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All Journal Al-Muaddib : Jurnal Kajian Ilmu Kependidikan Multidisciplinary Indonesian Center Journal
Fitri Barokah
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Religion Humanities Earth & Planetary Sciences Education Languange, Linguistic, Communication & Media Mathematics Other

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Journal : Multidisciplinary Indonesian Center Journal

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FULL DAY SCHOOL VS. MODULAR EDUCATION SYSTEM: A COMPARATIVE STUDY OF INDONESIA AND THE UNITED KINGDOM Ika Kurnia Sofiani; Mardiana; Nurlidia Putri; Fitri Barokah
Multidisciplinary Indonesian Center Journal (MICJO) Vol. 2 No. 3 (2025): Vol. 2 No. 3 Edisi Juli 2025
Publisher : PT. Jurnal Center Indonesia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62567/micjo.v2i3.869

Abstract

The transformation of Indonesia's education system faces significant challenges in aligning with the demands of globalization, digitalization, and lifelong learning. These challenges have sparked debates regarding the effectiveness of the full-day school model and the modular education system. This study aims to comparatively analyze these two approaches within the context of primary and secondary education in Indonesia, referencing modular education practices in the United Kingdom as an international benchmark. The study employs a qualitative approach based on a literature review, utilizing thematic content analysis of 20 accredited scholarly sources selected through strict inclusion criteria, and analyzed with the assistance of NVivo software to ensure thematic accuracy.The findings indicate that the full-day school model excels in fostering discipline and consistent learning structures; however, it poses risks of cognitive fatigue and is less supportive of differentiated instruction. In contrast, the modular system offers flexibility, opportunities for personalized learning, and deeper conceptual understanding, yet requires adequate digital infrastructure and self-directed learning literacy, which are not evenly distributed.The study concludes that no single educational model is universally superior; instead, each holds contextual relevance. This research contributes theoretically by enriching the comparative education literature and practically by informing the design of more adaptive, inclusive, and responsive learning policies to meet the challenges of the 21st century, while also supporting efforts to achieve quality education as outlined in the Sustainable Development Goals (SDGs).
CLASSROOM ACTION RESEARCH IN THE PERSPECTIVE OF TEACHER PROFESSIONALISM: A THEORETICAL STUDY AND ITS IMPLICATIONS Ervina, Ervina; Dwi Rahmah Fitri; Fitri Barokah; Zalia Sari
Multidisciplinary Indonesian Center Journal (MICJO) Vol. 2 No. 3 (2025): Vol. 2 No. 3 Edisi Juli 2025
Publisher : PT. Jurnal Center Indonesia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62567/micjo.v2i3.903

Abstract

Classroom Action Research (PTK) is a scientific approach that not only functions as a solution to learning problems in the classroom, but also as a strategic means in developing teacher professionalism. Through systematic reflection and continuous improvement, PTK encourages teachers to improve their pedagogical, professional, social, and personality competencies. Theoretically, PTK strengthens the foundations of constructivism and reflective learning practices, allowing teachers to dynamically connect theory and classroom reality. From a practical perspective, PTK has a direct impact on improving the quality of learning, student involvement, and changing teachers' professional attitudes. Although its implementation is faced with various challenges, both technical and psychological, solutions can be found through ongoing training, mentoring, and institutional support. Thus, PTK plays an important role in building an innovative work culture and improving the quality of education holistically.
Co-Authors Chanifudin Chanifudin Dwi Rahmah Fitri Ervina Ervina Ika Kurnia Sofiani MARDIANA Nurlidia Putri Sari, Zalia Zalia Sari