IJECA (International Journal of Education and Curriculum Application)
Journal Title IJECA (International Journal of Education and Curriculum Application) Initials IJECA Frequency 3 issues per year (April, August, December) DOI prefix 10.31764 by ISSN 2614-3380 OAI Address http://journal.ummat.ac.id/index.php/ijeca/oai Editor-in-Chief Assoc. Prof. Dr. Intan Dwi Hastuti Universitas Muhammadiyah Mataram Scopus ID 57211409095 Google Scholar Managing Editor Assist. Prof. Dr. Syaharuddin Universitas Muhammadiyah Mataram Scopus ID 57217864595 Google Scholar Indexing SINTA (Grade 2), Google Scholar, WorldCat, CrossRef, Garba Rujukan Digital (Garuda), ROAD, Moraref, Dimensions Publisher Universitas Muhammadiyah Mataram Contact ijeca.ummat@gmail.com | Support IT +62 878-6400-3847 Publication April 2018 IJECA (International Journal of Education and Curriculum Application) is published by Universitas Muhammadiyah Mataram. This journal accepts manuscripts of research results in the field of education, curriculum, and its application. Additionally, the editorial team accepts research results in fields including strategic studies on curriculum development; implementation of the old and new curriculum at every level of education; Islamic character education; study of learning models based on the teachings of various religions in the world; development of technology-based learning media; implementation of technology in learning; and integration of local culture in the learning process (ethnomathematics, ethnoscience, ethnopedagogy, ethno-edutainment, etc.).
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Visual Interactive Virtual Object: Development of Whisk AI Based Animated Video Media to Improve Science Learning Outcomes
The rapid development of digital technology in education requires innovative learning media that can help elementary students understand abstract science concepts more effectively. However, many elementary science learning practices still rely on conventional explanations that limit students’ conceptual visualization and interactive engagement. This gap indicates the need for technology-integrated media that combine visual representation and interactive learning experiences. Therefore, this study aimed to develop and examine the validity, practicality, and effectiveness of WHISK AI–based animated video learning media integrating the VIVO (Visual Interactive Virtual Object) concept in elementary science learning. The novelty of this research lies in the integration of artificial intelligence assisted animated video development with interactive virtual object visualization (VIVO), which has not been widely implemented in elementary science learning to support the visualization of abstract concepts through visual interactive scaffolding. This study employed a Research and Development (R&D) approach using the ADDIE model, which consists of five stages: analysis, design, development, implementation, and evaluation. The research subjects were fifth-grade students from SDN 06 KL and SDN 13 LB in West Sumatra during the second semester of the academic year. Data were collected through expert validation sheets, teacher practicality questionnaires, student response questionnaires, observations, and learning outcome tests using a one-group pretest–posttest design. Data analysis techniques included descriptive quantitative analysis using mean scores to determine validity and practicality levels, as well as normalized gain (N-gain) analysis to measure learning effectiveness. The validation results from six experts (language, content, and educational technology experts) showed an average score of 4.32, categorized as highly valid. The practicality test involving six teachers produced an average score of 4.40, indicating that the media are highly practical. Furthermore, the effectiveness test conducted with 80 students demonstrated a moderate improvement in learning outcomes, with an average N-gain score of 0.57, indicating meaningful conceptual improvement after the implementation of the developed media. Based on these findings, the WHISK AI–based animated video learning media integrating the VIVO concept are valid, practical, and effective in improving students’ understanding of abstract science concepts. Pedagogically, the integration of AI-generated animation and interactive virtual visualization provides structured visual scaffolding that supports conceptual construction, increases student engagement, and strengthens technology-integrated science learning at the elementary level. Therefore, this media can serve as an innovative alternative to enhance digital-based instructional practices in elementary science education.
