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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 284 Documents
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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.
Learners’ Roadmap through CEFR Reading Test: Challenges, Strategies, and Benefits Sari, Mila Purnama; Naftali, Lidya Vega; Mardiana, Rizdika
IJECA (International Journal of Education and Curriculum Application) Vol 8, No 2 (2025): August
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/ijeca.v8i2.30510

Abstract

The Common European Framework of Reference for Languages (CEFR) is widely recognized as a prominent framework for learning and assessing English proficiency, including in Indonesia. However, fewer ELT professionals in Indonesia are familiar with the CEFR framework than in other Asian countries. Therefore, when English education students from master’s degree programs at one university in Jakarta used the CEFR test to measure their English skills, and to use their learning experience as a reflective activity. This research was conducted to investigate the challenges encountered by the participants in conducting the CEFR reading test, their strategies to cope with them, and the benefits they gained. A qualitative methodology, incorporating ethnography and autoethnography, was employed, with data analyzed through descriptive analysis. The data is taken from three out of the 16 participants, selected purposively for their data completeness, using participants' reflective forms, responses collected via Google Forms, and interviews. The study found that the challenges encountered were primarily due to the combination of the types of questions, the lengthy text, and later technical issues. The vocabulary, grammar, context, and topic do not pose significant challenges. The strategies used by the participants to cope with the struggle included scanning, skimming, rereading the texts multiple times, and utilizing two devices during the test. The study identifies two key benefits: the experience of taking the test itself and the subsequent reflective activity. This reflection allowed participants to identify their strengths and weaknesses, critically evaluate their performance, and implement strategies for improvement, particularly in developing reading skills. Future research could build on these results to create a test-taking strategy program designed to enhance English language proficiency and integrate this knowledge into learning programs.
Evaluation of Curriculum Structure in Arts Education: A Systematic Literature Review at Elementary School Level Julistiyana, Maria Ulfa Yudha; Ghufron, Anik; Raihan, Primus Devra; Saearani, Muhammad Fazli Taib; Luft, Adelina
IJECA (International Journal of Education and Curriculum Application) Vol 8, No 2 (2025): August
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/ijeca.v8i2.31115

Abstract

Arts education in elementary schools plays a vital role in shaping children’s character, creativity, and cultural identity. However, in Indonesia, its implementation faces challenges due to the fragmented organization of materials and the absence of standardized assessment frameworks. This study aims to identify dominant approaches to organizing arts curricula, evaluate relevant assessment models, and derive policy insights to strengthen primary school arts education. Using a Systematic Literature Review (SLR) of 30 peer-reviewed articles published between 2018 and 2024, selected from databases such as Scopus and ERIC, the analysis applied PRISMA guidelines and thematic coding to map key patterns. The review identified three main organizational approaches: Discipline-Based Art Education (DBAE), STEAM-PBL integration, and local wisdom-based methods. Among evaluation frameworks, the CIPP model emerged as the most comprehensive because it addresses outcomes along with context, input, and process. The findings show that each approach offers distinct strengths. DBAE provides a structured academic foundation, STEAM-PBL promotes creativity and critical thinking, and local wisdom methods reinforce cultural identity. Despite this, Indonesia’s curriculum lacks a cohesive and measurable framework that integrates these elements. This study provides conceptual insights to inform curriculum development and policy formulation, aligning arts education with global educational shifts and Indonesia’s cultural context. 
Gamified Learning in EFL Classrooms: Students’ Perceptions of Baamboozle Games for Vocabulary Mastery Azzahra, Fatimah; Kembaren, Farida Repelita Waty
IJECA (International Journal of Education and Curriculum Application) Vol 8, No 2 (2025): August
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/ijeca.v8i2.32640

