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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The use of Storytelling Methods to Develop Language Skills in Early Childhood Aged 5-6 Years: A case Study at Aisyiyah Bustanul Athfal Kindergarten in Makassar
Research into the use of storytelling methods to develop language skills was conducted using the classroom action research method, with the aim of determining the outcomes of language skill development in pupils through the application of storytelling. The research involved 19 pupils and was carried out over two cycles and four stages: planning, action, observation and reflection. Data collection was carried out through planning, action, observation and reflection by applying several indicators of success in language skills, including listening, understanding the content of the story, vocabulary, confidence in speaking, and the ability to retell the story after the learning process had taken place. Quantitative descriptive data analysis was applied by calculating the percentage of children’s language skill achievement in each cycle. The research findings indicate that children’s language skills in Cycle I of the learning process, with the ‘developing very well’ success indicator, stood at 72.59%, and improved in Cycle II to 87.06% in the ‘developing very well’ category. A summary of the results from Cycle I and Cycle II indicates that the children’s language skills have exceeded the success criteria set as the benchmark for measuring the level of development of children’s language skills, which stands at 85%. Consequently, research employing the storytelling method is effective in developing pupils’ language skills, and can generate engaging, active and consistent learning experiences for the development of pupils’ abilities.
Copyright (c) 2026 Nurlina Jalil, Muh Nur Fuadi, wahidah wahidah, Fatma Fatmah, Salmiati Salmiati, Andi Abd Muis, Arie Martuty, Siti Salina Binti Samaun, Numan Hayimasae https://creativecommons.org/licenses/by-sa/4.0
Online and In-Person Learning in Islamic Higher Education: A Comparative Study of Character Formation Using the Islamic Character Formation Ecology Model
This study stems from concerns that digital transformation in higher education may weaken the moral and spiritual dimensions, particularly in Islamic education, which places character development at its core. This research aims to compare the impact of online and face-to-face learning on students’ character development and to explain the underlying pedagogical mechanisms. The study employs a mixed-methods approach with an explanatory sequential design. Quantitative data were collected via a survey of 240 Islamic Religious Education students, using a Likert scale to measure akhlak, tazkiyah, and adab. Qualitative data were obtained through semi-structured interviews and observations. Quantitative analysis employed an independent-samples t-test and Cohen’s d, while qualitative data were analyzed thematically. The results revealed significant differences across all character dimensions, with face-to-face learning consistently outperforming online learning. The largest differences were observed in the spiritual dimension, followed by moral and social-relational dimensions, indicating that the deeper the character dimension, the more it depends on the quality of the learning environment. Theoretically, this study proposes the Islamic Character Formation Ecology (ICFE) model, which views character as the result of interactions among pedagogical relationships, a spiritual atmosphere, and practical discipline. This model shifts the approach to character development from an individual-centered to an ecological-relational one. In practical terms, these findings underscore the importance of redesigning digital learning to ensure that character development remains intact.
Copyright (c) 2026 Taufikin, Ahmad Falah, Habib Badawi, Moses Adeleke Adeoye https://creativecommons.org/licenses/by-sa/4.0
Breaking the “Non-Exact Sciences” Myth: Disciplinary Sensitivity and AI Ethical Awareness Among Pre-Service Language Teachers
The rapid integration of Generative Artificial Intelligence (GenAI) in higher education has sparked global concerns regarding academic integrity and regulation. However, existing literature often generalizes student perceptions through a binary STEM versus non-STEM lens, obscuring crucial intradisciplinary variations. This study investigated the disparities in ethical awareness and regulatory demands regarding GenAI among university students, specifically challenging the monolithic categorization of Non-Exact Sciences. Employing a quantitative cross-sectional survey, data from 721 Indonesian undergraduates were collected using a 25-item Likert-scale questionnaire, validated via Pearson correlation with high reliability (Cronbach’s α = 0.957). Statistical analysis using the Kruskal-Wallis H test revealed a significant divergence from traditional assumptions. While macro-analysis confirmed Exact Science students generally exhibit higher ethical awareness, granular post-hoc analysis uncovered Language Education students represent a positive anomaly. These findings empirically operationalize the concept of 'epistemological proximity,' the degree to which GenAI intersects with a discipline's core ontology, such as text production in language studies. As a measurable predictor of AI ethical awareness, students in text-centric disciplines (Language Education) demonstrated significantly higher ethical (Mean Rank = 419.64) and regulatory demand scores (Mean Rank = 403.17) compared to other Non-Exact Sciences (p < .001), rendering their profiles statistically indistinguishable from Exact Sciences. Thus, epistemological proximity is a stronger and more operational predictor of ethical awareness than broad binary disciplinary labels. The study concludes that the non-exact sciences category is no longer relevant for AI adoption studies and recommending policymakers develop discipline-sensitive AI literacy programs addressing the specific regulatory vacuums.
