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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 11 Documents
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Search results for , issue "Vol 8, No 3 (2025): December" : 11 Documents clear
The Role of Attitude Toward Learning, Interest in Learning and Digital Literacy in Inventive Thinking Skill: SEM Approach Ad'hiya, Eka; Edi, Rodi; Amini, Fitrah; Fatharani, Deika Zhillan; Sari, Diah Kartika; Haryani, Maefa Eka
IJECA (International Journal of Education and Curriculum Application) Vol 8, No 3 (2025): December
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/ijeca.v8i3.36302

Abstract

The urgency of this research stems from a follow-up to previous research that mapped the level of inventive thinking among chemistry education students at Sriwijaya University, which was found to be at a moderate level. Therefore, it is necessary to conduct further analysis of the factors that influence inventive thinking. This study aims to determine the relationships among Attitude toward Learning, Interest in Learning, and Digital Literacy and Inventive Thinking among Chemistry Education Students at Sriwijaya University. This research is a quantitative, cross-sectional study. Data were collected through a survey. The instrument used was a 59-item Likert-type questionnaire with 4 points on the scale. The questionnaire included 23 items on inventive thinking, 18 on attitude toward learning, 8 on interest in learning, and 10 on digital literacy. The sample for this study consisted of students in the Chemistry Education study program at Sriwijaya University. The research data were analyzed using Structural Equation Modeling (SEM). The results of the measurement model test indicated 26 indicators that were valid and reliable. The results of the structural model evaluation showed no multicollinearity problems, and the model explained 61.1% of the variance in the inventive thinking variable, which was classified as high. The results of the path coefficient significance test showed that only Hypothesis 3 had a t-statistic greater than 1.96 and a p-value less than 0.05, indicating that only digital literacy had a positive and significant effect on inventive thinking. Then the results of this research will have implications for the development of learning designs/learning environments that can support the inventive thinking of chemistry education students by integrating learning with digital literacy.
Development of Guided Inquiry Module using Canva Media to Enhance Critical Thinking and Motivation in Digestive System Learning Fatima, Siti; Nusantari, Elya; Buhungo, Trisnawaty Junus; Odja, Abdul Haris; Yusuf, Frida Maryati; Payu, Citron S.
IJECA (International Journal of Education and Curriculum Application) Vol 8, No 3 (2025): December
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/ijeca.v8i3.36248

Abstract

This study developed a guided inquiry-based learning module using Canva media to enhance critical thinking and learning motivation in Grade VIII students on the topic of the digestive system. Given the low science literacy and critical thinking skills in Indonesia, especially in junior high school science, this module aimed to address the gap in teaching abstract topics. A Research and Development (R&D) approach using the ADDIE model was applied in small-scale (10 students) and large-scale trials (55 students) at two junior high schools. Data were collected through expert validation, a critical thinking test, and a motivation questionnaire, analyzed using N-Gain and descriptive statistics. Results showed a moderate improvement in critical thinking (N-Gain of 0.63) and high student motivation (88% in the small-scale and 82% in the large-scale trial). The use of Canva within the inquiry-based approach significantly increased engagement and helped students understand abstract concepts, proving that combining inquiry-based learning with visual media is an effective strategy to improve critical thinking and motivation in junior high school science.
The Analysis of Religious Character Instrument using Classical and Modern Theories Sabaryati, Johri; Utami, Linda Sekar; Ala, Siti; Donuata, Pujianti Bejahida; Suryani, Yulinda Erma
IJECA (International Journal of Education and Curriculum Application) Vol 8, No 3 (2025): December
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/ijeca.v8i3.35338

Abstract

Measuring religious character is essential for understanding how individuals internalize religious values. However, previous studies have mainly focused on conceptual development or instrument construction without systematically comparing psychometric characteristics before and after scaling or integrating Classical Test Theory (CTT) and Item Response Theory (IRT) within a single analytical framework. This study addresses these gaps by examining the characteristics of a multidimensional religious character instrument before and after scaling to ensure score stability and measurement precision. The instrument was a self-report questionnaire using 4–5 point Likert-type items representing five dimensions: intellectuality, ideology, public practice, private practice, and religious experience. A descriptive quantitative design was employed. CTT was used to evaluate item statistics, reliability, and score distribution, while IRT specifically the graded response model (GRM) assessed item functioning across different levels of the latent trait. The summated rating method was applied to transform ordinal responses into standardized scores. Data were collected from 375 students at Widya Dharma University, Klaten, Indonesia, and analyzed using R. The scaling procedure generated positivized z-scores and produced a more compressed score distribution, reflected in decreased mean, standard deviation, mode, and median. Changes in reliability coefficients and the Standard Error of Measurement (SEM) across dimensions indicated that scaling affected measurement precision. GRM analysis confirmed that the instrument effectively discriminated among individuals with low, moderate, and high levels of religious character. Overall, the findings highlight the value of applying scaling procedures and integrating CTT and IRT to improve the accuracy, interpretability, and psychometric robustness of religious character assessments.
The Spinning Box: An Innovative Educational Game to Stimulate Early Childhood Development a Single-group Pre-test and Post-test Research Design Hasani, Ruslan; Putri, Besse Sherly Aulia; Simunati, Simunati; Yulianto, Yulianto; Agussalim, Agussalim; Lorica, Josephine D.; Abas, Hafiza; Shiratuddin, Mohd Fairuz
IJECA (International Journal of Education and Curriculum Application) Vol 8, No 3 (2025): December
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/ijeca.v8i3.35483