Copyright (c) 2026 Gingga Prananda, Mariane Bitacura Tubo, Eka Supriatna, Loso Judijanto https://creativecommons.org/licenses/by-sa/4.0
Does Mindfulness Foster Grit in Young Learners? Evidence from Islamic Primary Schools across Sociodemographic Contexts
This study investigates whether mindfulness fosters grit among Islamic elementary school students across diverse socio-demographic contexts in Indonesia. The growing need for non-cognitive competencies, such as perseverance and self-regulation, underscores the importance of identifying psychological factors that support students’ academic persistence. Therefore, this research aims to examine the predictive role of mindfulness for grit and explore variations in both constructs by gender, residential area (rural–urban), and province. A quantitative cross-sectional design was employed involving 535 students from Islamic primary schools across 24 provinces. Data were collected using adapted versions of the Child and Adolescent Mindfulness Measure and an elementary school grit scale, both demonstrating acceptable validity and internal consistency reliability in the Indonesian context. Statistical analyses included descriptive statistics, independent samples t-tests, one-way ANOVA, and simple linear regression. Results indicate that most students demonstrate moderate levels of mindfulness and grit, with significant differences across gender, region, and province. Female and rural students score higher on mindfulness and grit. Regression analysis reveals that mindfulness significantly predicts grit (β = 0.440, p < .001), explaining 19.4% of the variance, suggesting that present moment awareness and emotional regulation contribute to students’ perseverance. These findings imply that cultivating mindfulness within Islamic educational settings may strengthen character education and enhance academic resilience. Future research should use longitudinal and experimental designs, include multi-informant data, and consider contextual factors to better understand how mindfulness supports grit development.
Copyright (c) 2026 Santy Andrianie, Arifah Wulandari, Elwas Berdha Krismona, Zaida Nor Zainudin, Nor Zaiham Midawati Abdullah, Khairul Bariyyah, Mayobi Aluzo Putra https://creativecommons.org/licenses/by-sa/4.0
EFL Students’ Motivational Regulation and Behavioral Engagement in Academic Reading Tasks: A Mixed-Methods Inquiry
Motivational regulation and behavioral engagement influence academic reading in EFL higher education, yet many students struggle to stay motivated and actively involved in demanding tasks. Prior research has often treated these constructs separately and relied on self-report data, so we still know little about how students regulate their motivation in practice or how this connects to their observable engagement. This study aims to examine how motivational regulation relates to behavioral engagement in EFL academic reading. It also aims to identify the strategies students use to regulate motivation and sustain engagement during cognitively demanding reading tasks through a mixed-methods approach. The participants were 114 third-semester EFL students from four universities in Bengkulu, Indonesia, selected through purposive sampling based on their enrollment in academic reading courses. Quantitative data were collected through a motivational regulation and engagement questionnaire and analyzed using descriptive statistics and correlation analysis to identify patterns and relationships between constructs. Qualitative data were obtained through semi-structured interviews and analyzed thematically to explain the quantitative results. The findings indicate that students demonstrated relatively high behavioral engagement in academic reading (M = 3.17). Students also reported strong goal-directed motivation (M = 3.33) and self-regulation (M = 3.10–3.25). Qualitative evidence suggests that students who actively regulate their motivation are more likely to continue reading difficult texts and complete their tasks. Interview results further revealed that goal setting, effort regulation, and perceived task value supported sustained engagement in reading activities. These findings highlight motivational regulation as a key mechanism supporting behavioral engagement in EFL academic reading. The study contributes empirical evidence showing how goal setting, time management, and comprehension monitoring support sustained engagement during demanding reading tasks. Pedagogically, the findings suggest that academic reading instruction should explicitly integrate motivational regulation strategies through structured pre-reading goals, guided monitoring activities, and reflective tasks to help students sustain effort and engagement in higher education EFL contexts.
Copyright (c) 2026 Nila Kencana, Sinarman Jaya https://creativecommons.org/licenses/by-sa/4.0
Career Construction among Islamic Primary School Student: An Exploratory Study of Early Career Planning
Research on career development has largely focused on adolescents and young adults, leaving early career construction in primary education relatively underexplored, particularly in religious-based schooling context. Drawing on Career Construction Theory (CCT), this study examines how teachers in Islamic elementary schools facilitate students’ early career meaning making. A qualitative design was employed involving five Islamic elementary school teachers in Central and East Java, Indonesia, selected based on their teaching experience and involvement in student development programs. Data were collected through in-depth interviews and document observations and analyzed using reflexive thematic analysis framework. Credibility was ensured through data triangulation and member checking. The findings reveal that teachers act as key agents in fostering students’ early career awareness by integrating Islamic values such as responsibility, discipline, honesty, and respect into learning actions and school programs. Experiential activities, including career visits, school orientation programs, and interest-based extracurricular activities, support students’ early exploration and emerging career adaptability. This study contributes to the development of CCT by demonstrating how early career narratives can emerge within culturally and spiritually grounded educational environments. Pratically, the findings highlight the need for developmentally appropriate and culturally responsive career guidance frameworks in primary education. Future studies should incorporate students’ and parents’ perspectives to further capture the dynamics of early career constructions.
