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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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The Influence of Flip Chart Media Use on Elementary School Students' Creativity and Critical Thinking Didik Herwanto; I Wayan Wesa Atmaja; Hariyanto Hariyanto
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.v9i2.38402

Abstract

The development of higher-order thinking skills (HOTS), particularly creativity and critical thinking, has become a central priority in contemporary science education. However, limited access to digital learning resources in many rural elementary schools necessitates the exploration of alternative instructional strategies that remain pedagogically effective. This study aims to examine the effects of non-digital flip-chart media on the creativity and critical thinking skills of sixth-grade students in science learning. The development of creativity and critical thinking skills as part of Higher Order Thinking Skills (HOTS) is an important demand in 21st-century Education. However, limited learning facilities in rural elementary schools still hinder the implementation of innovative technology-based learning. However previous studies predominantly examine digital media interventions or focus on a single higher-order thinking skill, leaving limited empirical evidence regarding the simultaneous development of creativity and critical thinking through non-digital visual media in rural elementary school contexts. This gap highlights the need for contextual and integrative research that explores simple, accessible instructional media to foster Higher Order Thinking Skills (HOTS).This study used a quantitative approach with a one-group pretest–posttest design. Data were collected using validated creativity and critical thinking essay tests consisting of 10 items each, assessed with analytical rubrics. Statistical analyses included normality testing, paired sample t-test, Normalized Gain (N-Gain), and Cohen’s d effect size to determine both statistical significance and practical impact. The subjects were 27 sixth-grade students from Elementary School, selected using a total sampling technique. The research instruments were validated through expert judgment and empirically tested using Cronbach’s alpha to ensure reliability. Data were analyzed using paired sample t-test, N-Gain, and effect size (Cohen's d). The results showed that the use of flip chart media significantly increased students' creativity and critical thinking skills (p < 0.05). The increase in creativity was in the high category (N-Gain = 0.76), while the increase in critical thinking skills was in the medium category (N-Gain = 0.67). The effect size was very large for both variables. These findings indicate that non-digital flip chart media is an effective, practical, and contextually appropriate alternative for developing HOTS in elementary school students, particularly in science learning within technology-limited environments. Theoretically, this study reinforces the role of structured visual media in supporting higher-order cognitive processes, while practically, it offers an accessible instructional strategy for teachers in rural schools to foster creativity and critical thinking without reliance on digital infrastructure.These findings indicate that non-digital flip chart media is an effective, practical, and contextually appropriate alternative for developing HOTS in elementary school students, especially in science learning in environments with limited technological facilities.
Arabic Language Curriculum Management in Mu'ādalah Islamic Boarding School: A Case Study Dita Puspita Dewi; Ahmad Miftahuddin; Retno Purnama Irawati; Nafis Azmi Amrullah
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.v9i2.38876

Abstract

Despite growing scholarly interest in Islamic education, Arabic curriculum management in mu'ādalah boarding schools, particularly century-old institutions with classical scholarly traditions remains underexplored. No comprehensive study has examined how Salafi-style mu'ādalah boarding schools integrate formal curricula with institutionalized language development programs. This study fills this gap by analyzing Arabic curriculum management at Perguruan Islam Mathali'ul Falah (PIM), one of Indonesia's oldest mu'ādalah boarding schools, across planning, implementation, evaluation, and development dimensions. Using qualitative case study methodology, data from institutional leaders, teachers, and 240 students were collected through interviews, observations, questionnaires, and documents, then triangulated across sources and techniques to ensure validity. Miles, Huberman, and Saldaña's (2014) interactive model guided data analysis. Findings reveal a dual-track curriculum model: formal instruction employing naẓariyyah al-waḥdah system with traditional methods, complemented by LPBA's Daurah Arabiyyah extracurricular program, achieving 65–69% student certification. This study contributes the first integrative analytical framework for Arabic curriculum management in Salafi-style mu'ādalah contexts, offering a replicable dual-track model for institutions balancing classical pedagogy with contemporary Arabic competency demands.
Does Internal Quality Assurance Improve Teaching and Learning? A Systematic Review of Impact Evidence Through the 3P Lens Abdul Kholid Achmad; Sutiah Sutiah; Rahmat Agus Santoso; Wannaporn Siripala
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.v9i2.39537