Copyright (c) 2026 Al Ashadi Alimin, Hastiani, Augusto Da Costa, Simão Lopes Cardoso https://creativecommons.org/licenses/by-sa/4.0
Scaffolding English Learning for Non-Native Speakers: A TEFL Approach in Multilingual Context
In multilingual settings like Indonesia, English language instruction encounters considerable obstacles stemming from learners' different linguistic backgrounds and differing competence levels. Despite scaffolding being acknowledged as a successful method in Teaching English as a Foreign Language (TEFL), its empirical implementation in multilingual Indonesian classrooms is still inadequately investigated. This study examines the impact of scaffolded instruction on English language competency, student engagement, and confidence in non-native secondary school learners. The study utilized a mixed-method explanatory sequential design, involving 60 students and 4 teachers, and incorporated language competence assessments, questionnaires, classroom observations, and semi-structured interviews. Quantitative data were studied by descriptive and inferential statistics, and qualitative data were assessed thematically. The results indicate that the experimental group exhibited a considerable enhancement, increasing from a pre-test mean score of 68 to 84 in the post-test (p < 0.01), surpassing the control group. Students indicated elevated motivation (M = 4.6) and perceived utility of scaffolding (M = 4.7). Observational and interview data reveal enhanced involvement, confidence, and culturally appropriate pedagogical approaches. These findings underscore the efficacy of context-sensitive scaffolding in improving both cognitive and emotional aspects of language acquisition. The study enhances TEFL research by supplying actual information from multilingual classrooms and presents practical suggestions for developing inclusive and flexible instructional practices.
Copyright (c) 2026 Sylvia Irene Persulessy, Juvrianto Chrissunday Jakob, Hien Pham, Mohammed H. Alaqad, Andi Asrifan https://creativecommons.org/licenses/by-sa/4.0
Implementation of Game-Based Learning Methods to Improve the Learning Activities of 10th Grade Students in Sociology Classes at Baiturahmah High School, Padang
This study was motivated by the low level of learning activity among tenth-grade students in Sociology classes at SMA Baiturahmah Padang. The purpose of this research was to implement a game-based learning method (Game-Based Learning) to improve students’ learning activities. The research employed a Classroom Action Research (CAR) approach following John Elliot’s model, which consists of four stages: (1) Planning, (2) Action, (3) Observation, and (4) Reflection. The data were collected through observations of students’ learning activities and assessments based on five indicators: listening, reading, writing, discussion, and participation. The data were analyzed using descriptive qualitative and quantitative techniques, including percentage calculations and mean scores to measure the improvement of students’ learning activities in each cycle. … The study was conducted in two cycles. The results showed a significant improvement in every aspect of students’ learning activities. Listening activities, which were initially at a moderate level, showed a notable increase in the second cycle. Reading skills also improved substantially following the implementation of the game-based learning method. Writing activities exhibited the greatest improvement among all indicators, indicating that this method effectively motivated students to take more active notes and write during the lessons. Class discussions became more dynamic, showing a marked increase in participation among students who were previously passive. Similarly, overall classroom participation increased considerably in the second cycle. In general, students’ learning activities improved from a moderate to a high level after the application of the Game-Based Learning method. In conclusion, the implementation of the Game-Based Learning method in Sociology learning proved effective in enhancing the learning activity of tenth-grade students at SMA Baiturahmah Padang, as it successfully fostered enthusiasm and motivation to learn students who were once mostly silent began to actively speak and participate in the learning process.
Copyright (c) 2026 Yenni Melia, Ahmad Hidayah, Felia Siska, Yanti Sri Wahyuni, Erningsih, Jamiah Nurul Husna, Makmur Harun https://creativecommons.org/licenses/by-sa/4.0
Development of an IoT-Based Digital Measuring Instrument Training Kit as an Interactive Learning Tool to Boost Students’ Interest in Learning
This study developed an IoT-based digital measuring instrument training kit to enhance the learning motivation of students on the Primary School Teacher Education programme. Given that practical activities relating to measurement in the ‘Basic Concepts of Primary School Physics’ course are still considered challenging, and that the integration of digital technology into teaching remains limited, this IoT-based training kit is designed to bridge the gap between theory and practice. This research is a research and development (R&D) study that adapts the Borg and Gall model, applied in a pilot study and a large-scale trial at the PGSD UMMAT. Data were collected using an expert validation questionnaire, a student response questionnaire, and a learning interest questionnaire, and were subsequently analysed using a paired sample t-test, N=Gain, and descriptive statistics. The validation results indicated a feasibility level of 84.94%, categorised as ‘highly feasible’. The practicality test yielded an average score of 3.62, representing 72.4% in the ‘practical’ category. Statistical analysis using a paired-sample t-test revealed a significant difference between learning interest scores before and after the intervention (Sig. 0.000 < 0.05). The N-gain value of 0.54 falls into the moderate category. The use of an IoT-based digital measuring instrument training kit significantly increased active engagement and improved students’ ability to use IoT-based digital measuring instruments during practical learning activities, whilst also aiding their understanding of measurement concepts, thereby demonstrating that the use of modern measuring instruments is effective in boosting the learning interest of Primary School Teacher Education (PGSD) students.
