helps convert passive media consumption into active target-language processing in vocational English for Vocational Purposes (EVP) instruction.

School Principals’ Strategies for Managing Students’ Educational Continuation in Rural Agrarian Communities

Fitriya Fitriya — 2026-07-31

Managing students’ educational continuation in rural agrarian communities has become an important issue in educational management because many students do not continue their education to the senior secondary level despite the availability of educational institutions. The purpose of this article is to analyze the strategies of school principals in managing students’ educational continuation in MTs Hidayatul Mubtadiin, MTs Darul Munajah, SMP Taruna Jaya, and SMP Mafatihussalam. A mixed-methods approach with a multi-case study design was employed by integrating qualitative and quantitative data. Quantitative data were obtained from documentation of graduates’ educational continuation in the 2025/2026 academic year, while qualitative data were collected through in-depth interviews, observations, and document analysis involving principals, teachers, students, and parents. The findings reveal that students’ educational continuation is influenced not only by access to secondary education but also by agrarian family work culture, parental educational orientation, and the intensity of school–family communication. Schools that implemented structured socialization programs, career guidance, home visits, and collaborative partnerships with parents and the community demonstrated better educational continuation outcomes. The study also indicates that educational continuation management becomes more effective when it is organized through integrated planning, organizing, implementation, partnership, and evaluation processes. An integrated and community-based educational management approach is therefore essential for strengthening collaboration among schools, families, and local communities and for supporting students in continuing their education to the senior secondary level in agrarian rural areas.

Artificial Intelligence in Islamic Education Management: Opportunities and Challenges for Learning Management in an Islamic Boarding School

Sri Rahayu Ningsih — 2026-07-31

This study highlights the need for digital transformation in Islamic boarding schools and the challenges of implementing Artificial Intelligence (AI) in learning management. This study aims to analyze the implementation of AI at Hidayatul Mubtadiin Islamic Boarding School in South Lampung, focusing on its opportunities, challenges, and the readiness of human resources and institutions. A qualitative case study design was employed, with data collected through interviews, observations, and documentation involving Islamic boarding school leaders, teachers, education staff, and students. The findings show that AI is utilized in preparing learning tools, developing teaching materials, designing assessments, accessing learning resources, and managing educational administration, offering benefits in work efficiency, information access, learning innovation, and digital literacy. However, challenges include limited digital competence, information validity, technological dependency, and the absence of specific AI-use policies. Human resources and institutional readiness are relatively adequate, supported by leadership commitment, openness to innovation, and basic digital infrastructure. This study contributes by emphasizing the importance of strengthening digital competence, institutional governance, and the integration of Islamic educational values to ensure responsible and effective AI implementation in Islamic boarding schools.