Abstract

Early childhood is a critical period for cognitive development, socialization and independence, motor skills, and language. This article introduces the Spinning Box, an innovative educational game designed to stimulate children's holistic development through gross motor skills, fine motor skills, speech and language skills, and socialization and independence. The research method is a quasi-experimental study using a single-group pre-test and post-test design proposed to evaluate its effectiveness. Analysis was descriptive and used paired t-tests to detect differences in mean scores before and after the intervention. Participants consisted of four children aged 3–4 years. Inclusion criteria: healthy children without major developmental disorders, with parental consent. The Spin Box consists of a cube with four sides, each corresponding to a developmental task (motor skills, speech and language skills, and socialization and independence skills). Children took turns spinning the box and completing the assigned tasks. Sessions lasted for 20 minutes, three times a week, for eight weeks. Measurements were conducted using the Pre-Screening Developmental Questionnaire. The results showed significant improvements in all four domains of child development following the Spinning Box intervention. All p-values were below 0.05. Furthermore, Cohen's d effect sizes across all domains were very large (d > 0.8), with most even far exceeding this value. This shows that the Spinning Box educational game has a very strong influence in stimulating development in early childhood. However, with only four participants from one center and a single-group pre-post design, these findings are preliminary and should be interpreted with caution, as they cannot be broadly generalized.Parental involvement is widely recognized as a key determinant of children’s academic achievement, motivation, and socio-emotional development. Yet despite decades of research, evidence on concrete and scalable strategies remains fragmented. This study synthesizes recent innovations by conducting a structured literature review of 63 Scopus-indexed articles published between 2020 and 2025, complemented by earlier foundational works to provide historical and conceptual grounding. The objective was to identify effective approaches, examine barriers to implementation, and highlight emerging opportunities for strengthening parent–school partnerships in primary and secondary education. Findings converge into five clusters. First, programmatic interventions such as parenting workshops and structured sharing sessions enhanced parental knowledge, confidence, and collaboration with teachers, leading to improvements in children’s learning outcomes. Second, technology-enabled access—including internet provision, device distribution, and digital platforms—expanded opportunities for engagement, although inequalities in digital literacy and access remained evident. Third, multi-channel communication systems such as logbooks, bulletins, and social media groups supported continuous dialogue between home and school, with positive effects on student behavior and motivation. Fourth, shared governance through parental participation in school committees, decision-making, and community events fostered inclusivity, reduced dropout risks, and enhanced school–community relationships. Fifth, targeted outreach, including home visits and culturally responsive practices, proved especially effective in reaching disadvantaged families and improving trust, equity, and sustained participation. Overall, the review demonstrates that parental involvement is highly adaptable and can be strengthened through a mix of low-cost innovations and contextually sensitive strategies. These findings offer educators and policymakers actionable insights for institutionalizing parental engagement and addressing persistent equity gaps in education.
Innovations in Parental Involvement for Educational Improvement: A 2020–2025 Evidence Synthesis Pamungkas, Rindu Natasha; Nuraeni, Lenny; Nurhayati, Sri; Ahsan, Md Hafizi; Dandan, Sameer Mohammed Majed
IJECA (International Journal of Education and Curriculum Application) Vol 8, No 3 (2025): December
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/ijeca.v8i3.34739

