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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 303 Documents
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Career Construction among Islamic Primary School Student: An Exploratory Study of Early Career Planning Wulandari, Arifah; Andrianie, Santy; Krismona, Elwas Berdha; Bariyyah, Khairul; Meilawati, Badiyah Mirna; Jr., Celso P. Resueṅo; Murad, Ivan Hasan
IJECA (International Journal of Education and Curriculum Application) Vol 9, No 1 (2026): April
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/ijeca.v9i1.38299

Abstract

Research on career development has largely focused on adolescents and young adults, leaving early career construction in primary education relatively underexplored, particularly in religious-based schooling context. Drawing on Career Construction Theory (CCT), this study examines how teachers in Islamic elementary schools facilitate students’ early career meaning making. A qualitative design was employed involving five Islamic elementary school teachers in Central and East Java, Indonesia, selected based on their teaching experience and involvement in student development programs. Data were collected through in-depth interviews and document observations and analyzed using reflexive thematic analysis framework. Credibility was ensured through data triangulation and member checking. The findings reveal that teachers act as key agents in fostering students’ early career awareness by integrating Islamic values such as responsibility, discipline, honesty, and respect into learning actions and school programs. Experiential activities, including career visits, school orientation programs, and interest-based extracurricular activities, support students’ early exploration and emerging career adaptability. This study contributes to the development of CCT by demonstrating how early career narratives can emerge within culturally and spiritually grounded educational environments. Pratically, the findings highlight the need for developmentally appropriate and culturally responsive career guidance frameworks in primary education. Future studies should incorporate students’ and parents’ perspectives to further capture the dynamics of early career constructions.
The Pedagogy Inherent in Japan's Early Childhood Education Curricula by Bibliometric Analysis Takahashi, Rie; Rachmawati, Yeni; Takasawa, Naomi
IJECA (International Journal of Education and Curriculum Application) Vol 9, No 1 (2026): April
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/ijeca.v9i1.37573

Abstract

The establishment of the Child and Family Agency in 2023 marked a critical turning point in Japan's early childhood education and care (ECEC) system. However, systematic empirical evidence on the pedagogical foundations of of Japanese ECEC curricula remains limited. This study employs a systematic bibliometric review aimed at exploring the structural characteristics and dominant pedagogical frameworks of ECEC curriculum under institutional transformation. In accordance with the PRISMA guidelines, a comprehensive literature review of 972 papers identified by the Publish or Perish tool with a focus on Google Scholar was conducted, encompassing publications from 2022 to 2025. The primary research instrument employed was VOSviewer, a software program designed for analysing scientific literature. This software enabled the execution of two key research methodologies: keyword co-occurrence mapping and conceptual clustering.The findings reveal that pedagogy, curriculum and children are the central pillars of the Japanese ECEC curricula. Distinct conceptual clusters emerge, including the close association between play and care, as well as patterns reflecting indirect education (Kansetsu Kyoiku). Additionally, a significant discrepancy is observed between the national curriculum and its implementation in practice. In conclusion, this study offers three key contributions. Firstly, it provides a visual taxonomy that bridges the gap between abstract national policy and actual research trends. Secondly, it identifies a significant conceptual discrepancy between the 'intended curriculum' and the 'practised curriculum', highlighting a critical area for future qualitative inquiry. Finally, it provides an empirical basis for culturally embedded educational logics, thereby offering a new theoretical framework for international comparative ECEC research. 
Developing a Conceptual Experiential Learning–Based School of Entrepreneurship Model to Foster Entrepreneurial Mindset and Character in Senior High School Suyaman, Dede Jajang; Adham, M. Januar Ibnu; Maulana, Amri Dhimas; Saddik, Mohamed; Abiyuna, Thaufan; Septi, Lia Eka; Sari, Elia Nurindah; Hasbullah, Zahra Yasifa
IJECA (International Journal of Education and Curriculum Application) Vol 9, No 1 (2026): April
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/ijeca.v9i1.38364

