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Jurnal Internasional

ijems
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Published by Universitas Tangerang Raya

ISSN : 29630622 EISSN : 29630622 DOI : https://www.ijems.id/index.php/ijems/article/view/

Core Subject : Humanities, Social,

Humanities Social Sciences

The International Journal of Education Management and Sociology (IJEMS) was founded by PDPI (Indonesian Research Lecturer Association) and published on December 6, 2021 in South Tangerang City, Indonesia. IJEMS is the multidisciplinary journal which provides a platform for researchers, academics, professionals, and students in all areas of Management, Education, Humanities and Sociology, for publication on research achievements, perspectives and practical experiences. The multidisciplinary international journal of Management, Education, and Sociology, publishes high quality research papers in all fields. Journals that are interested in theoretical and practical research with an emphasis on topics in the focus areas above are highly recommended

Arjuna Subject : Ilmu Sosial - Ilmu Sosial (Lain-Lain)

Articles 169 Documents

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Implementation of Curriculum Development Foundations in Strengthening Learning at SMA Negeri 5 Tangerang Hanindah; Juhary Ali
The International Journal of Education Management and Sociology Vol. 5 No. 4 (2026): July - August : The International Journal of Education Management and Sociology
Publisher : PDPI (Perkumpulan Dosen Peneliti Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58818/ijems.v5i4.363

Curriculum development is an essential component of educational implementation because it serves as a guideline for achieving national education goals. This article aims to analyze the implementation of curriculum development foundations, including philosophical, psychological, sociological, and science and technology foundations, in educational practices at SMA Negeri 5 Tangerang. The article employs a descriptive-qualitative approach using a literature study based on curriculum development foundation materials. The findings indicate that the implementation of curriculum development at SMA Negeri 5 Tangerang has led to student-centered learning, character strengthening, digital literacy, project-based learning, and the development of an inclusive and adaptive school culture in response to contemporary changes. Curriculum development not only aligns with the demands of national education policies but also considers students’ needs and the social characteristics of the school environment.

Implementation of Total Physical Response (TPR) to Improve English Vocabulary of Grade 1 Elementary School Students in Tangerang Regency Siti Mariyanah; Saleem Khan
The International Journal of Education Management and Sociology Vol. 5 No. 4 (2026): July - August : The International Journal of Education Management and Sociology
Publisher : PDPI (Perkumpulan Dosen Peneliti Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58818/ijems.v5i4.364

English vocabulary is one of the fundamental skills for young learners, yet Grade 1 students often face difficulties in memorizing and recalling new words due to limited attention span and passive learning methods. This study aims to determine the effectiveness of the Total Physical Response (TPR) method in improving the English vocabulary mastery of Grade 1 elementary school students. This research employed Classroom Action Research (CAR) design conducted in two cycles. Each cycle consisted of planning, action, observation, and reflection. The subjects were 25 Grade 1 students at [Nama SD] in Bandung. Data were collected through vocabulary tests, observation sheets of student engagement, and teacher field notes. The results showed that the application of TPR significantly improved students’ vocabulary mastery. In the pre-cycle, the average vocabulary test score was 58.4 with 32% of students achieving the minimum mastery criteria. After Cycle 1, the average score increased to 71.2 with 68% completeness. In Cycle 2, the average score reached 84.6 with 92% of students achieving mastery. Student engagement also increased from “passive” in the pre-cycle to “very active” in Cycle 2, as observed from their enthusiasm in following physical commands and responding to instructions in English. It can be concluded that Total Physical Response is an effective strategy for teaching English vocabulary to Grade 1 students. TPR makes learning more enjoyable, reduces students’ anxiety in speaking, and aligns with young learners’ kinesthetic learning style. It is recommended that teachers integrate TPR activities such as “Simon Says”, “Follow the Command”, and role-play games in daily English lessons.

