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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 333 Documents
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Evaluation of Islamic Religious Education Learning on SKI Material: Development of HOTS Instrument in Senior High School Bayu Lesmana; Risnita Risnita; Dedi Sastradika; Sri Ramdayeni Sakunti
IJECA (International Journal of Education and Curriculum Application) Vol 9, No 2 (2026): August
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/ijeca.v9i2.38225

Abstract

Learning of Islamic Religious Education (PAI) on the subject of Islamic Cultural History (SKI) is still dominated by conventional methods and evaluation that has not been oriented toward Higher Order Thinking Skills (HOTS), resulting in students’ critical thinking skills not developing optimally. This study aims to develop and validate a Higher Order Thinking Skills (HOTS)-based assessment instrument for the Islamic Cultural History (SKI) subject at the eleventh-grade level of senior high school. The research employed a Research and Development (R&D) approach using a modified 4D model consisting of define, design, and develop stages. The instrument comprised 30 multiple-choice items measuring cognitive levels C4, C5, and C6 based on the revised Bloom’s taxonomy. Content validity was analyzed using Aiken’s V, while reliability, item difficulty, and discrimination were examined using the Rasch model through QUEST program software. The results showed a very high content validity index (Aiken’s V = 0.88) and excellent reliability (0.91). Rasch analysis indicated that most items fit the model (INFIT MNSQ 0.77–1.33), with a balanced distribution of item difficulty and very good discrimination indices. Three items were identified as misfit and subsequently revised to maintain the composition of 30 HOTS-based items. This study contributes to the development of a psychometrically tested HOTS assessment instrument for Islamic Religious Education, integrating Rasch modeling to ensure objectivity and measurement precision. The instrument provides a more robust and theoretically grounded evaluation tool compared to previous studies that relied on classical test analysis or did not fully integrate HOTS constructs.
Correlation Between Non-Academic Abilities and Improvements in the Learning Achievements of Elementary School Students in Bima Umar Umar; Retnoningsih Retnoningsih; Abdul Kadir; Mei Indra Jayanti; Angga Saputra; Muhammad Akbar
IJECA (International Journal of Education and Curriculum Application) Vol 9, No 2 (2026): August
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/ijeca.v9i2.39275

Abstract

This study was motivated by the prevailing orientation of elementary education, which emphasizes academic achievement as the primary indicator of learning success, while non-academic dimensions such as emotional intelligence, social skills, motivation, and self-regulation have yet to receive systematic attention. In fact, the development of elementary school students requires a holistic approach to learning. This study aims to: (1) analyze the relationship between non-academic abilities and student academic achievement; (2) identify the most dominant non-academic dimensions; and (3) examine variations in relationship patterns based on school characteristics. The study employed a quantitative correlational design with an explanatory approach. The sample was selected using stratified random sampling. Data were collected using a validated Likert-scale questionnaire adapted from previous socio-emotional learning and student motivation instruments, measuring dimensions of character learning, social relationships, emotional well-being, and learning motivation, along with students’ academic grade records. The instrument was validated through expert judgment and construct validity testing. Data analysis was conducted using descriptive statistics, Pearson’s correlation, multiple linear regression, and comparative analysis across schools. The results indicate that non-academic skills have a strong and significant relationship with academic achievement (R = 0.725; R² = 0.525), contributing 52.5% of the variance. The dimension of character learning emerged as the most dominant factor, followed by learning motivation and social relationships, while emotional well-being showed a positive but statistically insignificant influence. Additionally, variations in relationship patterns were found across schools, where the dominant factors differed according to the learning environment context. These findings confirm that strengthening non-academic skills is a strategic factor in improving student academic achievement. The implications of this research encourage a transformation of teaching practices toward a more holistic, contextual, and human-centered approach, while also providing an empirical basis for the development of educational policies that strike a better balance between cognitive and non-cognitive aspects.
Beyond the Classroom Walls: Indonesian EFL Students’ Self-Regulated Learning Experiences in a Flipped Listening Classroom Destina Kasriyati; Ribut Wahyu Eriyanti; Diah Karmiyati; Nurfaisal Nurfaisal; Puput Arfiandhani; Syahdan Syahdan
IJECA (International Journal of Education and Curriculum Application) Vol 9, No 2 (2026): August
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/ijeca.v9i2.39414