Copyright (c) 2026 Nursina Sari, Linda Sekar Utami https://creativecommons.org/licenses/by-sa/4.0
Correlation Between Non-Academic Abilities and Improvements in the Learning Achievements of Elementary School Students in Bima
This study was motivated by the prevailing orientation of elementary education, which emphasizes academic achievement as the primary indicator of learning success, while non-academic dimensions such as emotional intelligence, social skills, motivation, and self-regulation have yet to receive systematic attention. In fact, the development of elementary school students requires a holistic approach to learning. This study aims to: (1) analyze the relationship between non-academic abilities and student academic achievement; (2) identify the most dominant non-academic dimensions; and (3) examine variations in relationship patterns based on school characteristics. The study employed a quantitative correlational design with an explanatory approach. The sample was selected using stratified random sampling. Data were collected using a validated Likert-scale questionnaire adapted from previous socio-emotional learning and student motivation instruments, measuring dimensions of character learning, social relationships, emotional well-being, and learning motivation, along with students’ academic grade records. The instrument was validated through expert judgment and construct validity testing. Data analysis was conducted using descriptive statistics, Pearson’s correlation, multiple linear regression, and comparative analysis across schools. The results indicate that non-academic skills have a strong and significant relationship with academic achievement (R = 0.725; R² = 0.525), contributing 52.5% of the variance. The dimension of character learning emerged as the most dominant factor, followed by learning motivation and social relationships, while emotional well-being showed a positive but statistically insignificant influence. Additionally, variations in relationship patterns were found across schools, where the dominant factors differed according to the learning environment context. These findings confirm that strengthening non-academic skills is a strategic factor in improving student academic achievement. The implications of this research encourage a transformation of teaching practices toward a more holistic, contextual, and human-centered approach, while also providing an empirical basis for the development of educational policies that strike a better balance between cognitive and non-cognitive aspects.
Copyright (c) 2026 Umar, Retnoningsih, Abdul Kadir, Mei Indra Jayanti, Angga Saputra, Muhammad Akbar https://creativecommons.org/licenses/by-sa/4.0
Algorithmic Authority and the Reconstitution of English Language Curriculum: A Critical Study of AI-Mediated Pedagogy
The integration of artificial intelligence (AI) in English language education has significantly transformed pedagogical practices and raised critical questions about authority, knowledge construction, and curriculum design. This study aims to examine how algorithmic authority reshapes the English language curriculum within AI-mediated pedagogical environments. Employing a critical qualitative case study design, The research applies Norman Fairclough’s Critical Discourse Analysis (CDA) model to explore power relations and knowledge production embedded in interactions among AI systems, teachers, and learners. Data were collected through curriculum document analysis using document analysis protocols, classroom observations using observation sheets, and in-depth interviews guided by semi-structured interview protocols. The findings reveal that AI-driven systems enhance personalization, efficiency, and accessibility, while simultaneously redistributing pedagogical authority from teachers to algorithmic systems. The study also identifies a paradox in which AI promotes learner autonomy but increases the risk of over-reliance and reduced critical engagement. In addition, issues of bias, inclusivity, and ethical accountability emerge due to standardized linguistic norms and opaque algorithmic processes. These findings imply that AI should be positioned not merely as a technical tool but as an epistemic agent that shapes curriculum and learning practices. Therefore, a balanced and human-centered pedagogical model is essential to ensure that technological innovation supports critical thinking, inclusivity, and meaningful learning.
Copyright (c) 2026 Abdul Wahab, L. Kerta Wijaya, Sarwadi https://creativecommons.org/licenses/by-sa/4.0
Arabic Language Curriculum Management in Mu'ādalah Islamic Boarding School: A Case Study
Despite growing scholarly interest in Islamic education, Arabic curriculum management in mu'ādalah boarding schools, particularly century-old institutions with classical scholarly traditions remains underexplored. No comprehensive study has examined how Salafi-style mu'ādalah boarding schools integrate formal curricula with institutionalized language development programs. This study fills this gap by analyzing Arabic curriculum management at Perguruan Islam Mathali'ul Falah (PIM), one of Indonesia's oldest mu'ādalah boarding schools, across planning, implementation, evaluation, and development dimensions. Using qualitative case study methodology, data from institutional leaders, teachers, and 240 students were collected through interviews, observations, questionnaires, and documents, then triangulated across sources and techniques to ensure validity. Miles, Huberman, and Saldaña's (2014) interactive model guided data analysis. Findings reveal a dual-track curriculum model: formal instruction employing naẓariyyah al-waḥdah system with traditional methods, complemented by LPBA's Daurah Arabiyyah extracurricular program, achieving 65–69% student certification. This study contributes the first integrative analytical framework for Arabic curriculum management in Salafi-style mu'ādalah contexts, offering a replicable dual-track model for institutions balancing classical pedagogy with contemporary Arabic competency demands.