Copyright (c) 2026 Arifah Wulandari, Santy Andrianie, Elwas Berdha Krismona, Khairul Bariyyah, Badiyah Mirna Meilawati, Celso P. Resueṅo Jr., Ivan Hasan Murad https://creativecommons.org/licenses/by-sa/4.0
Developing a Conceptual Experiential Learning–Based School of Entrepreneurship Model to Foster Entrepreneurial Mindset and Character in Senior High School
Entrepreneurship education at the secondary school level is increasingly recognized as a strategic pathway to cultivate future-ready competencies beyond technical business skills. However, many school-based programs remain fragmented, focusing primarily on business projects without systematically integrating dispositional development and institutional support mechanisms. This study aims to develop and conceptually validate the Experiential Learning–Based School of Entrepreneurship (PEIR) model designed to strengthen the entrepreneurial mindset and entrepreneurial character of high school students. The study uses a Research and Development (R&D) approach adapted from Borg and Gall with a focus on the model development stage, including needs analysis, conceptual design, expert validation, and limited testing. Data were collected using a needs assessment questionnaire, expert validation sheets, a model feasibility observation checklist, a student perception questionnaire, and standardized instruments to measure entrepreneurial mindset and entrepreneurial character. The results of the needs analysis showed pedagogical fragmentation, limited institutional integration, and the lack of a dispositional assessment mechanism that explicitly measures the strengthening of entrepreneurial mindset and character. The PEIR (Prepare–Experience–Internalize–Reflect) model was designed as a structured and integrated experiential learning cycle with institutional support and a multidimensional evaluation system. Expert validation results showed a very high level of content validity (S-CVI = 0.96) and excellent instrument reliability (α = 0.93). A limited trial showed a high level of model feasibility (90%), very positive student perceptions (M = 4.28), and moderate improvement based on N-Gain values for the variables of entrepreneurial mindset (0.43) and entrepreneurial character (0.38). These findings indicate that the integration of structured experiential learning within an institutional framework can produce meaningful dispositional reinforcement. Theoretically, this study contributes by integrating cognitive and affective-ethical dimensions into a single operational learning architecture. Practically, the PEIR model offers an adaptive and sustainable framework for schools to institutionalize entrepreneurship education oriented towards character building and entrepreneurial mindset.
Copyright (c) 2026 Dede Jajang Suyaman, M. Januar Ibnu Adham, Amri Dhimas Maulana, Mohamed Saddik, Thaufan Abiyuna, Lia Eka Septi, Elia Nurindah Sari, Zahra Yasifa Hasbullah https://creativecommons.org/licenses/by-sa/4.0
Integration of Case Study-Based Experiential Learning to Improve Communication Skills and the Depth of Thinking of Vocational Students
Despite the high demand for interpersonal excellence in the tourism industry, student engagement in Vocational High Schools remains hindered by conventional one-way instructional methods. This creates a critical gap between classroom outputs and the professional communication and analytical depth required by the sector. While Experiential Learning is a recognized pedagogical framework, its specific integration with case-study-based approaches to address the dual challenges of communication and cognitive complexity in Tourism Service programs remains under-explored. This study adopts a quasi-experimental non-equivalent control group design to evaluate the efficacy of case-study-based Experiential Learning. Involving 65 students from a Tourism Service Business Expertise Program in East Java, the research design balances rigorous statistical testing with conceptual alignment to vocational needs. Data were gathered through structured communication observations and SOLO Taxonomy-based essay tests to capture multifaceted cognitive growth. Analysis utilized Independent Samples t-test, Mann–Whitney U test, and Cohen’s d to ensure both statistical significance and practical effect size. Results indicate a significant divergence between the experimental and control groups (p < 0.001), with the experimental group demonstrating superior outcomes in both variables. The calculated effect sizes confirm a robust impact, suggesting that this integration is not merely an alternative, but a necessary instructional shift. The study's novelty lies in demonstrating how the case-study-based experiential model acts as a catalyst for transforming passive vocational learners into industry-ready communicators with higher-order thinking depth, providing a scalable strategy for modernizing vocational tourism curricula.
