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All Journal Jurnal Intelektualita: Keislaman, Sosial, dan Sains Intizar Jurnal Manajemen Dakwah Journal of Noesantara Islamic Studies Research Psychologie, Orientation et Conseil Journal of Loomingulisus ja Innovatsioon Cognitionis Civitatis et Politicae Journal of Social Entrepreneurship and Creative Technology Journal of Humanities Research Sustainability Islamic Studies in the World Journal of Paddisengeng Technology International Journal of Educational Narratives
Wijaya Wijaya
Universitas Islam Negeri Raden Fatah Palembang
Religion Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Education Environmental Science Law, Crime, Criminology & Criminal Justice Social Sciences Other

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Beyond Classroom Time: Evaluating Mastery Based Learning and Competency Achievement in Secondary Schools Wijaya Wijaya; Noerfannyda Noerfannyda; Kelepi Nalatu
Journal of Paddisengeng Technology Vol. 2 No. 2 (2026)
Publisher : PT. Sinergi Bersahaja Sejahtera

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65224/jopate.v2i2.276

Abstract

Background. Competency-Based Education (CBE) emphasizes demonstrated mastery rather than learning duration as the basis for student progress. However, the continued dominance of seat-time-oriented practices raises questions about how effectively CBE principles are being implemented in secondary schools.. Purpose. This study aims to examine the relationship between mastery-based learning, classroom learning time orientation, competency achievement, and perceptions of learning effectiveness among secondary school students. Method. A cross-sectional quantitative survey was conducted with 310 high school students in Palembang, Indonesia, selected through random sampling. Data were collected using a structured questionnaire and analyzed using descriptive statistics, Pearson correlation, and regression analysis. Novelty. This study offers a multidimensional assessment of CBE by positioning mastery-based learning and seat-time orientation as contrasting predictors of students’ competency achievement and perceived learning effectiveness. Results. Mastery-based learning was positively associated with perceived learning effectiveness (r = .610, p < .001) and significantly predicted competency achievement (? = .454, p < .001). In contrast, seat-time orientation showed a significant negative association with competency achievement (? = -.157, p = .002). Conclusion. The findings support a shift toward mastery-governed learning in which demonstrated competency becomes the primary basis for academic progression, while instructional time functions as a flexible resource for achieving mastery.
Narrative Foundations of Islamic Sociology: Developing an Educational Framework Integrating Revelation and Social Sciences Wijaya Wijaya
International Journal of Educational Narratives Vol. 4 No. 1 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v4i1.3454

Abstract

Background. The dominance of Western empirical paradigms in educational sociology has limited the integration of revelation as a primary source of knowledge in Islamic intellectual traditions. This creates a gap in developing a comprehensive Islamic sociological framework. Purpose. This study aims to formulate a concise educational framework that contributes to the development of a grand theory of Islamic Sociology based on the integration of revelation and social science. Method. This research employs a qualitative approach using literature review and conceptual analysis of classical Islamic texts, works of Islamic sociologists, and contemporary academic publications. Results. The findings show that integrating revelation and social science generates a sociological paradigm that incorporates empirical, normative, and transcendental dimensions. The study highlights a conceptual model that bridges religious values and scientific analysis, offering a more holistic understanding of educational and social realities. Conclusion. This study offers a novel theoretical contribution by providing an integrated framework that strengthens the foundation for developing Islamic Sociology and enriches contemporary educational discourse with a more comprehensive and value-based approach.
Co-Authors Aiman Fariq Ainur Ropik Alva Beriansyah Arif Hossain Ayesha Begum Catherine Li Chenda Dara Daiki Nishida Dishan Parera Faisal Razak Felipe Souza Godlif Sianipar Haruka Sato Hassan Ali Jamil Khan Jung Yuna Kaito Tanaka Kelepi Nalatu Li Na Maria Clara Reyes Miku Fujita Noerfannyda Noerfannyda Nurul Huda Rafaela Lima Rashid Rahman Rina Haji Omar Samantha Gonzales Saut Gracer Sijabat Sharmin Sultana Shazia Akhtar Siti Mariam Sokha Dara Sylvia Nabuuma Wella Ayu Apriliani Zain Nizam