Copyright (c) 2026 Dita Puspita Dewi, Ahmad Miftahuddin, Retno Purnama Irawati, Nafis Azmi Amrullah https://creativecommons.org/licenses/by-sa/4.0
The Influence of the PjBL Model with the STEAM Approach on the Creative Thinking Ability and Mathematical Learning Motivation
Learning mathematics in the 21st century requires students to develop creative thinking skills and strong learning motivation. However, these aspects remain relatively low because mathematics instruction is often procedural and lacks contextual learning experiences. Therefore, innovative learning approaches that integrate both cognitive and affective dimensions are needed. This study aimed to examine the effect of the Project-Based Learning (PjBL) model integrated with the STEAM approach on students’ creative thinking ability and mathematics learning motivation. This study employed a quantitative approach with a quasi-experimental pretest-posttest control group design. The participants consisted of 54 eighth-grade students selected through cluster random sampling, with 27 students assigned to the experimental class and 27 students to the control class. The research instruments included a mathematical creative thinking test and a mathematics learning motivation questionnaire. Data were analyzed using Multivariate Analysis of Covariance (MANCOVA) and Pearson Product-Moment correlation at a significance level of 0.05. The findings revealed that the STEAM-based PjBL model significantly affected students’ creative thinking ability and learning motivation simultaneously (p < 0.05). The multivariate test also demonstrated a very large practical effect, as indicated by the partial eta squared value (ηp² = 0.966). Furthermore, the correlation analysis showed a very strong positive relationship between creative thinking ability and learning motivation (r = 0.885; p < 0.05). These findings indicate that STEAM-integrated project-based learning creates contextual, interactive, and meaningful learning experiences that support both cognitive and affective development. Therefore, the STEAM-based PjBL model can be considered an effective and innovative alternative for fostering 21st-century skills in mathematics learning.
Copyright (c) 2026 Evina Triagustina, Dwi Andriyani, Wida Susanti, Anisa Nur Sabiila, Gunawan https://creativecommons.org/licenses/by-sa/4.0
Quantitative Evaluation of Data Science Curriculum Structures in Indonesian Universities
This study presents a quantitative structural evaluation of undergraduate data science curricula across Indonesian universities using a compositional modeling approach. Existing competency frameworks identify essential domains in data science education, yet limited empirical research evaluates how these competencies are proportionally structured across institutions. Using course-level curriculum data collected from 37 undergraduate programs, courses were mapped into five competency domains: programming, statistical foundations, machine learning, applied practice, and ethics. Each curriculum was operationalized as a normalized compositional competency vector and analyzed using the Curriculum Structural Balance Index (CSBI), a distance-based metric that measures proportional structural imbalance across competency domains. Hierarchical clustering was further applied to identify recurring curriculum typologies. The findings reveal a consistent structural pattern characterized by strong concentration in programming and statistics, moderate variation in machine learning, and limited integration of applied practice and ethics. This recurring configuration, identified as a Foundational-Dominant model, indicates that current programs prioritize technical consolidation over interdisciplinary integration. Unlike conventional curriculum evaluation approaches that primarily assess competency presence or coverage, the proposed CSBI framework quantitatively evaluates proportional competency balance and enables systematic comparison of curriculum structures across institutions. The study contributes a measurable and replicable analytic approach for evaluating interdisciplinary curriculum architecture in higher education.
Copyright (c) 2026 Khinsa Fairuz Zahirah https://creativecommons.org/licenses/by-sa/4.0
Dream: Digital Media Transformation as an Optimization of Deep Learning Implementation
The background of the research is the low effectiveness of the implementation of elementary school students' deep thinking skills that have not facilitated the development of deep thinking skills. The aim of the research is to increase the effectiveness of deep learning implementation for students. The type of research and development (R&D) adopts the Borg and Gall approach. The subjects of the study were 33 elementary school students. Data collection used observation, validators, tests and questionnaires. Data analysis used descriptive, t-test, and N-Gain. The results of the data analysis showed that the Dream media was able to improve deep thinking skills through the t-test Sig. (2-tailed) 0.000 <0.05, meaning there was a significant difference between the pretest and posttest scores. The results of the N-Gain effectiveness test showed a score of 0.81> 0.7, including the high category. The hypothesis test showed a significant increase in the average score from 66 to 82 so it was concluded that Dream was able to develop deep thinking skills. The implication of this research is that learning media based on Articulate Storyline is a solution to increase learning participation, cooperation, and develop deep thinking skills.
