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Indonesian Journal of Islamic Educational Management
Published by Universitas Islam Negeri Sultan Syarif Kasim Riau
ISSN : 26153610     EISSN : 26154242     DOI : -
Core Subject : Education,
Education
Jurnal ini diterbitkan 2 (dua) kali dalam setahun, yaitu Bulan April dan November. Jurnal ini diterbitkan untuk dimanfaatkan sebagai sumber pengetahuan dan rujukan bagi semua yang berprofesi di bidang Administrasi Pendidikan (Manajemen Pendidikan).
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Articles 122 Documents
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Differentiated Instruction in Indonesian Upper Secondary and Vocational Schools: A Systematic Review of 28 Studies Published Between 2021 and 2025 Sri Ramdayeni Sakunti
Indonesian Journal of Islamic Educational Management Vol. 8 No. 2 (2025): IJIEM
Publisher : Fakultas Tarbiyah dan Keguruan Universitas Islam Negeri Sultan Syarif Kasim Riau

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Abstract

Differentiated instruction is a central obligation of Indonesia’s Merdeka Curriculum, yet reviews of the domestic evidence have concentrated on primary and lower secondary schooling and have left the upper secondary and vocational sectors almost unexamined. This review maps, appraises, and synthesises 28 Indonesian studies of differentiated instruction conducted in general upper secondary schools (SMA), vocational schools (SMK), and Islamic senior secondary schools (MA), published between 2021 and 2025. Reporting follows the PRISMA 2020 statement. Seven harvests conducted with Publish or Perish across Google Scholar and Scopus returned 2,169 records; after de-duplication, screening against context and scope criteria, and full-text eligibility assessment, 40 studies met all criteria, and the 28 whose full texts could be retrieved were synthesised narratively. Three questions guided the review: which dimensions of differentiation are genuinely operationalised and on what diagnostic basis, what learning outcomes are reported and with what degree of evidentiary certainty, and which enablers and barriers recur in implementation. Three findings stand out. First, differentiation in this corpus is heavily skewed toward process, is most often triggered by a visual, auditory and kinaesthetic learning-styles questionnaire rather than by diagnostic assessment of prerequisite knowledge, and treats product and learning environment as almost invisible; readiness, the dimension with the strongest empirical warrant, informs grouping in only five of the 28 studies. Second, every one of the 28 studies reports a positive result, yet none reports a standardised effect size or a confidence interval, and full-text appraisal exposed reporting anomalies in eight studies, including internally contradictory result tables, an inverted normality decision, and baseline non-equivalence in a study described as randomised that bear directly on how much weight these uniformly positive findings can carry. Third, barriers to implementation were reported far more specifically than enablers, and the clearest enabler identified, grounding grouping decisions in a diagnostic assessment rather than a preference questionnaire, was also the rarest. The Indonesian upper secondary evidence base is therefore abundant but thin: it documents enthusiasm for differentiation far more reliably than it estimates its effects
More Than Swapping Words: Linguistic and Cognitive Challenges in Students' Thesis Paraphrasing Mayang Sastra Sumardi; Anadila Hardiana Putri
Indonesian Journal of Islamic Educational Management Vol. 8 No. 2 (2025): IJIEM
Publisher : Fakultas Tarbiyah dan Keguruan Universitas Islam Negeri Sultan Syarif Kasim Riau

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Abstract

This study investigates the difficulties experienced by English Education students at Universitas Islam Negeri Sulthan Thaha Saifuddin Jambi in paraphrasing other authors' ideas when writing their undergraduate thesis in English. Paraphrasing is an essential academic writing skill that allows students to demonstrate comprehension of source texts while avoiding plagiarism, yet many students still struggle to apply it correctly. Using a qualitative descriptive design, data were collected through semi-structured interviews with eight informants selected through purposive sampling, comprising students who were still writing their theses and students who had already completed them, and the results were triangulated with documentation of the students' thesis drafts and Turnitin similarity scores. The data were analyzed using thematic analysis. The findings reveal that students' difficulties can be grouped into two major categories: linguistic problems and cognitive burden. Linguistic problems consist of low reading comprehension, the challenge of working in a second language, and difficulties in applying paraphrasing practice to avoid plagiarism. Cognitive burden covers analytical intelligence, creative intelligence, and practical intelligence, reflecting students' struggles in analyzing source texts, generating original expressions, and applying paraphrasing strategies in real academic writing situations. Students who were still completing their theses generally reported more severe difficulties than those who had finished, particularly regarding vocabulary, sentence restructuring, and maintaining an academic tone. These findings suggest that paraphrasing instruction should be strengthened through systematic and continuous practice supported by lecturer feedback. This study contributes new insight by focusing specifically on thesis-level paraphrasing difficulties among students at different stages of the writing process, rather than paraphrasing in general academic writing tasks

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