Abstract

Parental involvement is widely recognized as a key determinant of children’s academic achievement, motivation, and socio-emotional development, yet empirical evidence on concrete and scalable strategies remains fragmented. This study addresses this gap by conducting a structured literature review of 63 Scopus-indexed articles published between 2020 and 2025, focusing on empirical, English-language studies in primary and secondary education. A structured coding framework and data-extraction matrix served as the main research instruments, and thematic synthesis combined with descriptive mapping was used to analyze patterns, mechanisms, and contextual differences. Findings converge into five clusters of innovation: programmatic interventions, technology-enabled access, multi-channel communication systems, shared governance, and targeted outreach. Across these clusters, three cross-cutting mechanisms emerged capability building, relationship infrastructure, and cultural–contextual alignment which provide conceptual coherence and help explain why particular strategies succeed in different settings. The study’s contribution lies in offering a theoretically informed synthesis that links post-2020 innovations to established frameworks on family–school partnerships, including Epstein’s overlapping spheres of influence, Bronfenbrenner’s ecological systems theory, and the CAPE model of engagement. Practically, the review highlights low-cost, contextually sensitive strategies that schools can adopt to strengthen parent–school partnerships, from parenting programs and structured communication routines to inclusive governance structures and culturally responsive outreach. Policy implications include the need to invest in equitable digital access, systematic communication infrastructures, and mechanisms that position families as active partners in decision-making. Overall, the review provides an integrated roadmap for institutionalizing more equitable and sustainable parental engagement in education.
Evaluating the Quality of Mid-Semester Mathematics Summative Assessment in Secondary School: A Psychometric Analysis of Test Items Santosa, Yoga Tegar; Maulida, Dini Wardani; Ferdianto, Juli; Sutarni, Sri; Hidayati, Yulia Maftuhah
IJECA (International Journal of Education and Curriculum Application) Vol 8, No 3 (2025): December
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/ijeca.v8i3.36276

Abstract

Mid-semester summative assessments play a crucial role in supporting competency-based learning in the Kurikulum Merdeka. However, existing studies and field practices indicate a persistent gap: teachers rarely conduct systematic psychometric evaluations. Addressing this gap, this study aims to (1) analyze the structure and characteristics of a mid-semester mathematics summative assessment and (2) evaluate the quality of its items based on psychometric criteria within the framework of CTT. Using a mixed-methods sequential exploratory design, data were obtained from two mathematics education experts, two mathematics teachers, and a school principal in an Islamic Integrated Secondary School in Sukoharjo Regency. Data sources included interview transcripts, assessment documents, students’ response sheets, and expert validation forms. Qualitative data were analyzed through data reduction, display, and conclusion drawing, while quantitative data were examined using Aiken’s V and CTT. The findings reveal that the assessment consisted of 40 multiple-choice items and 5 essay questions, covering Number and Algebra elements of Phase D in the Merdeka Curriculum. The items' content validity was moderate, with strengths in language but weaknesses in cognitive level alignment. Empirical results showed some multiple-choice items were invalid, while all essay questions were valid and reliable (r = 0.88). Most items were moderately difficult, with a discrimination index from fair to excellent (0.3 ≤ D ≤ 0.8). However, nearly one-third of distractors in the multiple-choice items did not function well. These results highlight the need for improved item construction and teacher capacity-building to ensure assessments that align with the principles of the Kurikulum Merdeka and support high-quality measurement of student competency.
SILFA Model Approach Development for Women Artisans’ Education and Empowerment: Integrating Karawo Cultural Heritage into Non-Formal Learning Abdul, Silfana; Isa, Abd Hamid; Zubaidi, Mohamad; Rahman, Misran; Nurhayati, Sri; Boriboon, Gumpanat; Jacob, Udeme Samuel
IJECA (International Journal of Education and Curriculum Application) Vol 8, No 3 (2025): December
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/ijeca.v8i3.34374

Abstract

Women artisans in rural areas face persistent barriers in accessing education and achieving economic empowerment, particularly when their livelihoods rely on sustaining fragile cultural heritage traditions. This study developed and piloted the SILFA Model Approach for Women Artisans’ Education and Empowerment, integrating Karawo cultural heritage into non-formal learning. The model aims to provide a culturally grounded learning framework that enhances skills, knowledge, and socio-economic agency while preserving heritage identity. Employing a Research and Development design guided by the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation), the research involved thirty women artisans in Pongongaila Village, Gorontalo, Indonesia, with ten participating in a small-group pilot implementation. Quantitative data from pre- and post-tests were analyzed using descriptive statistics, while qualitative data from focus group discussions, reflections, and observations were interpreted through thematic analysis. Results showed a substantial improvement in knowledge and skills, with mean scores increasing from 47.4 to 80.4. Participants also reported heightened confidence, creativity in developing new Karawo motifs, adoption of digital marketing, and motivation to establish cooperative groups. Conceptually, the SILFA Model contributes to theories of women’s empowerment and culture-based education by operationalizing sustainability, interactivity, and identity-preserving principles within a participatory non-formal learning context. As a validated pilot framework, it demonstrates how embedding cultural heritage in non-formal education can simultaneously revitalize Karawo traditions and strengthen women’s educational and economic empowerment in rural communities.
Self-Efficacy Mediating the Influence of Social Support on Interest in Continuing Higher Education Makmun, Sukron; Mustari, Mustari; Suyitno, Imam; Jamalong, Ahmad; Najamuddin, Najamuddin; Sahabuddin, Romansyah
IJECA (International Journal of Education and Curriculum Application) Vol 8, No 3 (2025): December
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/ijeca.v8i3.35444