Abstract

The rapid advancement of Information and Communication Technology (ICT) has transformed higher education, positioning the Flipped Classroom Model (FCM) as a strategic pedagogical innovation for student-centered learning. This study addresses a significant gap in the literature regarding how students independently regulate their learning within less structured environments, specifically focusing on the "transient" nature of listening skills which demand high levels of concentration and self-regulation. The primary objective of this research is to gain an in-depth understanding of how Indonesian EFL students manage their self-regulated learning (SRL) processes, identifying emerging behaviors and challenges beyond the classroom walls. Employing a qualitative descriptive design, the study utilized semi-structured interviews with 13 undergraduate English Education students at a private university in Indonesia who were selected through purposive sampling. Data were analyzed using Braun and Clarke’s thematic analysis framework. The findings unveil a critical theoretical shift from traditional individualistic self-regulation to "Eco-Systemic SRL Constraints," demonstrating that EFL learners’ metacognitive monitoring and environmental structuring are deeply bounded by their techno-economic realities. While FCL potentially triggers active learner roles, it simultaneously induces "Autonomy Shock" for students transitioning from teacher-dependent cultures. Furthermore, the study identifies that unstable connectivity and un-chunked media deplete students' "Techno-Cognitive Bandwidth," causing infrastructure-related anxiety to override target language processing. The implications suggest that while FCL supports SRL development, successful implementation requires robust institutional digital infrastructure and explicit instructor-led training in goal setting and time management to prevent learner frustration and ensure pedagogical effectiveness.
Dream: Digital Media Transformation as an Optimization of Deep Learning Implementation Cahyo Apri Setiaji; Ike Yunia Pasa; Astri Srigustini; Tengku Maaidah bin Tengku A Razak
IJECA (International Journal of Education and Curriculum Application) Vol 9, No 2 (2026): August
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/ijeca.v9i2.38973

Abstract

The background of the research is the low effectiveness of the implementation of elementary school students' deep thinking skills that have not facilitated the development of deep thinking skills. The aim of the research is to increase the effectiveness of deep learning implementation for students. The type of research and development (R&D) adopts the Borg and Gall approach. The subjects of the study were 33 elementary school students. Data collection used observation, validators, tests and questionnaires. Data analysis used descriptive, t-test, and N-Gain. The results of the data analysis showed that the Dream media was able to improve deep thinking skills through the t-test Sig. (2-tailed) 0.000 <0.05, meaning there was a significant difference between the pretest and posttest scores. The results of the N-Gain effectiveness test showed a score of 0.81> 0.7, including the high category. The hypothesis test showed a significant increase in the average score from 66 to 82 so it was concluded that Dream was able to develop deep thinking skills. The implication of this research is that learning media based on Articulate Storyline is a solution to increase learning participation, cooperation, and develop deep thinking skills.
Breaking the “Non-Exact Sciences” Myth: Disciplinary Sensitivity and AI Ethical Awareness Among Pre-Service Language Teachers Al Ashadi Alimin; Hastiani Hastiani; Augusto Da Costa; Simão Lopes Cardoso
IJECA (International Journal of Education and Curriculum Application) Vol 9, No 2 (2026): August
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/ijeca.v9i2.38332