Copyright (c) 2026 Desi Rindrania, Hariyanto, Endra Priawasana https://creativecommons.org/licenses/by-sa/4.0
The Integration of Andragogy, Pedagogy, and Inclusive Technology in Language Education: A Systematic Literature Review of 21st Century Online Learning
The rapid growth of digital technologies has transformed online language learning, yet the integration of pedagogical structure and andragogic autonomy remains insufficiently synthesized. This study aims to systematically review how digital learning technologies are integrated with pedagogical and andragogical principles in online language learning and to develop an integrative conceptual framework. A PRISMA-guided systematic literature review was conducted on 15 peer-reviewed articles published between 2015 and 2025, selected using the PICOS framework. The analysis employed thematic synthesis to identify patterns of technology use, pedagogical approaches, and andragogic principles. The findings show that technologies such as learning management systems, mobile learning, artificial intelligence, and immersive environments function as mediating tools linking structured pedagogical scaffolding with learner autonomy. However, their effectiveness is highly context-dependent and constrained by instructional design and learner readiness. Based on the synthesis, this study proposes the Integrated Pedagogical–Andragogical (IPA) Model, which conceptualizes technology as an epistemic mediator facilitating a gradual transition from guided instruction to self-directed learning. This review offers an integrative theoretical contribution to digital language education without making generalized causal claims.
Copyright (c) 2026 Delsy Arma Putri, Syahrul R., Agustina, Vivi Indriyani https://creativecommons.org/licenses/by-sa/4.0
A Systematic Literature Review and Bibliometric Analysis of Global Trends in Character Education at the Elementary School Level
Character education plays a crucial role in developing ethically grounded and socially responsible learners amid contemporary global challenges. However, existing studies remain fragmented, with limited synthesis of global research patterns, methodological orientations, and theoretical developments at the elementary school level. Addressing this gap, this study aims to strengthen the global positioning of character education research through an integrated Systematic Literature Review (SLR) and bibliometric analysis. Guided by PRISMA guidelines, the study reviewed 110 Scopus-indexed journal articles published between 2011 and 2025. Bibliometric analysis was employed to map publication trends, geographic distribution, influential authors, and keyword-based thematic clusters, while thematic synthesis was used to examine research designs, conceptual frameworks, and recurring gaps. Data were retrieved from the Scopus database using a structured screening protocol, and thematic coding was conducted using NVivo with manual cross-validation to ensure analytical rigor. The findings indicate a steady growth in publications, with Asian countries emerging as major contributors. Research themes increasingly emphasize moral education, social–emotional learning, and global citizenship, supported predominantly by qualitative and mixed-method approaches. Nevertheless, the literature remains constrained by context-specific studies, limited longitudinal evidence, and challenges in cross-cultural measurement of character outcomes. The study contributes theoretically by clarifying the evolving conceptual landscape of elementary character education and methodologically by demonstrating the value of integrating bibliometric mapping with thematic synthesis. Practically, the findings offer guidance for developing scalable, context-responsive, and empirically grounded character education models applicable across diverse educational settings.
Copyright (c) 2026 Muhammad Isro’ Hidayatullah, Melinda Septiani, Hamdiana, Lalu Sumardi, Dadi Setiadi, Rano Zokhidova, Sukron Fujiaturrahman https://creativecommons.org/licenses/by-sa/4.0
The Pedagogy Inherent in Japan's Early Childhood Education Curricula by Bibliometric Analysis
The establishment of the Child and Family Agency in 2023 marked a critical turning point in Japan's early childhood education and care (ECEC) system. However, systematic empirical evidence on the pedagogical foundations of of Japanese ECEC curricula remains limited. This study employs a systematic bibliometric review aimed at exploring the structural characteristics and dominant pedagogical frameworks of ECEC curriculum under institutional transformation. In accordance with the PRISMA guidelines, a comprehensive literature review of 972 papers identified by the Publish or Perish tool with a focus on Google Scholar was conducted, encompassing publications from 2022 to 2025. The primary research instrument employed was VOSviewer, a software program designed for analysing scientific literature. This software enabled the execution of two key research methodologies: keyword co-occurrence mapping and conceptual clustering.The findings reveal that pedagogy, curriculum and children are the central pillars of the Japanese ECEC curricula. Distinct conceptual clusters emerge, including the close association between play and care, as well as patterns reflecting indirect education (Kansetsu Kyoiku). Additionally, a significant discrepancy is observed between the national curriculum and its implementation in practice. In conclusion, this study offers three key contributions. Firstly, it provides a visual taxonomy that bridges the gap between abstract national policy and actual research trends. Secondly, it identifies a significant conceptual discrepancy between the 'intended curriculum' and the 'practised curriculum', highlighting a critical area for future qualitative inquiry. Finally, it provides an empirical basis for culturally embedded educational logics, thereby offering a new theoretical framework for international comparative ECEC research.