Copyright (c) 2026 Cahyo Apri Setiaji, Ike Yunia Pasa, Astri Srigustini, Tengku Maaidah bin Tengku A Razak https://creativecommons.org/licenses/by-sa/4.0
The Effectiveness of STEAM-Based Learning on Vocational Students’ Creative Thinking Skills and Self-Efficacy in Linear Equations
The development of 21st-century competencies requires mathematics learning that fosters not only conceptual understanding but also creative thinking skills and self-efficacy. However, these competencies are often underdeveloped in vocational high schools due to teacher-centered learning approaches. This study examines the effectiveness of STEAM-based Project-Based Learning (PjBL) on students' creative thinking skills and self-efficacy in learning systems of linear equations in two variables. A quasi-experimental pretest–posttest control group design was employed involving 60 tenth-grade students from the Visual Communication Design (DKV) program. The experimental group received STEAM-based PjBL, while the control group received conventional PjBL. Creative thinking skills were measured using essay tests (fluency, flexibility, originality, elaboration) and self-efficacy via a Likert-scale questionnaire, both validated through expert judgment with Cronbach's alpha of 0.76 and 0.87. Data were analyzed using Pearson correlation and MANCOVA. The experimental group outperformed the control group in creative thinking (M = 86.50, SD = 3.72 vs. M = 75.27, SD = 3.25; N-Gain = 0.65 vs. 0.36, medium category) and self-efficacy (M = 88.00, SD = 2.56 vs. M = 76.93, SD = 2.96; N-Gain = 0.33 vs. 0.19, moderate vs. low category). MANCOVA confirmed a significant simultaneous effect (Wilks' Lambda = 0.010, p < 0.05, η² = 0.990), and a very strong correlation between both variables (r = 0.978, p < 0.01). These findings confirm that STEAM+PjBL provides meaningful, contextual, and interdisciplinary learning experiences that simultaneously enhance creativity and self-confidence, and is recommended as an innovative instructional strategy in vocational mathematics education.
Copyright (c) 2026 Agil Dwijayanti, Rosiatuningsih, Mahdia Silmi Aziz, Norma Rahmalia Ayuwanda, Gunawan, Eng Tek Ong https://creativecommons.org/licenses/by-sa/4.0
Integrating the Philosophy of Nggahi Rawi Pahu in Early Childhood Education Management: An Ethnopedagogical Approach in Dompu Regency, Indonesia
This study investigates the integration of the local philosophical value “Nggahi Rawi Pahu” into the management of Early Childhood Education (ECE) through an ethnopedagogical approach in Dompu Regency, Indonesia. In the context of accelerating globalization, early childhood education faces increasing challenges in maintaining cultural relevance, often resulting in the marginalization of local wisdom. This research is therefore significant as it seeks to reposition indigenous values as a foundational element in shaping children’s character, social awareness, and cultural identity from an early age. The study aims to explore how “Nggahi Rawi Pahu” is conceptualized and operationalized within ECE management practices and to examine its pedagogical implications. Employing a qualitative research design, data were collected through in-depth interviews, participatory observations, and document analysis involving teachers, school principals, parents, and community leaders. The data were analyzed using thematic analysis to uncover patterns of meaning and forms of value integration across educational processes. The findings demonstrate that “Nggahi Rawi Pahu”, which embodies principles of harmony, mutual respect, responsibility, and collective solidarity, is not merely symbolically acknowledged but substantively integrated into learning planning, classroom interactions, and institutional culture. The novelty of this study lies in showing that local wisdom is used as a practical teaching framework, not just as cultural knowledge, and plays a direct role in shaping students’ character and learning behavior. Teachers function as cultural agents who translate abstract philosophical values into concrete pedagogical practices, thereby fostering a culturally responsive learning environment. These findings suggest that the integration of local wisdom through ethnopedagogical strategies strengthens the relevance and transformative capacity of ECE management. The study offers a conceptual contribution by articulating a culturally grounded model of early childhood education that is both context-sensitive and globally relevant.