Abstract

The rapid integration of Generative Artificial Intelligence (GenAI) in higher education has sparked global concerns regarding academic integrity and regulation. However, existing literature often generalizes student perceptions through a binary STEM versus non-STEM lens, obscuring crucial intradisciplinary variations. This study investigated the disparities in ethical awareness and regulatory demands regarding GenAI among university students, specifically challenging the monolithic categorization of Non-Exact Sciences. Employing a quantitative cross-sectional survey, data from 721 Indonesian undergraduates were collected using a 25-item Likert-scale questionnaire, validated via Pearson correlation with high reliability (Cronbach’s α = 0.957). Statistical analysis using the Kruskal-Wallis H test revealed a significant divergence from traditional assumptions. While macro-analysis confirmed Exact Science students generally exhibit higher ethical awareness, granular post-hoc analysis uncovered Language Education students represent a positive anomaly. These findings empirically operationalize the concept of 'epistemological proximity,' the degree to which GenAI intersects with a discipline's core ontology, such as text production in language studies. As a measurable predictor of AI ethical awareness, students in text-centric disciplines (Language Education) demonstrated significantly higher ethical (Mean Rank = 419.64) and regulatory demand scores (Mean Rank = 403.17) compared to other Non-Exact Sciences (p < .001), rendering their profiles statistically indistinguishable from Exact Sciences. Thus, epistemological proximity is a stronger and more operational predictor of ethical awareness than broad binary disciplinary labels. The study concludes that the non-exact sciences  category is no longer relevant for AI adoption studies and recommending policymakers develop discipline-sensitive AI literacy programs addressing the specific regulatory vacuums.
Islamic Ecopedagogy Curriculum Model in Muhammadiyah Schools Nurokhman Nurokhman; Riza Awal Novanto; Moncef Ben Abdeljelil; Sayyaf Muhammad Robbani; Herny Putriana
IJECA (International Journal of Education and Curriculum Application) Vol 9, No 2 (2026): August
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/ijeca.v9i2.38301

Abstract

Environmental degradation and the limited integration of ecological values in Islamic school curricula indicate a gap between Islamic environmental ethics and educational practice. While previous studies have discussed environmental awareness programs in Islamic education, few have formulated a comprehensive curriculum model that systematically integrates Islamic theological principles, ecological values, and pedagogical practices. This study aims to examine and formulate an Islamic ecopedagogy curriculum model implemented in a Muhammadiyah primary school to strengthen students’ ecological awareness grounded in Islamic values. The research employed a qualitative case study design conducted at SD Muhammadiyah Slawi. Data were collected through semi-structured interviews with the principal, vice principal for curriculum affairs, six teachers, and eight students, supported by non-participant observations and document analysis of curriculum plans, school regulations, and environmental programs. Interview and observation guides were used as research instruments to ensure systematic data collection. Data were analyzed thematically using NVivo 12 through open coding, category development, and theme construction. The findings indicate that Islamic ecopedagogy functions as an integrated educational ecosystem consisting of five interrelated components: Islamic ecological values (tauhid and khalifah), curriculum integration across subjects, habituation-based environmental practices, digital ecological literacy, and environmentally friendly school culture. This study contributes a conceptual Islamic ecopedagogy curriculum model that extends previous Islamic environmental education approaches by positioning ecological values as a structural orientation of curriculum, pedagogy, and institutional culture rather than as a supplementary program. The model provides a theoretical framework for integrating Islamic ethical principles with ecopedagogical learning and offers practical guidance for developing sustainable environmental education in Muhammadiyah and other Islamic educational institutions. Environmental degradation and the limited integration of ecological values in Islamic education highlight the need for a curriculum that connects religious teachings with environmental responsibility. This study aims to examine and formulate an Islamic ecopedagogy curriculum model developed in a Muhammadiyah primary school to foster ecological awareness grounded in Islamic values. This research employed a qualitative case study conducted at SD Muhammadiyah Slawi. Data were collected through in-depth interviews with the principal, vice principal for curriculum affairs, teachers, and students, supported by observations and document analysis. The data were analyzed thematically using NVivo to identify patterns related to value integration, curriculum practices, school culture, and digital learning. The findings reveal that Islamic ecopedagogy operates as an integrated educational ecosystem encompassing the internalization of Islamic values, daily habituation, cross-curricular learning, environmentally friendly school culture, and digital innovation. Concepts such as tauhid, khalifah fil ardh, and cleanliness as part of faith are embedded in learning activities and school routines. Teachers act as facilitators and role models, while digital media and environmental programs strengthen student engagement and behavioural change. This study proposes a practical, culturally grounded, and sustainable Islamic ecopedagogy curriculum model that emphasises value internalisation, participatory learning, and institutional support. The findings imply that environmental education in Islamic schools should be positioned as a holistic character-forming process rather than a separate subject, and that the model may serve as a reference for developing Islamic-based environmental education in Muhammadiyah and other Islamic educational institutions. 
Algorithmic Authority and the Reconstitution of English Language Curriculum: A Critical Study of AI-Mediated Pedagogy Abdul Wahab; L. Kerta Wijaya; Sarwadi Sarwadi
IJECA (International Journal of Education and Curriculum Application) Vol 9, No 2 (2026): August
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/ijeca.v9i2.39425

