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Dr. Lukman, M.Pd
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IJECA (International Journal of Education and Curriculum Application)
Published by Universitas Muhammadiyah Mataram
ISSN : -     EISSN : 26143380     DOI : 10.31764
Core Subject : Science, Education, Social,
Computer Science & IT Education Languange, Linguistic, Communication & Media Mathematics Social Sciences
IJECA (International Journal of Education and Curriculum Application) is a journal managed by Muhammadiyah University of Mataram, as a forum for scientific publication in the field of Education and Curriculum and its application. The Editorial Team receives the results of studies, research and development in education and curriculum covering education, social, culture, law, politics, religion, health, humanities, applied sciences, technology (ICT), administration, language and linguistics.
Arjuna Subject : Umum - Umum
Articles 10 Documents
 1 
Search results for , issue "Vol 8, No 1 (2025): April" : 10 Documents clear
Digital Technology in Midwifery Education and Training: Advancing Competences and Clinical Practices Nurhayati, Sri; Bimantoro, Stevanus; Ahsan, Md. Hafizi
IJECA (International Journal of Education and Curriculum Application) Vol 8, No 1 (2025): April
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/ijeca.v8i1.29170

Abstract

Microteaching practices and educational field experiences have long been part of the professional training of teachers. Both are requirements that must be taken by prospective teachers to become skilled and professional teachers. This study aims to describe the effect of microteaching practices and educational field experiences on the professionalism of prospective teachers. A quantitative approach with the correlational method was used to analyze the data obtained from 178 teacher candidates who took part in the practice of microteaching and carried out 6 months of educational field experience. The instrument used to collect data is a questionnaire. The results of the data analysis show that the microteaching practice and educational field experiences affect the professionalism of prospective teachers. However, educational field experiences have a more dominant influence than the practice of microteaching. Educational field experience directly shapes the character of prospective teachers to become professional educators because they are faced with real experience in the field. Meanwhile, the practice of microteaching occurs in a limited space so the teaching experience gained by prospective teachers is also limited. More effective management of microteaching practices needs to be a concern because through microteaching prospective teachers theoretically and practically gain knowledge about basic teaching skills and skills in compiling learning tools. The knowledge gained during the practice of microteaching is used by prospective teachers while carrying out educational field experiences.
Exploring of Islamic Religious Education Models in Senior High Schools: Analysis Implementation, Challenges, and Expectations in the Teaching of Moral Permana, Rizal; Suresman, Edi; Firmansyah, Mokh. Iman; O’g’li, Sodiqov Ulug’bek G’ulomjon
IJECA (International Journal of Education and Curriculum Application) Vol 8, No 1 (2025): April
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/ijeca.v8i1.28579

Abstract

This study investigates the implementation of Islamic Religious Education learning models on moral elements in senior high schools, emphasizing teachers’ and students’ perceptions. Unlike previous studies that focus solely on learning models or moral education, this research uniquely examines the alignment between teacher-implemented models and student expectations, using Joyce and Weil’s learning model framework. Employing a qualitative phenomenological approach, data were collected through in-depth interviews with three PAI teachers in West Bandung Regency and open-ended questionnaires from 120 students. Findings reveal that teachers attempt to integrate structured learning models; however, challenges persist, including variations in student backgrounds, limited teacher comprehension of moral content, and difficulties in classroom management. Students expect learning to be relevant, flexible, interactive, and technology-integrated, yet gaps remain between these expectations and current teaching practices. Key elements of the Joyce and Weil model—syntax, social systems, reaction principles, and support systems—are not comprehensively implemented across the studied schools. This study contributes to the development of PAI learning by offering structured insights into improving instructional models systematically. It recommends targeted strategies for teachers to enhance instructional effectiveness and suggests future research employing a larger sample with a quantitative approach to further validate these findings.
PBET Learning Strategies in Vocational Education: Linking Journalism Education and Digital Business Rofiudin, Amir; Prasetya, Luhur Adi; Haq, Salsabila Thifal Nabil; Ichwanto, Muhammad Aris; Mahardika, Arvendo
IJECA (International Journal of Education and Curriculum Application) Vol 8, No 1 (2025): April
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/ijeca.v8i1.28475