Abstract

Incorporating games into education is an effective strategy to enhance student engagement. This study investigated how EFL students’ emotional reactions and experiences influence their perceptions of the interactivity of Baamboozle games for vocabulary mastery. Conducted at two Integrated Islamic Private Junior High Schools in Medan, the research employed a case study design and a descriptive qualitative methodology, with 8 EFL students participating through observations and semi-structured interviews, which were conducted over a period of four weeks. The thematic analysis revealed that students’ motivation, vocabulary acquisition, and engagement improved significantly, influenced by their emotional responses to the game. These findings highlight the potential of gamified learning platforms like Baamboozle games in enhancing language acquisition and emphasize the role of emotional engagement in mastering vocabulary, which the implication of provides insight for teachers to consider using game-based learning in teaching vocabulary.
A Comparative Analysis of the Philippine and Indonesian English Curricula at the Elementary Education Level Asyifa, Firly; Rodliyah, Rojab Siti; Amalia, Lulu Laela; Mababaya, Ahmad Dindang
IJECA (International Journal of Education and Curriculum Application) Vol 8, No 2 (2025): August
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/ijeca.v8i2.30813

Abstract

Curriculum plays an important role in education because it provides a structured framework for learning. Understanding how English curricula in different countries are constructed can be beneficial for improving educational quality.  This study, therefore, aimed to analyze and compare the Indonesian and Philippine English curricula, focusing on their construction, particularly at the elementary education level. The study employed document analysis through three stages. First, the data were coded using themes adapted from Tyler’s Rationale (objectives, design, scope and sequence, evaluation). Then, a comparative analysis was conducted to identify similarities and differences between the two curricula. Finally, the findings were interpreted by considering contextual and philosophical factors influencing each curriculum. Findings reveal significant differences: the Philippine curriculum introduces English from Kindergarten, highlighting its role as a second language that is vital for national development and global integration. It employs a structured approach emphasizing early exposure, higher-order thinking, and standardized assessments. By contrast, Indonesia introduces English in Grade 3, prioritizing foundational skills in the Indonesian language first; and emphasizing flexibility, formative assessments, and greater teacher autonomy, allowing contextualized adaptation to diverse student needs. Despite these differences, both curricula aim to foster communicative competence, critical thinking, and intercultural awareness, essential skills for 21st-century learners. The results bring to light the importance of context-sensitive curriculum development that balances international educational trends with local linguistic realities, contributing theoretically by clarifying how national contexts influence curriculum choices in ESL and EFL environments. Practically, it provides actionable insights for policymakers and curriculum designers aiming to develop adaptable, inclusive, and culturally relevant English programs in multilingual contexts.
Integration of Imam Az-Zarnuji’s Educational Principles in Strengthening the Growth Mindset of Santri at Madrasah Diniyah Putri TBS Kudus Maula, Ni'matul; Taufikin, Taufikin; Muqtada, Muhammad Rikza; Shamwil, Muhammed
IJECA (International Journal of Education and Curriculum Application) Vol 8, No 2 (2025): August
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/ijeca.v8i2.31680

Abstract

This study explores the integration of Imam Az-Zarnuji’s educational principles from Ta’lim al-Muta’allim in shaping the growth mindset of female students at Madrasah Diniyah Putri TBS Kudus. Specifically, it investigates how key principles such as sincere intention (niyyah), respect for teachers, patience, perseverance, and discipline contribute to fostering a growth mindset characterized by resilience, openness to failure, and continuous self-improvement. Employing a qualitative descriptive design, data were collected through in-depth interviews, direct observations, and document analysis involving two teachers and fifteen students. Thematic analysis was used to identify patterns related to the application of Az-Zarnuji’s principles in students’ learning behavior and mindset development. The findings reveal that these classical Islamic educational values significantly reinforce modern psychological traits associated with the growth mindset, such as perseverance in learning, intrinsic motivation, and receptivity to feedback. The study offers concrete implications for Islamic education practice by demonstrating how integrating traditional pedagogical ethics with contemporary mindset theory can enhance students’ character formation and academic resilience. This integrative model presents a contextualized, holistic approach to developing growth-oriented learners in madrasah settings.
Rhythm Explorers: Creative Approach in Drum Learning for Elementary Students in Private Music Education Sembiring, Piter; Milyartini, Rita
IJECA (International Journal of Education and Curriculum Application) Vol 8, No 2 (2025): August
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/ijeca.v8i2.31888