Abstract

The integration of artificial intelligence (AI) in English language education has significantly transformed pedagogical practices and raised critical questions about authority, knowledge construction, and curriculum design. This study aims to examine how algorithmic authority reshapes the English language curriculum within AI-mediated pedagogical environments. Employing a critical qualitative case study design, The research applies Norman Fairclough’s Critical Discourse Analysis (CDA) model to explore power relations and knowledge production embedded in interactions among AI systems, teachers, and learners. Data were collected through curriculum document analysis using document analysis protocols, classroom observations using observation sheets, and in-depth interviews guided by semi-structured interview protocols. The findings reveal that AI-driven systems enhance personalization, efficiency, and accessibility, while simultaneously redistributing pedagogical authority from teachers to algorithmic systems. The study also identifies a paradox in which AI promotes learner autonomy but increases the risk of over-reliance and reduced critical engagement. In addition, issues of bias, inclusivity, and ethical accountability emerge due to standardized linguistic norms and opaque algorithmic processes. These findings imply that AI should be positioned not merely as a technical tool but as an epistemic agent that shapes curriculum and learning practices. Therefore, a balanced and human-centered pedagogical model is essential to ensure that technological innovation supports critical thinking, inclusivity, and meaningful learning.
Unveiling the Link between Principal Leadership and School Climate in Promoting Deep Learning: The Mediating Role of Teacher Collaboration Sarwo Edy; Wannaporn Siripala; Mustakim Mustakim; Irwani Zawawi
IJECA (International Journal of Education and Curriculum Application) Vol 9, No 2 (2026): August
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/ijeca.v9i2.39519

Abstract

It has been relatively scarce regarding empirical evidence on how principal leadership and school climate jointly promote deep learning through the mediating role of teacher collaboration, particularly in school contexts where collaborative professional practices are still developing. This study aims to examine the effect of principal leadership on school climate through teacher collaborative culture as a mediating variable in public senior high schools in East Java, Indonesia. This study employed an explanatory quantitative approach using a survey method. Data were collected from 1,726 respondents, and after a rigorous data screening process, 1.206 valid responses were retained for analysis. The data for this study were collected using a structured questionnaire designed to measure four key constructs: principal leadership, teacher collaborative culture, school climate, and deep learning. The data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The findings reveal that principal leadership has a significant effect on teacher collaborative culture (β = 0.685, t = 39.368, p < 0.001) and school climate (β = 0.457, t = 16.470, p < 0.001). Teacher collaborative culture also significantly influences school climate (β = 0.481, t = 17.548, p < 0.001) and acts as a partial mediator (β = 0.330, t = 16.588, p < 0.001). This study extends educational leadership theory by showing that principal leadership promotes deep learning through school climate and teacher collaboration. It highlights teacher collaboration as a key mediating mechanism linking leadership practices to meaningful learning. Practically, the findings suggest that school leaders should foster supportive climates, shared instructional goals, and collaborative teacher cultures to strengthen deep learning practices and improve students’ critical, reflective, and constructive engagement.
The Effectiveness of STEAM-Based Learning on Vocational Students’ Creative Thinking Skills and Self-Efficacy in Linear Equations Agil Dwijayanti; Rosiatuningsih Rosiatuningsih; Mahdia Silmi Aziz; Norma Rahmalia Ayuwanda; Gunawan Gunawan; Eng Tek Ong
IJECA (International Journal of Education and Curriculum Application) Vol 9, No 2 (2026): August
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/ijeca.v9i2.39010