Copyright (c) 2026 Ihlas, Amma Ainun, Moses Adeleke Adeoye https://creativecommons.org/licenses/by-sa/4.0
Designing Inclusive Early Childhood Experiences: Teacher Strategies with STEAM, Loose Parts, and PBL
The implementation of inclusive education in early childhood education settings requires innovative pedagogical strategies capable of accommodating children’s diverse learning needs while supporting their cognitive, socio-emotional, and metacognitive development. Previous research on STEAM and Problem-Based Learning (PBL) has primarily focused on creativity and cognitive achievement, with limited attention to how inclusivity is implemented through adaptive pedagogical practices in heterogeneous early childhood classrooms. Furthermore, the use of loose parts as flexible learning materials in inclusive STEAM–PBL learning remains underexplored. Therefore, this study aims to examine how inclusive pedagogical principles are implemented through the integration of STEAM, Problem-Based Learning (PBL), and loose parts-based activities in early childhood education. This study employed a qualitative case study approach. Data were collected through classroom observations, interviews, and documentation involving teachers and children during the learning process. The instruments used in this study included interview guidelines, classroom observation sheets, and documentation notes focusing on inclusive STEAM–PBL implementation. Findings indicate that the integration of STEAM–PBL and flexible materials supports inclusive learning through contextual problem-solving activities, interest-based collaboration, responsive scaffolding, dialogic presentations, and reflective practices. Children demonstrated increased participation, communication skills, collaborative engagement, self-confidence, persistence in problem-solving, and emerging metacognitive awareness. The use of flexible materials enabled children with diverse abilities to explore, represent, and communicate ideas according to their individual capacities. This study highlights the uniqueness of inclusive STEAM–PBL implementation through adaptive scaffolding, flexible learning materials, and reflective participation practices that support meaningful and participatory learning experiences in early childhood classrooms.
Copyright (c) 2026 Tanaya Qatrunada Rutriningtyas, Avanti Vera Risti Pramudyani, Dewi Eko Wati, Dwi Hastuti, Risanti Dhaniaputri, Irma Sukarelawan https://creativecommons.org/licenses/by-sa/4.0
Evaluation of Islamic Religious Education Learning on SKI Material: Development of HOTS Instrument in Senior High School
Learning of Islamic Religious Education (PAI) on the subject of Islamic Cultural History (SKI) is still dominated by conventional methods and evaluation that has not been oriented toward Higher Order Thinking Skills (HOTS), resulting in students’ critical thinking skills not developing optimally. This study aims to develop and validate a Higher Order Thinking Skills (HOTS)-based assessment instrument for the Islamic Cultural History (SKI) subject at the eleventh-grade level of senior high school. The research employed a Research and Development (R&D) approach using a modified 4D model consisting of define, design, and develop stages. The instrument comprised 30 multiple-choice items measuring cognitive levels C4, C5, and C6 based on the revised Bloom’s taxonomy. Content validity was analyzed using Aiken’s V, while reliability, item difficulty, and discrimination were examined using the Rasch model through QUEST program software. The results showed a very high content validity index (Aiken’s V = 0.88) and excellent reliability (0.91). Rasch analysis indicated that most items fit the model (INFIT MNSQ 0.77–1.33), with a balanced distribution of item difficulty and very good discrimination indices. Three items were identified as misfit and subsequently revised to maintain the composition of 30 HOTS-based items. This study contributes to the development of a psychometrically tested HOTS assessment instrument for Islamic Religious Education, integrating Rasch modeling to ensure objectivity and measurement precision. The instrument provides a more robust and theoretically grounded evaluation tool compared to previous studies that relied on classical test analysis or did not fully integrate HOTS constructs.
Copyright (c) 2026 Bayu Lesmana, Risnita, Dedi Sastradika, Sri Ramdayeni Sakunti https://creativecommons.org/licenses/by-sa/4.0
Islamic Ecopedagogy Curriculum Model in Muhammadiyah Schools
Environmental degradation and the limited integration of ecological values in Islamic school curricula indicate a gap between Islamic environmental ethics and educational practice. While previous studies have discussed environmental awareness programs in Islamic education, few have formulated a comprehensive curriculum model that systematically integrates Islamic theological principles, ecological values, and pedagogical practices. This study aims to examine and formulate an Islamic ecopedagogy curriculum model implemented in a Muhammadiyah primary school to strengthen students’ ecological awareness grounded in Islamic values. The research employed a qualitative case study design conducted at SD Muhammadiyah Slawi. Data were collected through semi-structured interviews with the principal, vice principal for curriculum affairs, six teachers, and eight students, supported by non-participant observations and document analysis of curriculum plans, school regulations, and environmental programs. Interview and observation guides were used as research instruments to ensure systematic data collection. Data were analyzed thematically using NVivo 12 through open coding, category development, and theme construction. The findings indicate that Islamic ecopedagogy functions as an integrated educational ecosystem consisting of five interrelated components: Islamic ecological values (tauhid and khalifah), curriculum integration across subjects, habituation-based environmental practices, digital ecological literacy, and environmentally friendly school culture. This study contributes a conceptual Islamic ecopedagogy curriculum model that extends previous Islamic environmental education approaches by positioning ecological values as a structural orientation of curriculum, pedagogy, and institutional culture rather than as a supplementary program. The model provides a theoretical framework for integrating Islamic ethical principles with ecopedagogical learning and offers practical guidance for developing sustainable environmental education in Muhammadiyah and other Islamic educational institutions. Environmental degradation and the limited integration of ecological values in Islamic education highlight the need for a curriculum that connects religious teachings with environmental responsibility. This study aims to examine and formulate an Islamic ecopedagogy curriculum model developed in a Muhammadiyah primary school to foster ecological awareness grounded in Islamic values. This research employed a qualitative case study conducted at SD Muhammadiyah Slawi. Data were collected through in-depth interviews with the principal, vice principal for curriculum affairs, teachers, and students, supported by observations and document analysis. The data were analyzed thematically using NVivo to identify patterns related to value integration, curriculum practices, school culture, and digital learning. The findings reveal that Islamic ecopedagogy operates as an integrated educational ecosystem encompassing the internalization of Islamic values, daily habituation, cross-curricular learning, environmentally friendly school culture, and digital innovation. Concepts such as tauhid, khalifah fil ardh, and cleanliness as part of faith are embedded in learning activities and school routines. Teachers act as facilitators and role models, while digital media and environmental programs strengthen student engagement and behavioural change. This study proposes a practical, culturally grounded, and sustainable Islamic ecopedagogy curriculum model that emphasises value internalisation, participatory learning, and institutional support. The findings imply that environmental education in Islamic schools should be positioned as a holistic character-forming process rather than a separate subject, and that the model may serve as a reference for developing Islamic-based environmental education in Muhammadiyah and other Islamic educational institutions.