Abstract

Vocational education plays a crucial role in preparing students for the workforce, particularly in journalism and digital business. This study examines the implementation of Project-Based Education and Training (PBET) in an industrial internship (PKL) at PT Kreasi Ngalam Media and evaluates its impact on vocational high school students' competencies using SWOT analysis. Data were collected through a Likert-scale questionnaire to measure students’ perceptions and open-ended questions to gather qualitative insights. The analysis categorized responses into strengths, weaknesses, opportunities, and threats, followed by descriptive statistical analysis to determine the average score for each component. The results show that strengths (2.21) and opportunities (2.16) significantly outweigh weaknesses (1.1) and threats (1.07), indicating PBET’s effectiveness in enhancing students’ industry adaptability and hands-on experience. A strengths-opportunities (SO) score of 4.37 reinforces its potential to develop relevant vocational skills. However, lower scores in weaknesses and threats highlight ongoing challenges, particularly in bridging the gap between school-based theory and industry practices. To address this, the study recommends structured hands-on training, stronger industry mentorship, and improved school-industry collaboration, ensuring that students acquire practical competencies aligned with industry demands. These recommendations are directly based on the SWOT findings, emphasizing the need for real-world application within PBET to optimize vocational education outcomes and prepare students for the digital workforce.  Vocational education plays a crucial role in preparing students for the workforce, particularly in journalism and digital business. This study examines the implementation of Project-Based Education and Training (PBET) in an industrial internship (PKL) at PT Kreasi Ngalam Media and evaluates its impact on vocational high school students' competencies using SWOT analysis. Data were collected through a Likert-scale questionnaire to measure students’ perceptions and open-ended questions to gather qualitative insights. The analysis categorized responses into strengths, weaknesses, opportunities, and threats, followed by descriptive statistical analysis to determine the average score for each component. The results show that strengths (2.21) and opportunities (2.16) significantly outweigh weaknesses (1.1) and threats (1.07), indicating PBET’s effectiveness in enhancing students’ industry adaptability and hands-on experience. A strengths-opportunities (SO) score of 4.37 reinforces its potential to develop relevant vocational skills. However, lower scores in weaknesses and threats highlight ongoing challenges, particularly in bridging the gap between school-based theory and industry practices. To address this, the study recommends structured hands-on training, stronger industry mentorship, and improved school-industry collaboration, ensuring that students acquire practical competencies aligned with industry demands. These recommendations are directly based on the SWOT findings, emphasizing the need for real-world application within PBET to optimize vocational education outcomes and prepare students for the digital workforce.
Enhancing Early Childhood Educators' Competence: The Impact of a Structured Book Planner on Implementing the Merdeka Curriculum Kristiyanti, Leni; Mulyana, Enceng; Nurhayati, Sri; Zahra, Lotfi Fatima
IJECA (International Journal of Education and Curriculum Application) Vol 8, No 1 (2025): April
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/ijeca.v8i1.28713

Abstract

This study explores the effectiveness of a structured Book Planner in enhancing early childhood educators' teaching practices and aligning them with the Merdeka Curriculum’s goals. Using a pre-experimental one-group pre-test and post-test design, 45 early childhood educators from Indonesia participated in a three-month intervention. The Book Planner was integrated into their daily teaching routines to support lesson planning, thematic integration, and the practical application of curriculum principles. Data were collected using a 30-item questionnaire, field observations, and interviews. The questionnaire measured variables such as lesson planning effectiveness, curriculum alignment, and teaching confidence, and was analyzed using descriptive statistics and paired sample t-tests to assess changes before and after the intervention. Results revealed significant improvements in curriculum comprehension (from 3.87 to 4.20), lesson planning (from 3.33 to 4.28), thematic integration (from 3.71 to 4.08), and practical application (from 3.78 to 4.15). These findings highlight the Book Planner’s practical impact in enhancing educators' competencies and standardizing teaching practices, thus supporting the Merdeka Curriculum implementation. The study underscores the planner's potential to foster consistency in early childhood education, offering valuable insights for future curriculum reforms.
Arabic Language Curriculum Development Management at Multilingual Islamic Boarding School: A Case Study of PPM 4 Language Al-Muhibbin Mubin, Khoirul; Muhajir, Muhajir; Khotijah, Yayuk Siti; Khoiri, Abdul Aziz; Guangli, Mi
IJECA (International Journal of Education and Curriculum Application) Vol 8, No 1 (2025): April
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/ijeca.v8i1.29962