Abstract

The development of 21st-century competencies requires mathematics learning that fosters not only conceptual understanding but also creative thinking skills and self-efficacy. However, these competencies are often underdeveloped in vocational high schools due to teacher-centered learning approaches. This study examines the effectiveness of STEAM-based Project-Based Learning (PjBL) on students' creative thinking skills and self-efficacy in learning systems of linear equations in two variables. A quasi-experimental pretest–posttest control group design was employed involving 60 tenth-grade students from the Visual Communication Design (DKV) program. The experimental group received STEAM-based PjBL, while the control group received conventional PjBL. Creative thinking skills were measured using essay tests (fluency, flexibility, originality, elaboration) and self-efficacy via a Likert-scale questionnaire, both validated through expert judgment with Cronbach's alpha of 0.76 and 0.87. Data were analyzed using Pearson correlation and MANCOVA. The experimental group outperformed the control group in creative thinking (M = 86.50, SD = 3.72 vs. M = 75.27, SD = 3.25; N-Gain = 0.65 vs. 0.36, medium category) and self-efficacy (M = 88.00, SD = 2.56 vs. M = 76.93, SD = 2.96; N-Gain = 0.33 vs. 0.19, moderate vs. low category). MANCOVA confirmed a significant simultaneous effect (Wilks' Lambda = 0.010, p < 0.05, η² = 0.990), and a very strong correlation between both variables (r = 0.978, p < 0.01). These findings confirm that STEAM+PjBL provides meaningful, contextual, and interdisciplinary learning experiences that simultaneously enhance creativity and self-confidence, and is recommended as an innovative instructional strategy in vocational mathematics education.
Scaffolding English Learning for Non-Native Speakers: A TEFL Approach in Multilingual Context Sylvia Irene Persulessy; Juvrianto Chrissunday Jakob; Hien Pham; Mohammed H. Alaqad; Andi Asrifan
IJECA (International Journal of Education and Curriculum Application) Vol 9, No 2 (2026): August
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/ijeca.v9i2.38895

Abstract

In multilingual settings like Indonesia, English language instruction encounters considerable obstacles stemming from learners' different linguistic backgrounds and differing competence levels. Despite scaffolding being acknowledged as a successful method in Teaching English as a Foreign Language (TEFL), its empirical implementation in multilingual Indonesian classrooms is still inadequately investigated. This study examines the impact of scaffolded instruction on English language competency, student engagement, and confidence in non-native secondary school learners. The study utilized a mixed-method explanatory sequential design, involving 60 students and 4 teachers, and incorporated language competence assessments, questionnaires, classroom observations, and semi-structured interviews. Quantitative data were studied by descriptive and inferential statistics, and qualitative data were assessed thematically. The results indicate that the experimental group exhibited a considerable enhancement, increasing from a pre-test mean score of 68 to 84 in the post-test (p < 0.01), surpassing the control group. Students indicated elevated motivation (M = 4.6) and perceived utility of scaffolding (M = 4.7). Observational and interview data reveal enhanced involvement, confidence, and culturally appropriate pedagogical approaches. These findings underscore the efficacy of context-sensitive scaffolding in improving both cognitive and emotional aspects of language acquisition. The study enhances TEFL research by supplying actual information from multilingual classrooms and presents practical suggestions for developing inclusive and flexible instructional practices.

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