Copyright (c) 2026 Nurokhman, Riza Awal Novanto, Moncef Ben Abdeljelil, Sayyaf Muhammad Robbani, Herny Putriana https://creativecommons.org/licenses/by-sa/4.0
The Influence of Flip Chart Media Use on Elementary School Students' Creativity and Critical Thinking
The development of higher-order thinking skills (HOTS), particularly creativity and critical thinking, has become a central priority in contemporary science education. However, limited access to digital learning resources in many rural elementary schools necessitates the exploration of alternative instructional strategies that remain pedagogically effective. This study aims to examine the effects of non-digital flip-chart media on the creativity and critical thinking skills of sixth-grade students in science learning. The development of creativity and critical thinking skills as part of Higher Order Thinking Skills (HOTS) is an important demand in 21st-century Education. However, limited learning facilities in rural elementary schools still hinder the implementation of innovative technology-based learning. However previous studies predominantly examine digital media interventions or focus on a single higher-order thinking skill, leaving limited empirical evidence regarding the simultaneous development of creativity and critical thinking through non-digital visual media in rural elementary school contexts. This gap highlights the need for contextual and integrative research that explores simple, accessible instructional media to foster Higher Order Thinking Skills (HOTS).This study used a quantitative approach with a one-group pretest–posttest design. Data were collected using validated creativity and critical thinking essay tests consisting of 10 items each, assessed with analytical rubrics. Statistical analyses included normality testing, paired sample t-test, Normalized Gain (N-Gain), and Cohen’s d effect size to determine both statistical significance and practical impact. The subjects were 27 sixth-grade students from Elementary School, selected using a total sampling technique. The research instruments were validated through expert judgment and empirically tested using Cronbach’s alpha to ensure reliability. Data were analyzed using paired sample t-test, N-Gain, and effect size (Cohen's d). The results showed that the use of flip chart media significantly increased students' creativity and critical thinking skills (p < 0.05). The increase in creativity was in the high category (N-Gain = 0.76), while the increase in critical thinking skills was in the medium category (N-Gain = 0.67). The effect size was very large for both variables. These findings indicate that non-digital flip chart media is an effective, practical, and contextually appropriate alternative for developing HOTS in elementary school students, particularly in science learning within technology-limited environments. Theoretically, this study reinforces the role of structured visual media in supporting higher-order cognitive processes, while practically, it offers an accessible instructional strategy for teachers in rural schools to foster creativity and critical thinking without reliance on digital infrastructure.These findings indicate that non-digital flip chart media is an effective, practical, and contextually appropriate alternative for developing HOTS in elementary school students, especially in science learning in environments with limited technological facilities.