Abstract

Entrepreneurship education at the secondary school level is increasingly recognized as a strategic pathway to cultivate future-ready competencies beyond technical business skills. However, many school-based programs remain fragmented, focusing primarily on business projects without systematically integrating dispositional development and institutional support mechanisms. This study aims to develop and conceptually validate the Experiential Learning–Based School of Entrepreneurship (PEIR) model designed to strengthen the entrepreneurial mindset and entrepreneurial character of high school students. The study uses a Research and Development (R&D) approach adapted from Borg and Gall with a focus on the model development stage, including needs analysis, conceptual design, expert validation, and limited testing. Data were collected using a needs assessment questionnaire, expert validation sheets, a model feasibility observation checklist, a student perception questionnaire, and standardized instruments to measure entrepreneurial mindset and entrepreneurial character. The results of the needs analysis showed pedagogical fragmentation, limited institutional integration, and the lack of a dispositional assessment mechanism that explicitly measures the strengthening of entrepreneurial mindset and character. The PEIR (Prepare–Experience–Internalize–Reflect) model was designed as a structured and integrated experiential learning cycle with institutional support and a multidimensional evaluation system. Expert validation results showed a very high level of content validity (S-CVI = 0.96) and excellent instrument reliability (α = 0.93). A limited trial showed a high level of model feasibility (90%), very positive student perceptions (M = 4.28), and moderate improvement based on N-Gain values for the variables of entrepreneurial mindset (0.43) and entrepreneurial character (0.38). These findings indicate that the integration of structured experiential learning within an institutional framework can produce meaningful dispositional reinforcement. Theoretically, this study contributes by integrating cognitive and affective-ethical dimensions into a single operational learning architecture. Practically, the PEIR model offers an adaptive and sustainable framework for schools to institutionalize entrepreneurship education oriented towards character building and entrepreneurial mindset.
IRE Teachers’ Perceptions and Prevention of Student Sexual Deviance in Bandung High Schools Salis, Salis; Hermawan, Wawan; Fakhruddin, Agus
IJECA (International Journal of Education and Curriculum Application) Vol 9, No 1 (2026): April
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/ijeca.v9i1.37761

Abstract

The phenomenon of risky sexual behavior in contemporary urban settings has undergone a significant shift due to the normalization of digital culture. This study aims to explore Islamic Religious Education (IRE) teachers' perceptions of adolescent sexual behavior and to examine the strategic measures undertaken to mitigate it within senior high school contexts. Employing a descriptive qualitative approach, data were collected through in-depth interviews with seven IRE teachers in Bandung, Indonesia, selected via purposive sampling. Data were analyzed using the Miles and Huberman interactive model, involving data reduction, data display, and conclusion drawing to ensure analytical rigor. The findings reveal a normative–religious framework categorizing adolescent dating as sexual deviance based on the sadd al-dharī‘ah (blocking the means to sin) principle. Crucially, this study identifies a Parental Paradox, where parents permit heterosexual dating to prevent perceived greater deviations like LGBT. While teachers implement religious habituation and environmental engineering, effectiveness is hindered by a professional competence gap in psychological counseling. This study advocates for shifting IRE toward a religiously sensitive counseling model. Practically, educational authorities must integrate adolescent psychological competencies into the IRE curriculum to address contemporary sexuality issues more transformatively. 
Visual Interactive Virtual Object: Development of Whisk AI Based Animated Video Media to Improve Science Learning Outcomes Prananda, Gingga; Tubo, Mariane Bitacura; Supriatna, Eka; Judijanto, Loso
IJECA (International Journal of Education and Curriculum Application) Vol 9, No 1 (2026): April
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/ijeca.v9i1.38227

Abstract

The rapid development of digital technology in education requires innovative learning media that can help elementary students understand abstract science concepts more effectively. However, many elementary science learning practices still rely on conventional explanations that limit students’ conceptual visualization and interactive engagement. This gap indicates the need for technology-integrated media that combine visual representation and interactive learning experiences. Therefore, this study aimed to develop and examine the validity, practicality, and effectiveness of WHISK AI–based animated video learning media integrating the VIVO (Visual Interactive Virtual Object) concept in elementary science learning. The novelty of this research lies in the integration of artificial intelligence assisted animated video development with interactive virtual object visualization (VIVO), which has not been widely implemented in elementary science learning to support the visualization of abstract concepts through visual interactive scaffolding. This study employed a Research and Development (R&D) approach using the ADDIE model, which consists of five stages: analysis, design, development, implementation, and evaluation. The research subjects were fifth-grade students from SDN 06 KL and SDN 13 LB in West Sumatra during the second semester of the academic year. Data were collected through expert validation sheets, teacher practicality questionnaires, student response questionnaires, observations, and learning outcome tests using a one-group pretest–posttest design. Data analysis techniques included descriptive quantitative analysis using mean scores to determine validity and practicality levels, as well as normalized gain (N-gain) analysis to measure learning effectiveness. The validation results from six experts (language, content, and educational technology experts) showed an average score of 4.32, categorized as highly valid. The practicality test involving six teachers produced an average score of 4.40, indicating that the media are highly practical. Furthermore, the effectiveness test conducted with 80 students demonstrated a moderate improvement in learning outcomes, with an average N-gain score of 0.57, indicating meaningful conceptual improvement after the implementation of the developed media. Based on these findings, the WHISK AI–based animated video learning media integrating the VIVO concept are valid, practical, and effective in improving students’ understanding of abstract science concepts. Pedagogically, the integration of AI-generated animation and interactive virtual visualization provides structured visual scaffolding that supports conceptual construction, increases student engagement, and strengthens technology-integrated science learning at the elementary level. Therefore, this media can serve as an innovative alternative to enhance digital-based instructional practices in elementary science education.
Integration of Case Study-Based Experiential Learning to Improve Communication Skills and the Depth of Thinking of Vocational Students Rindrania, Desi; Hariyanto, Hariyanto; Priawasana, Endra
IJECA (International Journal of Education and Curriculum Application) Vol 9, No 1 (2026): April
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/ijeca.v9i1.38405