Abstract

In the era of globalization, multilingual mastery is a crucial factor in dealing with the dynamics of the world and increasing competitiveness in various sectors, including in Islamic boarding schools. Multilingual boarding schools are Islamic educational institutions that develop the ability to use several languages. The purpose of this study was to examine the development of the Arabic language curriculum at a multilingual boarding school, namely Modern 4-Language Boarding School Al-Muhibbin. This research uses a descriptive qualitative method with a case study approach. Data collection techniques were interviews, observations, and documentation studies. This study found that curriculum development management takes place through three stages: planning, implementation, and evaluation. In the planning stage, the four-language curriculum is systemized into one with rotational cycle management every six months. However, in various activities the use of Arabic is more dominant. Curriculum implementation is supported by the use of structured teaching materials, the use of technology, the application of bi'ah lughawiyyah, and extracurricular programs. Meanwhile, the evaluation stage is conducted formatively and summatively to assess the effectiveness of learning and provide feedback for continuous improvement. The evaluation results show that there is an improvement in students' skills especially speaking and reading skills.
Exploring the Impact of Curriculum Frameworks on Language Acquisition in Early Childhood Education Asrifan, Andi; Cardoso, Luís Miguel Oliveira de Barros
IJECA (International Journal of Education and Curriculum Application) Vol 8, No 1 (2025): April
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/ijeca.v8i1.28541

Abstract

This study investigates the influence of curriculum frameworks on language development in preschool-aged children in South Sulawesi, Indonesia. The research encompassed 250 subjects, comprising 100 preschool educators, 100 parents, and 50 children, who were chosen via stratified random sampling. A mixed-methods approach incorporated language proficiency evaluations, structured surveys, and semi-structured interviews. T-tests and ANOVA studied quantitative data to compare language development scores among different curriculum types, while qualitative data were subjected to thematic analysis to investigate educators' viewpoints. Research indicates that children engaged in language-rich curricula exhibited markedly superior scores in vocabulary development (M = 85.4, SD = 10.2) and phonological awareness (M = 78.6, SD = 9.5) relative to their counterparts in traditional curricula (vocabulary: M = 68.2, SD = 12.5; phonological awareness: M = 62.4, SD = 10.8), with p < 0.01. Furthermore, 70% of parents indicated heightened involvement and motivation when local languages and cultural contexts were incorporated into the curriculum. The study underscores the necessity for curricula that integrate interactive and culturally pertinent learning experiences, professional development initiatives for instructors, and legislation that requires the incorporation of local languages in early childhood education. Policymakers are advised to allocate resources for culturally inclusive educational materials and teacher training initiatives to ensure a lasting effect on language acquisition and sustained academic achievement.
Mathematical Modeling of Student Performance in Mathematics: Exploring the Impact of Attendance, Study Habits, and Teaching Methods Sicuan, Syrenzo Ramos
IJECA (International Journal of Education and Curriculum Application) Vol 8, No 1 (2025): April
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/ijeca.v8i1.28930

Abstract

This study examined the impact of attendance rate, study hours, and teaching methods on the mathematics performance of students at Pangasinan State University Binmaley Campus. A quantitative design was employed, involving 50 students from four academic programs, selected through stratified random sampling. Data were collected using a structured questionnaire that gathered information on students' attendance records, self-reported study hours, and perceptions of teaching methods. Data analysis included descriptive statistics, correlation, regression, and ANOVA. The regression analysis revealed no statistically significant impact of attendance and study hours on assessment scores, indicating that other unmeasured factors, such as the quality of instruction, student motivation, and prior mathematical proficiency, may play a greater role in performance. The scatterplots supported this by showing substantial variability in scores at similar attendance and study hour levels, suggesting that simply being present in class or dedicating study time does not automatically translate to higher achievement. Among teaching methods, blended learning demonstrated slightly better outcomes compared to traditional and flipped methods, as shown by ANOVA results. However, the variability in scores across methods suggests that the effectiveness of instruction depends on student adaptability and engagement. The findings indicate that attendance and study habits alone are insufficient predictors of academic performance. Instead, factors such as instructional quality, learning environment, and student engagement should be prioritized. Future research should explore these aspects further to develop targeted interventions that enhance mathematics learning.
Comparative TVET Curriculum: Indonesia and Philippines Based on Indonesia's Vision 2045 Kusuma, Hanif Aulia; Chisbiyah, Lismi Animatul; Tiasari, Wulidah Ning; 'Alam, Ghasa Faraasyatul; Setiyawan, Ramadhana
IJECA (International Journal of Education and Curriculum Application) Vol 8, No 1 (2025): April
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/ijeca.v8i1.28574