Copyright (c) 2026 Rie Takahashi, Yeni Rachmawati, Naomi Takasawa https://creativecommons.org/licenses/by-sa/4.0
IRE Teachers’ Perceptions and Prevention of Student Sexual Deviance in Bandung High Schools
The phenomenon of risky sexual behavior in contemporary urban settings has undergone a significant shift due to the normalization of digital culture. This study aims to explore Islamic Religious Education (IRE) teachers' perceptions of adolescent sexual behavior and to examine the strategic measures undertaken to mitigate it within senior high school contexts. Employing a descriptive qualitative approach, data were collected through in-depth interviews with seven IRE teachers in Bandung, Indonesia, selected via purposive sampling. Data were analyzed using the Miles and Huberman interactive model, involving data reduction, data display, and conclusion drawing to ensure analytical rigor. The findings reveal a normative–religious framework categorizing adolescent dating as sexual deviance based on the sadd al-dharī‘ah (blocking the means to sin) principle. Crucially, this study identifies a Parental Paradox, where parents permit heterosexual dating to prevent perceived greater deviations like LGBT. While teachers implement religious habituation and environmental engineering, effectiveness is hindered by a professional competence gap in psychological counseling. This study advocates for shifting IRE toward a religiously sensitive counseling model. Practically, educational authorities must integrate adolescent psychological competencies into the IRE curriculum to address contemporary sexuality issues more transformatively.
Copyright (c) 2026 Salis, Wawan Hermawan, Agus Fakhruddin https://creativecommons.org/licenses/by-sa/4.0
The Role of Madrasah Principles and School Culture in Enhancing Teacher Performance at Muhammadiyah Schools
This study examines how madrasah principals' leadership practices and school culture shape teacher performance in Muhammadiyah schools in South Sulawesi, Indonesia. While previous studies have extensively addressed leadership and school culture, evidence remains limited regarding the specific mechanisms by which faith-based leadership in Muhammadiyah madrasahs is manifested and experienced at the school level, particularly outside of key areas. Addressing this gap is crucial because leadership and culture are practical levers for strengthening teacher development and maintaining school quality in a values-based educational environment. This study employed a qualitative multiple case study design in three Muhammadiyah madrasahs in South Sulawesi. Data were collected through in-depth interviews with participants (madrasah principals, vice-principals, and teachers) who were purposively selected based on criteria such as position, minimum tenure, integration into professional development programs, and non-participant observation and document analysis (e.g., school policies and professional development records). Data were analyzed using thematic analysis through iterative coding, theme development, and cross-case comparison. Findings indicate that principals support teacher performance through (1) structured professional development planning (e.g., training/workshops aligned with teacher needs), (2) instructional supervision and feedback routines, (3) cultivating a collaborative culture (peer support, shared problem-solving), and (4) recognition practices that strengthen motivation and commitment. Based on these themes, we recommend strengthening needs-based professional development cycles, institutionalizing regular feedback and supervision protocols, and implementing transparent recognition criteria aligned with agreed-upon performance indicators.
