Article Per Year (5 Year)
p-Index From 2021 - 2026
0.408
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This Author published in this journals
All Journal International Journal of Evaluation and Research in Education (IJERE) International Journal of Educational Narratives
Mohamad Zuber Abd Majid
Universiti Kebangsaan Malaysia
Education

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Empowering High School Students through Differentiated Learning in Economics Education: Evidence from Indonesia’s Independent Curriculum Putri Ulfa Kamalia; Santa Aulia Devi Rachmadhani; Riza Yonisa Kurniawan; Mohamad Arief Rafsanjani; Mohamad Zuber Abd Majid
International Journal of Educational Narratives Vol. 4 No. 4 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v4i4.3777

Abstract

Background. Economic education is expected not only to improve students’ academic achievement but also to empower learners to become active, independent, and responsible decision-makers. Although differentiated learning has been widely recognized as a learner-centered instructional approach, empirical evidence regarding its contribution to student empowerment in economics education, particularly within Indonesia’s Independent Curriculum, remains limited. Purpose. This study aimed to examine the effect of differentiated learning on students’ learning outcomes while demonstrating its role as an instructional approach for empowering high school students in economics education. Method. This study employed a quantitative approach using a quasi-experimental design with a nonequivalent control group. The participants were tenth-grade students from a public senior high school in Indonesia. Data were collected through pre-test and post-test assessments and analyzed using descriptive and inferential statistical techniques. Results. The findings revealed that students who participated in differentiated learning achieved significantly higher learning outcomes than those who received conventional instruction. The learning process also promoted greater student engagement, collaboration, and active participation, indicating that differentiated learning supports both academic achievement and student empowerment in economics education. Conclusion. Differentiated learning is an effective instructional approach for improving students’ learning outcomes while fostering empowerment-oriented learning environments. The findings contribute to the growing body of knowledge on differentiated instruction by providing empirical evidence from economics education within Indonesia’s Independent Curriculum and offer practical implications for teachers seeking to implement more inclusive and student-centered learning practices
Teacher readiness and blended learning implementation in Chinese vocational colleges: a quantitative survey study Ding Ge; Mohamad Zuber Abd Majid
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 5: October 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i5.38761

Abstract

Teacher readiness remains a key constraint on blended learning adoption in vocational education, yet limited research has examined how multiple readiness dimensions jointly shape implementation among vocational economics educators in China. This study investigated how technological literacy (TL), attitudes toward technology (AT), educational service quality (ES), and knowledge to create content (KC) predict teacher readiness for blended learning (RL), and how readiness influences actual practice among 390 economics teachers in vocational colleges in Hunan Province, China. A quantitative cross-sectional survey design was employed. Path analysis showed that all four antecedent variables significantly predicted readiness (R²=37.0%), while readiness significantly predicted blended learning practice (β=0.322, p
Co-Authors Ding Ge Putri Ulfa Kamalia Rafsanjani, Mohamad Arief RIZA YONISA KURNIAWAN Santa Aulia Devi Rachmadhani