Abstract

This study explores a creative approach to drumming instruction for primary school students in private music education institutions, aiming to enhance rhythmic ability through improvisation and exploration of complex rhythmic patterns. A qualitative research design was employed, involving twelve purposively selected students of varying ages. Data were collected through in-depth interviews, direct observation, and documentation. The findings indicate that integrating games and challenges into drumming lessons improves rhythmic accuracy, creativity, and motor coordination. The approach also supports emotional and cognitive development by encouraging self-expression through music. Key outcomes include increased technical mastery, stronger self-confidence, and greater adaptability to complex rhythms. Although implementation faced challenges such as limited infrastructure and psychological barriers among students, applied solutions contributed to a more engaging and effective learning environment.
Video-Based Finger Puppet Making Training for ECE Parents: A Technology-Enhanced Approach to Home–School Partnership Risnawati, Anni; Hendriana, Heris; Nurhayati, Sri; Olugbade, Damola; Moreb, Mohammad
IJECA (International Journal of Education and Curriculum Application) Vol 8, No 2 (2025): August
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/ijeca.v8i2.32195

Abstract

Parental engagement is a key determinant of early childhood development, yet many families face practical and psychological barriers to meaningful involvement in their children’s education. This study addresses this gap by rigorously exploring the impact of a video-based finger puppet-making training initiative on parental engagement within early childhood education (ECE) contexts. The study involved five parents from a semi-urban ECE center in Indonesia, each with varying levels of education and digital literacy, providing insight into the program’s accessibility and relevance across diverse backgrounds. Employing a qualitative case study methodology, the research drew on semi-structured interviews, direct observations, and analysis of participant-produced artifacts. Thematic analysis revealed four principal outcomes: First, participants reported heightened self-efficacy in crafting practices, with video-based scaffolding enabling skill development at an individualized pace. Second, the finger puppet activity fostered emotionally resonant storytelling and strengthened literacy practices at home. Third, the training led to increased and more substantive engagement with educators, suggesting an emergent co-educator role among caregivers. Lastly, the asynchronous video format was effective in accommodating diverse schedules and technological capacities, although minor digital access limitations were noted. This study’s findings corroborate and extend scholarship on adult learning theory, symbolic interactionism, and digital pedagogy. Practically, the low-cost, flexible nature of the intervention demonstrates significant potential for broader adoption in diverse ECE contexts, supporting inclusive parent engagement policies. The results offer actionable insights for educators and policymakers seeking to implement scalable, culturally responsive strategies to bridge home–school learning.
Augmented Reality and Learning Motivation in Achieving 21st Century Skills: The Mediating Role of Immersive Learning Experiences Riyanto, Budi; Putra, Riki Wanda; Widiatmaja, Arya; Devin, Hasri; Kuntadi, Cris; Laju, I Kadek; Hermanto, Bambang
IJECA (International Journal of Education and Curriculum Application) Vol 8, No 2 (2025): August
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/ijeca.v8i2.32767

Abstract

In response to the increasing demands for 21st-century competencies, this study adopts an explanatory quantitative research design to investigate the mediating role of Immersive Learning Experiences (ILE) in the relationship between Augmented Reality (AR) and Learning Motivation (LM) toward the acquisition of 21st-Century Skills (CS). Using a quantitative explanatory design with Partial Least Squares Structural Equation Modeling (PLS-SEM), this study analyzes data from Generation Z students (aged 17–25) enrolled at the Ministry of Transportation's maritime campus in Sumatra to evaluate this relationship. The results show that AR has a significant positive effect on ILE (β = 0.603; t = 3.878; p < 0.001), while its direct effect on 21st-Century Skills (CS) is negative and insignificant (β = -0.225; t = 1.461; p = 0.144). ILE, in turn, significantly influenced CS (β = 0.599; t = 4.928; p < 0.001) and significantly mediated the effect of AR on CS (β = 0.361; t = 2.924; p = 0.003). Meanwhile, Learning Motivation (LM) did not show a significant direct or indirect effect on CS through ILE. This finding highlights that ILE plays a significant mediating role in linking AR to 21st-century skills, while LM did not show a comparable influence. This suggests that intrinsic factors such as motivation are crucial, with technology-enhanced learning environments playing a more dominant role in developing 21st-century skills. The limited mediation effect of ILE in the LM–CS pathway may stem from the inherently cognitive–affective nature of motivation, which may require different pedagogical support. Future research is recommended to incorporate moderator variables such as digital literacy and adopt a longitudinal design to assess the sustained impact of immersive learning on skill development.

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