Copyright (c) 2026 Abd. Rahman, Mowafg Masuwd, Mohd Aizul Yaakob, Hasanuddin https://creativecommons.org/licenses/by-sa/4.0
Teacher Authority in Assessment-Oriented English Classroom Discourse: A Critical Discourse Analysis of In-Service Teachers in Indonesia
This study examines how teacher authority is discursively constructed in English classroom interaction within assessment-oriented teacher education contexts in underdeveloped regions. While prior research has explored classroom discourse and teacher authority, limited attention has been given to how authority is constructed in assessment-based instructional videos within in-service teacher education programs, particularly in marginalized contexts. Addressing this gap, the study employs a qualitative critical discourse analytic design to analyze seven instructional videos produced by participants of the In-Service Teacher Education Program (PPG Guru Tertentu) in Indonesia. Drawing on Fairclough’s three-dimensional model, the analysis involved transcription, iterative coding of linguistic and interactional features, and interpretation across textual, discursive, and social practice dimensions. The findings show that teacher authority is constructed through directive language, structured questioning, evaluative feedback, and regulated participation, positioning students primarily as responsive participants. These patterns reflect the influence of assessment-driven teaching contexts that prioritize visible control as an indicator of competence. The study extends Critical Discourse Analysis by highlighting the performative and assessment-mediated nature of teacher authority and underscores the need for more dialogic and participatory practices in teacher education.
Copyright (c) 2026 Feisal Aziez, Dedy Irawan, Miftahul Furqon, Aleeyah Masae, Waridatul Hikmah https://creativecommons.org/licenses/by-sa/4.0
Local Wisdom in Indonesian Language Textbooks for Elementary School in Lebak District
This study highlights the importance of Indonesian language education in elementary schools as a foundation for developing students’ communication skills while emphasizing the need to integrate local wisdom into learning practices. The research is significant because many textbooks still prioritize standardized content and pay limited attention to students’ sociocultural backgrounds. Therefore, the study aims to examine the representation of local wisdom in Indonesian language textbooks used in primary schools in Lebak Regency and to explore how teachers utilize cultural elements in classroom learning. A qualitative approach was employed, using document analysis and classroom observation to understand both the written content of textbooks and its pedagogical implementation. The findings reveal that local wisdom is only minimally represented and often appears as additional examples rather than as a structured instructional framework. As a result, teachers play a central role in contextualizing lessons by incorporating local narratives and culturally relevant materials that reflect students’ everyday experiences, although they face challenges such as limited access to authentic resources and curriculum demands aligned with national and global standards. The study implies that stronger collaboration among local governments, educational institutions, and community stakeholders is essential to support culturally responsive learning. Integrating local wisdom more systematically can enhance student engagement, strengthen cultural awareness, and promote inclusive and meaningful language learning that aligns with global educational perspectives.
Copyright (c) 2026 Siti Maemunah https://creativecommons.org/licenses/by-sa/4.0
Developing Learning about the Value of Unity in Ethnic, Religious, Racial, and Inter-Group Diversity through Project-Based Learning Models with Lapbooks
Indonesia has a rich diversity of ethnicity, religion, race, and intergroup (SARA) with more than 1,300 ethnic groups and six official religions, yet the challenge of intolerance in schools still occurs frequently. This study developed a lapbook-based Project Based Learning (PjBL) model to instill the value of unity in ethnicity, religion, race, and intergroup (SARA) diversity in PPKn learning for seventh-grade students at Baitul Quran Darut Tauhid School, Bandung, to address the challenge of intolerance that is still rampant among adolescents. The main objective is to design a systematic learning plan with core components that transform passive learning into authentic projects, thereby enhancing cognitive understanding, tolerance attitudes, and cross-group collaboration in accordance with the Pancasila Student Profile and the Independent Curriculum. This research method is descriptive qualitative with 9 seventh-grade students as participants through purposeful sampling, data collection through participant observation during six PjBL phases, semi-structured interviews, and content analysis of 12 interactive lapbooks produced, analyzed through thematic data reduction, matrix presentation, and source triangulation for validity. The results of the study indicate that effective learning planning produces a visualization lapbook of SARA harmony (ethnic flap, racial-intergroup graph), increasing tolerance attitudes, intergroup collaboration, with integrated authentic assessments that coordinate holistic transformation in 21st-century 4C skills. The implications of the study produce a ready-to-use lapbook-based PjBL module for multicultural schools, which reduces SARA polarization and strengthens national cohesion through the best practices of the Merdeka Curriculum.