Abstract

Internal quality assurance (IQA) has emerged as a central governance mechanism for teaching and learning in higher education, yet its effectiveness remains contested. Prior reviews have primarily clarified how IQA is conceptualized, while empirical evidence on its impact on teaching quality and student learning outcomes remains fragmented and uneven. This systematic review synthesizes evidence of IQA’s impact and examines how outcomes vary across macro–meso–micro contexts through the 3P lens (Purpose–People–Process). A comprehensive search was conducted in Scopus, supplemented by backward reference screening. Following PRISMA guidelines, 1,030 records were screened, 96 full-text articles were assessed for eligibility, and 43 studies were retained. Data were extracted using a structured coding framework covering study characteristics, IQA purposes, actors, processes, contextual levels (macro–meso–micro), and reported outcomes. Methodological quality was assessed using the Mixed Methods Appraisal Tool (MMAT). The synthesis combined deductive framework analysis based on the 3P model with realist-informed analysis of context–mechanism–outcome configurations to explain how different IQA arrangements generate, constrain, or moderate impacts on teaching quality and student learning outcomes. Across the included studies, IQA is most consistently associated with strengthened review routines and program-level improvement processes (e.g., curriculum renewal, assurance-of-learning/assessment loops, and governance for monitoring), whereas evidence for direct student learning outcomes is limited and frequently relies on proxy measures such as satisfaction and student evaluations of teaching. Positive impacts are more likely when IQA aligns improvement-oriented purposes with distributed actor engagement and closed-loop processes that translate evidence into action (e.g., feedback-to-action cycles), while compliance-driven configurations tend to show weaker or mixed effects. The review provides an evidence map and a testable program theory linking IQA configurations to outcomes, highlighting priority gaps for longitudinal designs and evaluation research inclusive of the Global South.
Integrating the Philosophy of Nggahi Rawi Pahu in Early Childhood Education Management: An Ethnopedagogical Approach in Dompu Regency, Indonesia Ihlas Ihlas; Amma Ainun; Moses Adeleke Adeoye
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.v9i2.39036

Abstract

This study investigates the integration of the local philosophical value “Nggahi Rawi Pahu” into the management of Early Childhood Education (ECE) through an ethnopedagogical approach in Dompu Regency, Indonesia. In the context of accelerating globalization, early childhood education faces increasing challenges in maintaining cultural relevance, often resulting in the marginalization of local wisdom. This research is therefore significant as it seeks to reposition indigenous values as a foundational element in shaping children’s character, social awareness, and cultural identity from an early age. The study aims to explore how “Nggahi Rawi Pahu” is conceptualized and operationalized within ECE management practices and to examine its pedagogical implications. Employing a qualitative research design, data were collected through in-depth interviews, participatory observations, and document analysis involving teachers, school principals, parents, and community leaders. The data were analyzed using thematic analysis to uncover patterns of meaning and forms of value integration across educational processes. The findings demonstrate that “Nggahi Rawi Pahu”, which embodies principles of harmony, mutual respect, responsibility, and collective solidarity, is not merely symbolically acknowledged but substantively integrated into learning planning, classroom interactions, and institutional culture. The novelty of this study lies in showing that local wisdom is used as a practical teaching framework, not just as cultural knowledge, and plays a direct role in shaping students’ character and learning behavior. Teachers function as cultural agents who translate abstract philosophical values into concrete pedagogical practices, thereby fostering a culturally responsive learning environment. These findings suggest that the integration of local wisdom through ethnopedagogical strategies strengthens the relevance and transformative capacity of ECE management. The study offers a conceptual contribution by articulating a culturally grounded model of early childhood education that is both context-sensitive and globally relevant.
Implementation of Game-Based Learning Methods to Improve the Learning Activities of 10th Grade Students in Sociology Classes at Baiturahmah High School, Padang Yenni Melia; Ahmad Hidayah; Felia Siska; Yanti Sri Wahyuni; Erningsih Erningsih; Jamiah Nurul Husna; Makmur Harun
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.v9i2.38670

Abstract

This study was motivated by the low level of learning activity among tenth-grade students in Sociology classes at SMA Baiturahmah Padang. The purpose of this research was to implement a game-based learning method (Game-Based Learning) to improve students’ learning activities. The research employed a Classroom Action Research (CAR) approach following John Elliot’s model, which consists of four stages: (1) Planning, (2) Action, (3) Observation, and (4) Reflection. The data were collected through observations of students’ learning activities and assessments based on five indicators: listening, reading, writing, discussion, and participation. The data were analyzed using descriptive qualitative and quantitative techniques, including percentage calculations and mean scores to measure the improvement of students’ learning activities in each cycle. … The study was conducted in two cycles. The results showed a significant improvement in every aspect of students’ learning activities. Listening activities, which were initially at a moderate level, showed a notable increase in the second cycle. Reading skills also improved substantially following the implementation of the game-based learning method. Writing activities exhibited the greatest improvement among all indicators, indicating that this method effectively motivated students to take more active notes and write during the lessons. Class discussions became more dynamic, showing a marked increase in participation among students who were previously passive. Similarly, overall classroom participation increased considerably in the second cycle. In general, students’ learning activities improved from a moderate to a high level after the application of the Game-Based Learning method. In conclusion, the implementation of the Game-Based Learning method in Sociology learning proved effective in enhancing the learning activity of tenth-grade students at SMA Baiturahmah Padang, as it successfully fostered enthusiasm and motivation to learn students who were once mostly silent began to actively speak and participate in the learning process. 
The Dynamics of Islamic-Based Inclusive Education at Pesantren Tri Bhakti Al-Qudwah Metro Uswatun Hasanah; Ida Faridatul Hasanah; Azlan Abas; Asghar Abbas
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.v9i2.39313