Copyright (c) 2026 Didik Herwanto, I Wayan Wesa Atmaja, Hariyanto https://creativecommons.org/licenses/by-sa/4.0
The Dynamics of Islamic-Based Inclusive Education at Pesantren Tri Bhakti Al-Qudwah Metro
Inclusive education based on Islamic principles in Indonesia continues to face significant challenges, particularly within Pesantren, which hold substantial potential to become pioneers of inclusive education models. Despite the growing number of children with special needs requiring equitable access to religious education, only a limited number of Pesantren have developed structured inclusive programs. This study focuses on Pesantren Tri Bhakti Al-Qudwah Metro, the first inclusive Pesantren in Lampung. It aims to examine the dynamics of Islamic-based inclusive education. This research employs a qualitative descriptive approach. Data were collected through in-depth interviews, observations, and documentation involving Pesantren leaders, 5 educators, and 5 students. Data analysis followed the Miles and Huberman model. Data validity was supported by member checking and triangulation. The findings show that the inclusive model implemented in this Pesantren is rooted in the values of rahmatan lil ‘alamin, justice, compassion, and ukhuwah Islamiyah. The Pesantren develops individualized learning strategies, integrates the Sekolah Luar Biasa (SLB) and diniyah curricula, and promotes social inclusion through shared religious activities and daily routines. These practices can enhance students' religious commitment and social interaction skills. However, challenges remain, including limited availability of trained inclusive-education teachers and insufficient adaptive learning media. This study concludes that Pesantren Tri Bhakti Al-Qudwah Metro represents a transformative Islamic-based model of inclusive education. The findings of this research have implications for enriching the academic literature on Islamic-based inclusive education in the context of Indonesia’s Pesantrens. In practice, this research is expected to serve as a guideline for other Pesantrens to develop inclusive practices aligned with Islamic values.
Copyright (c) 2026 Uswatun Hasanah, Ida Faridatul Hasanah, Azlan Abas, Asghar Abbas https://creativecommons.org/licenses/by-sa/4.0
Reconfiguring Language Curriculum Paradigms: A Critical Comparative Study of English and Arabic for Foreign Language Learners
The growing demand for communicative competence and digital adaptability in the era of globalization necessitates a critical re-examination of foreign language curriculum paradigms. Despite extensive research in language education, comparative and critical analyses of English and Arabic curricula remain limited and fragmented. This study aims to analyze and reconfigure language curriculum paradigms through a critical comparative examination of English and Arabic curricula for foreign language learners. This study employs a qualitative research design integrating comparative analysis and Critical Discourse Analysis (CDA) to explore pedagogical practices, curriculum structures, and underlying epistemological and ideological dimensions. Data were collected from 12 curriculum documents, 8 instructional textbooks, and selected scholarly publications from English and Arabic language programs in higher education institutions through purposive sampling and systematic document analysis. The analysis employed Norman Fairclough’s Critical Discourse Analysis (CDA) model, including textual analysis, discursive practice analysis, and social practice analysis to identify pedagogical orientations, ideological tendencies, and power relations embedded in the curricula. The findings reveal that English curricula are predominantly communicative, learner-centered, and technologically integrated, reflecting a global and adaptive paradigm. In contrast, Arabic curricula emphasize grammatical accuracy, textual comprehension, and knowledge preservation, indicating a structural and tradition-oriented paradigm. CDA further reveals that English curricula promote global communicative and technology-oriented discourses, whereas Arabic curricula emphasize linguistic authenticity, textual authority, and cultural preservation within language education.
Copyright (c) 2026 Sarwadi, Lalu Agus Muzaki, Nana Suriana, Azwardi Pazli, Baiq Susi Apni Khaerawati, Baiq Nila Rahma Putri, Ahmad sulbi https://creativecommons.org/licenses/by-sa/4.0
Beyond the Classroom Walls: Indonesian EFL Students’ Self-Regulated Learning Experiences in a Flipped Listening Classroom
The rapid advancement of Information and Communication Technology (ICT) has transformed higher education, positioning the Flipped Classroom Model (FCM) as a strategic pedagogical innovation for student-centered learning. This study addresses a significant gap in the literature regarding how students independently regulate their learning within less structured environments, specifically focusing on the "transient" nature of listening skills which demand high levels of concentration and self-regulation. The primary objective of this research is to gain an in-depth understanding of how Indonesian EFL students manage their self-regulated learning (SRL) processes, identifying emerging behaviors and challenges beyond the classroom walls. Employing a qualitative descriptive design, the study utilized semi-structured interviews with 13 undergraduate English Education students at a private university in Indonesia who were selected through purposive sampling. Data were analyzed using Braun and Clarke’s thematic analysis framework. The findings unveil a critical theoretical shift from traditional individualistic self-regulation to "Eco-Systemic SRL Constraints," demonstrating that EFL learners’ metacognitive monitoring and environmental structuring are deeply bounded by their techno-economic realities. While FCL potentially triggers active learner roles, it simultaneously induces "Autonomy Shock" for students transitioning from teacher-dependent cultures. Furthermore, the study identifies that unstable connectivity and un-chunked media deplete students' "Techno-Cognitive Bandwidth," causing infrastructure-related anxiety to override target language processing. The implications suggest that while FCL supports SRL development, successful implementation requires robust institutional digital infrastructure and explicit instructor-led training in goal setting and time management to prevent learner frustration and ensure pedagogical effectiveness.
Copyright (c) 2026 Destina Kasriyati, Ribut Wahyu Eriyanti, Diah Karmiyati, Nurfaisal, Puput Arfiandhani, Syahdan https://creativecommons.org/licenses/by-sa/4.0