Copyright (c) 2026 Fadhilah Aini, Karim Suryadi, Asep Mahpudz, Kokom Komalasari, Nurul Husna https://creativecommons.org/licenses/by-sa/4.0
Enhancing Sustainability Awareness and Creative Thinking Skills through Free Inquiry Learning
Developing creative thinking skills and sustainability awareness is an important challenge in science learning, especially in dealing with global issues related to sustainability. However, prior studies have often emphasized guided inquiry or project-based approaches, while empirical evidence on the effectiveness of free inquiry particularly in simultaneously strengthening creative thinking and sustainability awareness at the junior high school level remains limited, creating a scientific urgency to test its impact in authentic classroom settings. This research aims to analyze the effectiveness of implementing free inquiry learning model in improving junior high school students' creative thinking skills and sustainability awareness. The research used a quasi-experimental method with a matching-only pretest–posttest control group design involving 60 class IX students, consisting of an experimental class and a control class. Research instruments include creative thinking skills tests, sustainability awareness questionnaires, and learning implementation observation sheets. Data analysis was carried out using quantitative techniques and conclusions were drawn based on samples using statistical tests. The research results show that the implementation of free inquiry model is in the very good category. The increase in students' creative thinking skills in the experimental class was moderate and higher than the control class. Apart from that, the sustainability awareness of experimental class students increased significantly and had a strong positive relationship with creative thinking skills. Statistical testing indicated significant posttest differences between groups (p < 0.05), supported by higher learning gains in the experimental class (N-gain = 0.45) compared to the control class (N-gain = 0.30), with the strongest improvements observed in originality and the conceptual–experiential dimensions of sustainability awareness. These findings indicate that free inquiry model is effective in developing students' 21st century competencies.
Copyright (c) 2026 Henita, Atep Sujana, Maulia Depriya Kembara https://creativecommons.org/licenses/by-sa/4.0
Higher Education Policy Implementation and Academic Performance: The Mediating Role of Job Satisfaction Among Lecturers in Indonesian Maritime Institutions
Higher education policy implementation in maritime institutions under Ministry of Transportation governance critically influences lecturer performance and job satisfaction. This convergent parallel mixed-methods research employing SEM-PLS quantitative analysis and systematic literature review examined competence, compensation, career development, leadership style, organizational culture, digitalization, and institutional policy effects on outcomes across 425 lecturers from fourteen Indonesian maritime institutions. Quantitative findings reveal digitalization quality (β=0.412, p<0.001), institutional policy clarity (β=0.387, p<0.001), and lecturer competence (β=0.356, p<0.001) exert strong significant effects on job satisfaction and performance, while organizational culture, leadership style, compensation, and career development demonstrate non-significant relationships constrained by bureaucratic governance mechanisms. Job satisfaction mediates 31.9% of institutional factors' performance effects (indirect β=0.187, p<0.001), with reciprocal smaller performance mediation on satisfaction (indirect β=0.094, p=0.001). Systematic literature review of 347 articles validates digitalization, policy, and competence importance while revealing compensation, career, leadership, and culture effects depend on governance flexibility absent in transportation ministry contexts. Research recommends prioritizing digitalization enhancement, policy clarification, and competence development within current constraints while advocating governance reforms enabling compensation flexibility, career structure revision, leadership transformation, and culture evolution.
Copyright (c) 2026 Mudakir, Eleonora Sofilda, Syofriza Syofyan https://creativecommons.org/licenses/by-sa/4.0
Digital Transformation of Maritime Education Management: Technology-Based Performance Systems and Lecturer Productivity in Indonesian Institutions
Digital transformation fundamentally reshapes academic work environments, yet maritime education institutions under Ministry of Transportation governance face distinctive challenges implementing technology-based management systems while maintaining lecturer wellbeing and institutional effectiveness. This convergent parallel mixed-methods research investigates how digital performance monitoring platforms, administrative systems, learning analytics, and e-leadership practices influence lecturer job satisfaction, organizational commitment, technostress, research productivity, and teaching effectiveness across fourteen Indonesian maritime higher education institutions. Through in-depth interviews with 425 lecturers, 58 administrators, 42 policy officials, and 35 technology specialists, combined with focus groups, organizational ethnography, and thematic analysis, this study reveals paradoxical technology impacts: while certain systems enhanced efficiency and pedagogical innovation, poorly implemented digital tools increased administrative burden (91% reporting), reduced perceived autonomy (87%), elevated technostress (64%), and negatively affected job satisfaction (71% negative intrinsic satisfaction). Critical moderating factors emerged including e-leadership effectiveness (91% successful implementations), participatory implementation approaches (88%), comprehensive professional development (87%), user-centered system design (94%), and robust technical support (84%). The research contributes the Maritime Academic Technology Impact Framework (MATIF) providing evidence-based implementation guidelines for administrators and policy officials pursuing digital transformation while protecting academic workforce sustainability within Ministry of Transportation governance contexts.