Abstract

Inclusive education based on Islamic principles in Indonesia continues to face significant challenges, particularly within Pesantren, which hold substantial potential to become pioneers of inclusive education models. Despite the growing number of children with special needs requiring equitable access to religious education, only a limited number of Pesantren have developed structured inclusive programs. This study focuses on Pesantren Tri Bhakti Al-Qudwah Metro, the first inclusive Pesantren in Lampung. It aims to examine the dynamics of Islamic-based inclusive education. This research employs a qualitative descriptive approach. Data were collected through in-depth interviews, observations, and documentation involving Pesantren leaders, 5 educators, and 5 students. Data analysis followed the Miles and Huberman model. Data validity was supported by member checking and triangulation. The findings show that the inclusive model implemented in this Pesantren is rooted in the values of rahmatan lil ‘alamin, justice, compassion, and ukhuwah Islamiyah. The Pesantren develops individualized learning strategies, integrates the Sekolah Luar Biasa (SLB) and diniyah curricula, and promotes social inclusion through shared religious activities and daily routines. These practices can enhance students' religious commitment and social interaction skills. However, challenges remain, including limited availability of trained inclusive-education teachers and insufficient adaptive learning media. This study concludes that Pesantren Tri Bhakti Al-Qudwah Metro represents a transformative Islamic-based model of inclusive education. The findings of this research have implications for enriching the academic literature on Islamic-based inclusive education in the context of Indonesia’s Pesantrens. In practice, this research is expected to serve as a guideline for other Pesantrens to develop inclusive practices aligned with Islamic values.
The Influence of the PjBL Model with the STEAM Approach on the Creative Thinking Ability and Mathematical Learning Motivation Evina Triagustina; Dwi Andriyani; Wida Susanti; Anisa Nur Sabiila; Gunawan Gunawan
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.v9i2.38908

Abstract

Learning mathematics in the 21st century requires students to develop creative thinking skills and strong learning motivation. However, these aspects remain relatively low because mathematics instruction is often procedural and lacks contextual learning experiences. Therefore, innovative learning approaches that integrate both cognitive and affective dimensions are needed. This study aimed to examine the effect of the Project-Based Learning (PjBL) model integrated with the STEAM approach on students’ creative thinking ability and mathematics learning motivation. This study employed a quantitative approach with a quasi-experimental pretest-posttest control group design. The participants consisted of 54 eighth-grade students selected through cluster random sampling, with 27 students assigned to the experimental class and 27 students to the control class. The research instruments included a mathematical creative thinking test and a mathematics learning motivation questionnaire. Data were analyzed using Multivariate Analysis of Covariance (MANCOVA) and Pearson Product-Moment correlation at a significance level of 0.05. The findings revealed that the STEAM-based PjBL model significantly affected students’ creative thinking ability and learning motivation simultaneously (p < 0.05). The multivariate test also demonstrated a very large practical effect, as indicated by the partial eta squared value (ηp² = 0.966). Furthermore, the correlation analysis showed a very strong positive relationship between creative thinking ability and learning motivation (r = 0.885; p < 0.05). These findings indicate that STEAM-integrated project-based learning creates contextual, interactive, and meaningful learning experiences that support both cognitive and affective development. Therefore, the STEAM-based PjBL model can be considered an effective and innovative alternative for fostering 21st-century skills in mathematics learning.
The use of Storytelling Methods to Develop Language Skills in Early Childhood Aged 5-6 Years: A case Study at Aisyiyah Bustanul Athfal Kindergarten in Makassar Nurlina Jalil; Muh Nur Fuadi; Wahidah Wahidah; Fatmah Fatmah; Salmiati Salmiati; Andi Abd Muis; Siti Salina Binti Samaun; Numan Hayimasae; Manavavee Mamah
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.v9i2.38782