Abstract

Developing superior human resources through higher education is crucial for national progress. However, interest in pursuing higher education in West Nusa Tenggara (NTB), particularly Central Lombok, remains a challenge that requires empirical study. This study aims to examine the impact of social support on interest in pursuing higher education, as well as the mediating role of self-efficacy in this relationship. This quantitative study, using a survey approach, involved 100 active university students in Central Lombok Regency as a sample, selected using a simple random sampling technique. Data were collected through questionnaires and analyzed using Structural Equation Modelling - Partial Least Square (SEM-PLS). The results showed that social support had a positive and significant effect on interest in pursuing higher education and self-efficacy. A key finding was that self-efficacy fully mediated the effect of social support on interest in pursuing higher education (R2 = 60.9%). Theoretically, this indicates that social support must first be internalized into self-efficacy to effectively increase interest. Policy implications highlight the importance of intervention programs that not only provide social support, but also strategically focus on strengthening individual self-efficacy to encourage higher education participation in the region.
Increasing Student Engagement in Islamic Jurisprudence Learning through SHARIA Board Game Media in Elementary Schools Istikha, Vinanda; Fakhruddin, Agus; Faqihuddin, Achmad
IJECA (International Journal of Education and Curriculum Application) Vol 8, No 3 (2025): December
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/ijeca.v8i3.36269

Abstract

This study aims to increase student engagement in Islamic Jurisprudence learning through the SHARIA Board Game in elementary schools. The research employed a descriptive qualitative approach supported by simple quantitative descriptive data, using the ADDIE (Analysis, Design, Development, Implementation, and Evaluation) development model. The participants consisted of one Islamic Religious Education teacher and 15 fourth-grade students. Data were obtained through observation, interviews, documentation, questionnaires, and test scores, and were analyzed using thematic analysis following Miles and Huberman’s (1994) model, including data reduction, data display, and conclusion drawing. The findings showed that the average student score increased from 70.77 to 80.67 (13.99%), and learning completeness improved from 46.15% to 73.33%. The SHARIA Board Game also strengthened student engagement across four dimensions: cognitive, behavioral, social, and spiritual. Students became more active, motivated, and collaborative during learning activities. Theoretically, this study contributes to Islamic Religious Education by demonstrating that game-based learning can transform abstract fiqh concepts into meaningful and contextual learning experiences. Practically, the SHARIA Board Game offers an effective, low-cost, non-digital learning alternative that can be implemented in elementary schools to enhance motivation, participation, and understanding of worship practices.
Integration of SOLE-Based Progressive Web Apps: Trends and Empirical Insights for Critical Thinking in Education Rofiudin, Amir; Elmunsyah, Hakkun; Ichwanto, Muhammad Aris
IJECA (International Journal of Education and Curriculum Application) Vol 8, No 3 (2025): December
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/ijeca.v8i3.34429

Abstract

Digital education expands rapidly, yet research on Progressive Web Apps (PWA) and Self-Organized Learning Environments (SOLE) often proceeds separately, obscuring how integration with standardized critical-thinking measures improves learning. This review addresses that gap by synthesizing evidence, specifying how PWA affordances scaffold SOLE processes, and offering guidance for practice and policy. A Systematic Literature Review (SPAR-4-SLR) was conducted. Searches in Scopus, SINTA, and Google Scholar covered 2020–2025 using Boolean strings (PWA and SOLE and “critical thinking”). Inclusion targeted peer-reviewed studies in formal education reporting learning or critical-thinking outcomes; screening followed PRISMA 2020. Instruments comprised a four-criterion Likert quality appraisal (objectives clarity, methodological appropriateness, data quality and completeness, educational relevance; cutoff ≥ 12), a standardized data-extraction form, and NVivo 12 for thematic analysis with calibration and inter-rater agreement (Cohen’s κ ≥ 0.70). Twenty-five studies were included. Results show 32% focused on PWA (flexibility, motivation, project-based engagement), 40% on SOLE (independence, collaboration, inquiry), and 28% on integrated approaches indicating potential for adaptive, participatory, contextual ecosystems, although instruments are heterogeneous and causal designs limited. Theoretically, the review specifies a technology–pedagogy alignment that maps offline access, installability, responsiveness, and notifications to SOLE phases and core critical-thinking dimensions. Practically, it recommends a design checklist for educators, rubric and outcome alignment for curriculum developers, and policies prioritizing device access, reliable connectivity with offline options, lightweight authentication, and professional development for SOLE facilitation.

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