Abstract

Despite the high demand for interpersonal excellence in the tourism industry, student engagement in Vocational High Schools remains hindered by conventional one-way instructional methods. This creates a critical gap between classroom outputs and the professional communication and analytical depth required by the sector. While Experiential Learning is a recognized pedagogical framework, its specific integration with case-study-based approaches to address the dual challenges of communication and cognitive complexity in Tourism Service programs remains under-explored. This study adopts a quasi-experimental non-equivalent control group design to evaluate the efficacy of case-study-based Experiential Learning. Involving 65 students from a Tourism Service Business Expertise Program in East Java, the research design balances rigorous statistical testing with conceptual alignment to vocational needs. Data were gathered through structured communication observations and SOLO Taxonomy-based essay tests to capture multifaceted cognitive growth. Analysis utilized Independent Samples t-test, Mann–Whitney U test, and Cohen’s d to ensure both statistical significance and practical effect size. Results indicate a significant divergence between the experimental and control groups (p < 0.001), with the experimental group demonstrating superior outcomes in both variables. The calculated effect sizes confirm a robust impact, suggesting that this integration is not merely an alternative, but a necessary instructional shift. The study's novelty lies in demonstrating how the case-study-based experiential model acts as a catalyst for transforming passive vocational learners into industry-ready communicators with higher-order thinking depth, providing a scalable strategy for modernizing vocational tourism curricula.
Higher Education Policy Implementation and Academic Performance: The Mediating Role of Job Satisfaction Among Lecturers in Indonesian Maritime Institutions Mudakir, Mudakir; Sofilda, Eleonora; Syofyan, Syofriza
IJECA (International Journal of Education and Curriculum Application) Vol 9, No 1 (2026): April
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/ijeca.v9i1.38273

Abstract

Higher education policy implementation in maritime institutions under Ministry of Transportation governance critically influences lecturer performance and job satisfaction. This convergent parallel mixed-methods research employing SEM-PLS quantitative analysis and systematic literature review examined competence, compensation, career development, leadership style, organizational culture, digitalization, and institutional policy effects on outcomes across 425 lecturers from fourteen Indonesian maritime institutions. Quantitative findings reveal digitalization quality (β=0.412, p<0.001), institutional policy clarity (β=0.387, p<0.001), and lecturer competence (β=0.356, p<0.001) exert strong significant effects on job satisfaction and performance, while organizational culture, leadership style, compensation, and career development demonstrate non-significant relationships constrained by bureaucratic governance mechanisms. Job satisfaction mediates 31.9% of institutional factors' performance effects (indirect β=0.187, p<0.001), with reciprocal smaller performance mediation on satisfaction (indirect β=0.094, p=0.001). Systematic literature review of 347 articles validates digitalization, policy, and competence importance while revealing compensation, career, leadership, and culture effects depend on governance flexibility absent in transportation ministry contexts. Research recommends prioritizing digitalization enhancement, policy clarification, and competence development within current constraints while advocating governance reforms enabling compensation flexibility, career structure revision, leadership transformation, and culture evolution.
Digital Transformation of Maritime Education Management: Technology-Based Performance Systems and Lecturer Productivity in Indonesian Institutions Suhartini, Suhartini; Simanjuntak, Marudut Bernadtua
IJECA (International Journal of Education and Curriculum Application) Vol 9, No 1 (2026): April
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/ijeca.v9i1.38274