Abstract

Indonesia's Vision 2045 in the employment aspect, the first stage, is to anticipate job market disruption by facilitating access to reskilling and upskilling institutions in STEM areas of expertise. One of the reskilling and upskilling institutions in Indonesia is LKP. Based on this, this research aims to compare the LKP curriculum in Indonesia with the NCIII curriculum in the Philippines, which has been integrated with the STEM framework. The qualitative research approach of literacy study is applied in this study. The level of explanation in this study is a comparative study. To compare 2 curricula at different qualification levels, the AQRF framework is needed as an equalizer. Both curricula need to be converted according to the level in the AQRF, to produce an equivalent level. The results of comparing the two curricula show similarities and differences. In terms of similarities, both the LKP curriculum in Indonesia and the NCIII curriculum in the Philippines both adhere to the SILO approach to STEM, This approach indicates that each branch of science stands separately. Meanwhile, the difference is in the achievements of each element, for the LKP curriculum in Indonesia, competencies are separated based on work abilities, knowledge, attitudes, and values, whereas in the Philippines, the NCIII curriculum for each element of competency achievement is determined by the thinking skills domain, multiliteracies (is a soft skill in terms of literacy, for example, digital literacy, numeracy, and cultural literacy) in the STEM framework. NCIII is a national certification under the auspices of TESDA as the employment distribution authority in the Philippines. National certification is often used as a requirement for applying for jobs. Employment acceptance in Indonesia can accommodate employment acceptance in the Philippines, by using certification as a prerequisite for entering the workforce. The certification is proof that the candidate worker has adequate competence in the STEM field.
Microteaching Practice and Educational Field Experiences: The Impact on the Professional Performance of Prospective Teachers Ramadhanti, Dina; Yanda, Diyan Permata
IJECA (International Journal of Education and Curriculum Application) Vol 8, No 1 (2025): April
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/ijeca.v8i1.29139

Abstract

Microteaching practices and educational field experiences have long been part of the professional training of teachers. Both are requirements that must be taken by prospective teachers to become skilled and professional teachers. This study aims to describe the effect of microteaching practices and educational field experiences on the professionalism of prospective teachers. A quantitative approach with the correlational method was used to analyze the data obtained from 178 teacher candidates who took part in the practice of microteaching and carried out 6 months of educational field experience. The instrument used to collect data is a questionnaire. The results of the data analysis show that the microteaching practice and educational field experiences affect the professionalism of prospective teachers. However, educational field experiences have a more dominant influence than the practice of microteaching. Educational field experience directly shapes the character of prospective teachers to become professional educators because they are faced with real experience in the field. Meanwhile, the practice of microteaching occurs in a limited space so the teaching experience gained by prospective teachers is also limited. More effective management of microteaching practices needs to be a concern because through microteaching prospective teachers theoretically and practically gain knowledge about basic teaching skills and skills in compiling learning tools. The knowledge gained during the practice of microteaching is used by prospective teachers while carrying out educational field experiences.
Dynamic Stakeholder Adaptation to Cambride Curriculum Based Learning: Challenges and Strategies Valmay, Azzahra Callistadea; Supriyanto, Achmad; Sunandar, Asep
IJECA (International Journal of Education and Curriculum Application) Vol 8, No 1 (2025): April
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/ijeca.v8i1.28205

Abstract

This study aims to analyze the dynamic adaptation of stakeholders to Cambridge curriculum-based learning in elementary schools. It explores stakeholder perspectives, challenges, and adaptation strategies in responding to the unique demands of the Cambridge-based curriculum. The Cambridge curriculum is known for its international approach, emphasizing critical thinking and students' analytical skills. However, its success depends on the effectiveness of learning management in schools. This study uses a qualitative descriptive research method. Data collection techniques include observation and interviews, with data sources obtained from the vice principal of the curriculum section (internal stakeholder) and parents (external stakeholders). The results indicate that implementing the Cambridge curriculum presents challenges for both teachers and students. These challenges must be minimized through strategies applied in schools. Important factors in implementation include framework surgery with combining local and global contexts in learning, granting teacher flexibility in lesson management, conducting supervision, and implementing the English Habits program. This program encourages all school members, especially students, to use English in daily school activities. From these findings, recommendations focus on improving school management and enhancing teacher professionalism. Strengthening teacher training, optimizing curriculum planning, and fostering collaboration among stakeholders are crucial for more effective Cambridge curriculum implementation.

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