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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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Development of an IoT-Based Digital Measuring Instrument Training Kit as an Interactive Learning Tool to Boost Students’ Interest in Learning Nursina Sari; Linda Sekar Utami
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.v9i2.38842

Abstract

This  study developed an IoT-based digital measuring instrument training kit to enhance the learning motivation of students on the Primary School Teacher Education programme. Given that practical activities relating to measurement in the ‘Basic Concepts of Primary School Physics’ course are still considered challenging, and that the integration of digital technology into teaching remains limited, this IoT-based training kit is designed to bridge the gap between theory and practice. This research is a research and development (R&D) study that adapts the Borg and Gall model, applied in a pilot study and a large-scale trial at the PGSD UMMAT. Data were collected using an expert validation questionnaire, a student response questionnaire, and a learning interest questionnaire, and were subsequently analysed using a paired sample t-test, N=Gain, and descriptive statistics. The validation results indicated a feasibility level of 84.94%, categorised  as ‘highly feasible’. The practicality test yielded an average score of 3.62, representing 72.4% in the ‘practical’ category. Statistical analysis using a paired-sample t-test revealed a significant difference between learning interest scores before and after the intervention (Sig. 0.000 < 0.05). The N-gain value of 0.54 falls into the moderate category. The use of an IoT-based digital measuring instrument training kit significantly increased active engagement and improved students’ ability to use IoT-based digital measuring instruments during practical learning activities, whilst also aiding their understanding of measurement concepts, thereby demonstrating that the use of modern measuring instruments is effective in boosting the learning interest of Primary School Teacher Education (PGSD) students.
Reconfiguring Language Curriculum Paradigms: A Critical Comparative Study of English and Arabic for Foreign Language Learners Sarwadi Sarwadi; Lalu Agus Muzaki; Azwardi Pazli; Baiq Susi Apni Khaerawati; Baiq Nila Rahma Putri; Ahmad sulbi
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.v9i2.39393

Abstract

The growing demand for communicative competence and digital adaptability in the era of globalization necessitates a critical re-examination of foreign language curriculum paradigms. Despite extensive research in language education, comparative and critical analyses of English and Arabic curricula remain limited and fragmented. This study aims to analyze and reconfigure language curriculum paradigms through a critical comparative examination of English and Arabic curricula for foreign language learners. This study employs a qualitative research design integrating comparative analysis and Critical Discourse Analysis (CDA) to explore pedagogical practices, curriculum structures, and underlying epistemological and ideological dimensions. Data were collected from 12 curriculum documents, 8 instructional textbooks, and selected scholarly publications from English and Arabic language programs in higher education institutions through purposive sampling and systematic document analysis. The analysis employed Norman Fairclough’s Critical Discourse Analysis (CDA) model, including textual analysis, discursive practice analysis, and social practice analysis to identify pedagogical orientations, ideological tendencies, and power relations embedded in the curricula. The findings reveal that English curricula are predominantly communicative, learner-centered, and technologically integrated, reflecting a global and adaptive paradigm. In contrast, Arabic curricula emphasize grammatical accuracy, textual comprehension, and knowledge preservation, indicating a structural and tradition-oriented paradigm. CDA further reveals that English curricula promote global communicative and technology-oriented discourses, whereas Arabic curricula emphasize linguistic authenticity, textual authority, and cultural preservation within language education.
Quantitative Evaluation of Data Science Curriculum Structures in Indonesian Universities Khinsa Fairuz Zahirah
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.v9i2.38963

Abstract

This study presents a quantitative structural evaluation of undergraduate data science curricula across Indonesian universities using a compositional modeling approach. Existing competency frameworks identify essential domains in data science education, yet limited empirical research evaluates how these competencies are proportionally structured across institutions. Using course-level curriculum data collected from 37 undergraduate programs, courses were mapped into five competency domains: programming, statistical foundations, machine learning, applied practice, and ethics. Each curriculum was operationalized as a normalized compositional competency vector and analyzed using the Curriculum Structural Balance Index (CSBI), a distance-based metric that measures proportional structural imbalance across competency domains. Hierarchical clustering was further applied to identify recurring curriculum typologies. The findings reveal a consistent structural pattern characterized by strong concentration in programming and statistics, moderate variation in machine learning, and limited integration of applied practice and ethics. This recurring configuration, identified as a Foundational-Dominant model, indicates that current programs prioritize technical consolidation over interdisciplinary integration. Unlike conventional curriculum evaluation approaches that primarily assess competency presence or coverage, the proposed CSBI framework quantitatively evaluates proportional competency balance and enables systematic comparison of curriculum structures across institutions. The study contributes a measurable and replicable analytic approach for evaluating interdisciplinary curriculum architecture in higher education.

Page 34 of 34 | Total Record : 333

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