Abstract

Digital transformation fundamentally reshapes academic work environments, yet maritime education institutions under Ministry of Transportation governance face distinctive challenges implementing technology-based management systems while maintaining lecturer wellbeing and institutional effectiveness. This convergent parallel mixed-methods research investigates how digital performance monitoring platforms, administrative systems, learning analytics, and e-leadership practices influence lecturer job satisfaction, organizational commitment, technostress, research productivity, and teaching effectiveness across fourteen Indonesian maritime higher education institutions. Through in-depth interviews with 425 lecturers, 58 administrators, 42 policy officials, and 35 technology specialists, combined with focus groups, organizational ethnography, and thematic analysis, this study reveals paradoxical technology impacts: while certain systems enhanced efficiency and pedagogical innovation, poorly implemented digital tools increased administrative burden (91% reporting), reduced perceived autonomy (87%), elevated technostress (64%), and negatively affected job satisfaction (71% negative intrinsic satisfaction). Critical moderating factors emerged including e-leadership effectiveness (91% successful implementations), participatory implementation approaches (88%), comprehensive professional development (87%), user-centered system design (94%), and robust technical support (84%). The research contributes the Maritime Academic Technology Impact Framework (MATIF) providing evidence-based implementation guidelines for administrators and policy officials pursuing digital transformation while protecting academic workforce sustainability within Ministry of Transportation governance contexts.
Local Wisdom in Indonesian Language Textbooks for Elementary School in Lebak District Maemunah, Siti
IJECA (International Journal of Education and Curriculum Application) Vol 9, No 1 (2026): April
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/ijeca.v9i1.38200

Abstract

This study highlights the importance of Indonesian language education in elementary schools as a foundation for developing students’ communication skills while emphasizing the need to integrate local wisdom into learning practices. The research is significant because many textbooks still prioritize standardized content and pay limited attention to students’ sociocultural backgrounds. Therefore, the study aims to examine the representation of local wisdom in Indonesian language textbooks used in primary schools in Lebak Regency and to explore how teachers utilize cultural elements in classroom learning. A qualitative approach was employed, using document analysis and classroom observation to understand both the written content of textbooks and its pedagogical implementation. The findings reveal that local wisdom is only minimally represented and often appears as additional examples rather than as a structured instructional framework. As a result, teachers play a central role in contextualizing lessons by incorporating local narratives and culturally relevant materials that reflect students’ everyday experiences, although they face challenges such as limited access to authentic resources and curriculum demands aligned with national and global standards. The study implies that stronger collaboration among local governments, educational institutions, and community stakeholders is essential to support culturally responsive learning. Integrating local wisdom more systematically can enhance student engagement, strengthen cultural awareness, and promote inclusive and meaningful language learning that aligns with global educational perspectives. 
AI-Powered Adaptive Learning Media for ECDIS Training in Indonesian Maritime Education Management (Digital Navigation Pedagogy) Sijabat, Panderaja Soritua; Simanjuntak, Marudut Bernadtua
IJECA (International Journal of Education and Curriculum Application) Vol 9, No 1 (2026): April
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/ijeca.v9i1.38275

Abstract

The rapid digitalization of maritime bridge operations demands comprehensive transformation in nautical deck officer education and maritime training management systems. This qualitative design-based research investigates the development, implementation, and management effectiveness of AI-powered adaptive learning media integrating ECDIS simulators, virtual reality navigation scenarios, and intelligent tutoring systems across seven Indonesian maritime academies under Ministry of Transportation governance. Guided by four objectives spanning platform design, organizational management analysis, competency evaluation, and framework development the study employed purposeful multi-stakeholder sampling involving 520 nautical students, 95 maritime technology instructors, 68 shipping company officers, and 42 educational specialists across three iterative development cycles. Data were generated through in-depth semi-structured interviews, focus group discussions, classroom observations, document analysis, and thematic analysis, with trustworthiness ensured through member checking and multi-source triangulation. Findings reveal substantial navigational competency enhancements in ECDIS operational proficiency, spatial awareness, and technology integration skills, while simultaneously demonstrating that these gains are contingent upon systemic organizational management conditions including strategic leadership commitment, dedicated resource allocation, sustained instructor professional development, and robust sustainability mechanisms. Addressing a gap in existing literature on technology implementation within non-university, sector-ministry-governed maritime education, this study contributes the Maritime Technology-Enhanced Learning (M-TEL) Framework: an evidence-based implementation model offering actionable guidelines for maritime institutions and Ministry of Transportation policy officials pursuing pedagogically effective, organizationally feasible, and institutionally sustainable technology-enhanced education.

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