http://journal.rafandhapress.com/BEMI <table class="data" width="100%" bgcolor="#f0f0f0"> <tbody> <tr valign="top"> <td>Journal title</td> <td>Bulletin of Educational Management and Innovation</td> </tr> <tr valign="top"> <td>Frequency</td> <td>April and October</td> </tr> <tr valign="top"> <td>Online ISSN</td> <td><a href="https://issn.brin.go.id/terbit/detail/20230402551097043" target="_blank" rel="noopener">2986-8688</a>, registered in the <a href="https://portal.issn.org/resource/issn/2986-8688" target="_blank" rel="noopener">ISSN International Centre</a></td> </tr> <tr valign="top"> <td>DOI</td> <td>Prefix: 10.56587</td> </tr> <tr valign="top"> <td>Publisher</td> <td><a href="https://rafandhapress.com/" target="_blank" rel="noopener">Rafandha Press</a></td> </tr> <tr valign="top"> <td>Citation Analysis</td> <td><a href="https://scholar.google.co.id/citations?view_op=list_works&amp;hl=id&amp;authuser=3&amp;user=QPOuh_AAAAAJ" target="_blank" rel="noopener">Google Scholar</a> | <a href="https://app.dimensions.ai/discover/publication?search_mode=content&amp;and_facet_source_title=jour.1456717" target="_blank" rel="noopener">Dimensions</a></td> </tr> <tr valign="top"> <td>Indexing</td> <td><a href="https://garuda.kemdikbud.go.id/journal/view/31589" target="_blank" rel="noopener">GARUDA</a> | <a href="https://moraref.kemenag.go.id/archives/journal/100296727688440155" target="_blank" rel="noopener">MORAREF</a> | <a href="https://www.scilit.net/sources/135582" target="_blank" rel="noopener">Scilit</a></td> </tr> <tr valign="top"> <td>Author Fee (APC)</td> <td><a href="https://journal.rafandhapress.com/BEMI/apc">Click here</a></td> </tr> </tbody> </table> <p>Bulletin of Educational Management and Innovation (BEMI) is a <strong>peer-reviewed</strong> journal that publishes original and significant contributions to educational management, and Innovation, in the broadest sense. This journal is published by <strong><a href="https://rafandhapress.com/" target="_blank" rel="noopener">Rafandha Press</a>,</strong> two times a year (<strong>April and October</strong>) with Online ISSN <strong><a href="https://issn.brin.go.id/terbit/detail/20230402551097043" target="_blank" rel="noopener">2986-8688</a></strong>. We believe that the success of education is supported by a quality learning process and good institutional management. Therefore, BEMI aims to facilitate academics and practitioners both nationally and internationally to publish their original and significant contributions to educational management, and Innovation, in the broadest sense. BEMI is fundamentally concerned with issues of:</p> <p><strong>Educational Management</strong>: theoretical and empirical research studies on Educational Leadership, Educational Policy and Planning, Educational Economics, Educational Politics, Human Resources in Education, Teacher Development, Leadership and management practice, educational organizational behavior, Educational organizational culture, and curriculum management. We invite manuscripts that investigate educational leadership and management at the primary, secondary and tertiary education levels. </p> <p><em><strong>Learning and Teaching Innovation: </strong>T</em>heoretical and empirical research studies on the <em>Development of learning</em> content for higher cognitive skills, social and emotional skills, technological skills, digital literacy and competency, employability, etc. Learning methods and pedagogical development, Research on effective learning environments, etc.</p> <p style="text-align: justify;"><a href="https://rafandhapress.com/" target="_blank" rel="noopener"><strong>Rafandha Press</strong></a> Publisher is a scientific journal publishing company that is officially registered with the Ministry of Law and Human Rights of the Republic of Indonesia with number of AHU ( <a href="https://drive.google.com/file/d/1kLElcJxtqUfuYh6fB_xuFw9GkLWI769m/view?usp=sharing">AHU.0029029-AH.01.14 Tahun 2022</a>).</p> Rafandha Press en-US Bulletin of Educational Management and Innovation 2986-8688 <p>Authors who publish in this journal agree to the following terms:</p> <ul> <li class="show">Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a <a href="https://creativecommons.org/licenses/by-sa/4.0/" target="_blank" rel="noopener">Attribution-ShareAlike 4.0 International (CC BY-SA 4.0) License</a> that allows others to share the work with an acknowledgement of the work’s authorship and initial publication in this journal.</li> <li class="show">Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal’s published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.</li> <li class="show">Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).</li> </ul> http://journal.rafandhapress.com/BEMI/article/view/114 <p><strong>Background</strong><strong>: </strong>Zimbabwe still relies on a traditional educational accountability system that can no longer cope with new pressures for educational accountability in the face of changing conceptions and practices of Educational Accountability. This prompted the researcher to explore a possible alternative of an educational accountability system driven by technology</p> <p><strong>Method</strong><strong>: </strong>Educational e-accountability systems in three countries were analysed to draw lessons for Zimbabwe's proposed educational e-accountability system. The researcher employed a qualitative approach using the content analysis technique. The focus was on some online studies purposively selected and derived from the EBSCOHOST, JSTOR, ProQuest E-Book Central and Google web search engine. The paper exposed the inadequacies of Zimbabwe’s current educational accountability system, which is described as traditional, limited, and weak in feedback mechanisms as compared to accountability systems of the other three countries, namely the United States of America, Australia, and Botswana.</p> <p><strong>Findings: </strong>The proposed e-accountability for Zimbabwe, unlike other countries reviewed that rely on one form of accountability, draws from external and internal accountability systems informed by Open Government concepts to maximize the combined strengths of these three conceptual frameworks. If implemented, the new e-accountability system will improve accountability, efficiency, effectiveness, trust, transparency, feedback, and ultimately, the educational outcomes in Zimbabwean schools.</p> Shepherd Shoko Copyright (c) 2025 Shepherd Shoko https://creativecommons.org/licenses/by-sa/4.0 2025-06-23 2025-06-23 3 2 96 113 10.56587/bemi.v3i2.114 http://journal.rafandhapress.com/BEMI/article/view/115 <p><strong><em>Background</em></strong><strong><em>: </em></strong><em>The need for learning media continues to grow in accordance with students' learning needs, including in geography subjects. Geography material that still has difficulties in understanding is the phenomenon of the geosphere (Atmosphere). It is necessary to develop learning media that can solve problems in geography learning, namely media based on mobile learning simulation.</em></p> <p><strong><em>Purpose</em></strong><em>: The purpose of this study is to develop a geography learning media product for atmospheric material based on mobile learning simulation in the form of a website with the product name AtmoLearn.</em></p> <p><strong><em>Method</em></strong><strong><em>: </em></strong><em>The development method used is a modification of ADDIE, namely ADD. Researchers are aware of limitations in implementing it. </em></p> <p><strong><em>Findings: </em></strong><em>The results of this study are to produce learning media products that are ready to be implemented. Thus, AtmoLearn products can be applied to students to determine their effectiveness, usefulness, and can increase student motivation and learning outcomes.</em></p> Muhammad Sainul Fadlan Fadlan Alfiatus Zulfa Budi Handoyo Copyright (c) 2025 Muhammad Sainul Fadlan Fadlan, Alfiatus Zulfa, Budi Handoyo https://creativecommons.org/licenses/by-sa/4.0 2025-09-28 2025-09-28 3 2 114 124 10.56587/bemi.v3i2.115