Copyright (c) 2026 Suhartini, Marudut Bernadtua Simanjuntak https://creativecommons.org/licenses/by-sa/4.0
AI-Powered Adaptive Learning Media for ECDIS Training in Indonesian Maritime Education Management (Digital Navigation Pedagogy)
The rapid digitalization of maritime bridge operations demands comprehensive transformation in nautical deck officer education and maritime training management systems. This qualitative design-based research investigates the development, implementation, and management effectiveness of AI-powered adaptive learning media integrating ECDIS simulators, virtual reality navigation scenarios, and intelligent tutoring systems across seven Indonesian maritime academies under Ministry of Transportation governance. Guided by four objectives spanning platform design, organizational management analysis, competency evaluation, and framework development the study employed purposeful multi-stakeholder sampling involving 520 nautical students, 95 maritime technology instructors, 68 shipping company officers, and 42 educational specialists across three iterative development cycles. Data were generated through in-depth semi-structured interviews, focus group discussions, classroom observations, document analysis, and thematic analysis, with trustworthiness ensured through member checking and multi-source triangulation. Findings reveal substantial navigational competency enhancements in ECDIS operational proficiency, spatial awareness, and technology integration skills, while simultaneously demonstrating that these gains are contingent upon systemic organizational management conditions including strategic leadership commitment, dedicated resource allocation, sustained instructor professional development, and robust sustainability mechanisms. Addressing a gap in existing literature on technology implementation within non-university, sector-ministry-governed maritime education, this study contributes the Maritime Technology-Enhanced Learning (M-TEL) Framework: an evidence-based implementation model offering actionable guidelines for maritime institutions and Ministry of Transportation policy officials pursuing pedagogically effective, organizationally feasible, and institutionally sustainable technology-enhanced education.
Copyright (c) 2026 Panderaja Soritua Sijabat, Marudut Bernadtua Simanjuntak https://creativecommons.org/licenses/by-sa/4.0
Mapping Traditional Games as Ethnopedagogical Resources for Cultural Sustainability in Southeast Sulawesi, Indonesia
Traditional games represent an important repository of local wisdom and serve as ethnopedagogical resources that transmit cultural values, social norms, and indigenous knowledge across generations. Their decline therefore poses a serious threat not only to cultural continuity but also to culturally grounded learning practices. In Southeast Sulawesi (Bumi Anoa), Indonesia, the increasing dominance of digital play has significantly reduced children’s engagement with traditional games, weakening ethnopedagogical transmission. This study addresses this gap by examining: (1) The distribution and currenct status of traditional games in South east Sulawesi, (2) Their embedded ethnopedagogical values and (3) their continuity in children’s practices. Employing a qualitative multiple-site case study design, data were collected across 17 regencies and cities through field observation, semi-structured interviews with 20 cultural practitioners and community members, educator, researcher and document analysis. The data were analyzed thematically to reveal cultural meanings, pedagogical values, and transmission patterns embedded in the games. The results show that 38 traditional games were identified across 17 regencies and cities in Southeast Sulawesi, with approximately 90% no longer actively played by children, indicating a significant disruption in ethnopedagogical transmission. While many games share structural similarities with traditional games from other regions, linguistic variations reflect strong localized cultural identities. Only about 10% of the games persist, primarily through adult-led cultural performances or competitions, and institutional documentation remains fragmented and limited. This study contributes a comprehensive regional mapping that bridges cultural documentation and integration of Traditional games into culturally responsive learning to sustain local wisdom in digitalized context.
Copyright (c) 2026 Tri indah Rusli, Yuliyanah Sain, Rohmiati, Noor Azlan Ahmad Zanzali https://creativecommons.org/licenses/by-sa/4.0