Abstract

Research into the use of storytelling methods to develop language skills was conducted using the classroom action research method, with the aim of determining the outcomes of language skill development in pupils through the application of storytelling. The research involved 19 pupils and was carried out over two cycles and four stages: planning, action, observation and reflection. Data collection was carried out through planning, action, observation and reflection by applying several indicators of success in language skills, including listening, understanding the content of the story, vocabulary, confidence in speaking, and the ability to retell the story after the learning process had taken place. Quantitative descriptive data analysis was applied by calculating the percentage of children’s language skill achievement in each cycle. The research findings indicate that children’s language skills in Cycle I of the learning process, with the ‘developing very well’ success indicator, stood at 72.59%, and improved in Cycle II to 87.06% in the ‘developing very well’ category. A summary of the results from Cycle I and Cycle II indicates that the children’s language skills have exceeded the success criteria set as the benchmark for measuring the level of development of children’s language skills, which stands at 85%. Consequently, research employing the storytelling method is effective in developing pupils’ language skills, and can generate engaging, active and consistent learning experiences for the development of pupils’ abilities.
Developing a Qur’anic Ethnopedagogical Curriculum Model through the Integration of Minangkabau Local Wisdom in Islamic Religious Education Ahmad Saefulloh; Syafrul Nalus; Syamsuri Yusup; Zakia Zuzanti; Asyraf Isyraqi Bin Jamil
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.v9i2.40076

Abstract

The growing interest in culturally responsive education has encouraged educators to seek meaningful ways of connecting religious values with local wisdom in formal learning. However, little attention has been given to understanding how religious teachings are systematically translated into culturally relevant curriculum practices. This study examines the integration of Qur’anic values and Minangkabau local wisdom in Islamic religious education and develops a Qur’anic ethnopedagogical curriculum model based on curriculum documents. Using a qualitative document analysis approach, the study analyzed Islamic Religious Education lesson plans that explicitly integrated Qur’anic teachings with Minangkabau cultural values. The documents were selected purposively and examined through thematic coding, categorization, and pattern identification using a document analysis matrix. The findings reveal four interrelated themes: the contextualization of Qur’anic values through local wisdom, character-oriented curriculum integration, the role of Adat Basandi Syarak, Syarak Basandi Kitabullah (ABS-SBK) as a curricular foundation, and the development of a Qur’anic ethnopedagogical curriculum model. The results show that local culture functions not merely as cultural content but as a pedagogical pathway through which religious values are understood, contextualized, and internalized in meaningful learning experiences. These findings highlight the potential of culturally grounded curriculum design to strengthen character education while preserving the relevance of religious learning. Unlike previous studies that primarily focus on the integration of local wisdom or character education outcomes, this study offers a curriculum-level explanation of how religious values are transformed into culturally meaningful educational experiences. Future research should examine the model's implementation in classroom settings and explore its applicability across different cultural contexts.
Designing Inclusive Early Childhood Experiences: Teacher Strategies with STEAM, Loose Parts, and PBL Tanaya Qatrunada Rutriningtyas; Avanti Vera Risti Pramudyani; Dewi Eko Wati; Dwi Hastuti; Risanti Dhaniaputri; Irma Sukarelawan
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.v9i2.39141

Abstract

The implementation of inclusive education in early childhood education settings requires innovative pedagogical strategies capable of accommodating children’s diverse learning needs while supporting their cognitive, socio-emotional, and metacognitive development. Previous research on STEAM and Problem-Based Learning (PBL) has primarily focused on creativity and cognitive achievement, with limited attention to how inclusivity is implemented through adaptive pedagogical practices in heterogeneous early childhood classrooms. Furthermore, the use of loose parts as flexible learning materials in inclusive STEAM–PBL learning remains underexplored. Therefore, this study aims to examine how inclusive pedagogical principles are implemented through the integration of STEAM, Problem-Based Learning (PBL), and loose parts-based activities in early childhood education. This study employed a qualitative case study approach. Data were collected through classroom observations, interviews, and documentation involving teachers and children during the learning process. The instruments used in this study included interview guidelines, classroom observation sheets, and documentation notes focusing on inclusive STEAM–PBL implementation. Findings indicate that the integration of STEAM–PBL and flexible materials supports inclusive learning through contextual problem-solving activities, interest-based collaboration, responsive scaffolding, dialogic presentations, and reflective practices. Children demonstrated increased participation, communication skills, collaborative engagement, self-confidence, persistence in problem-solving, and emerging metacognitive awareness. The use of flexible materials enabled children with diverse abilities to explore, represent, and communicate ideas according to their individual capacities. This study highlights the uniqueness of inclusive STEAM–PBL implementation through adaptive scaffolding, flexible learning materials, and reflective participation practices that support meaningful and participatory learning experiences in early childhood classrooms.

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