Outcome-Based Education (OBE) Curriculum Development Strategy to Support Higher Education Key Performance Indicators (KPIs) Lener Kristiyanto; Asmat Junaedi; Muhammad As'ad; Hendi Muslim; Mustofa Kamil
The International Journal of Education Management and Sociology Vol. 5 No. 4 (2026): July - August : The International Journal of Education Management and Sociology
Publisher : PDPI (Perkumpulan Dosen Peneliti Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58818/ijems.v5i4.376

The study employs a Systematic Literature Review (SLR) approach by examining a wide range of scholarly journal articles, books, government regulations, and policy documents related to the implementation of OBE and IKU in higher education. The findings indicate that OBE-based curriculum development can be effectively implemented through aligning the vision and mission of academic programs with graduate profiles and learning outcomes, developing comprehensive curriculum mapping, applying constructive alignment among learning outcomes, teaching and learning processes, and assessment methods, strengthening partnerships with the business sector, industry, and the community, and implementing a continuous quality improvement (CQI) system. These strategies contribute to improving the quality of teaching and learning, enhancing graduates' competencies, expanding experiential learning opportunities beyond the classroom, and strengthening academic governance in line with the achievement of the Higher Education Key Performance Indicators. Therefore, the successful implementation of an OBE-based curriculum requires strong institutional leadership, continuous professional development of academic staff, a robust internal quality assurance system, and active collaboration with multiple stakeholders to produce graduates who are adaptive, innovative, and globally competitive.

Improving Professional Ethics and Academic Integrity in Teaching Virtues Fatema Miah
The International Journal of Education Management and Sociology Vol. 5 No. 5 (2026): September - October : The International Journal of Education Management and Soc
Publisher : PDPI (Perkumpulan Dosen Peneliti Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58818/ijems.v5i5.369

Academia virtues are Education (-learning), Understanding, Demonstration, Practice and Knowledge. Education of through the pathways of academia or vocational routes, the knowledge and skills are essential aspects in social development that promote in maintaining the progressive society. The sources of all learning and teaching required to be provided in with valid SMART systematic process of procedure. The technology enables effective learning processes for learners and educators. Integration of Gamifications had been applied with validated procedure of innovation. The concepts of teaching virtues are as well as the phenomenal, the core and a century old: a) the Pedagogy, there are furthermore three (3) additional to contemporary era suit adapted later formations: b) Andragogy, c) Heutagogy, d) Entagogy. The methods principles are compared against similarities, differences, development and adaptation trends in concept methods mechanisms to assess their relevance and effectiveness among the methods frameworks, included in discussions in contemporary Oracy and teaching learning scope in variations.

Grit in the Event of the Battle of Badr and Its Relevance in Islamic Education Sandy Aulia Rahman; Asep Rahmatullah; Muhammad Nasir
The International Journal of Education Management and Sociology Vol. 5 No. 5 (2026): September - October : The International Journal of Education Management and Soc
Publisher : PDPI (Perkumpulan Dosen Peneliti Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58818/ijems.v5i5.377

In modern times, life's pressures and rapid changes often weaken the mental and spiritual state of humans. Intense competition in life is highly prone to triggering mental tension and anxiety, hence humans desperately need an antidote to strengthen their psychological resilience. Therefore, an individual certainly requires persistence, or grit, which is a combination of perseverance, persistence, and passion in achieving long-term goals. Individuals with high levels of grit are able to endure when facing challenges and difficulties. The Battle of Badr is a tangible example of grit in Islamic history. Despite facing the larger and better-prepared Quraysh infidel army, Prophet Muhammad Saw and his companions demonstrated extraordinary resilience (grit). The purpose of this study is to examine the concept of grit in the Battle of Badr and its relevance in Islamic education. This research uses the library research method, which is a series of activities related to methods of collecting library data, reading, note-taking, and processing research materials. The results of this study reveal the existence of the grit concept in the Battle of Badr. This concept consists of two main dimensions, namely the consistency of interest which includes steadfastness (istiqamah), certainty, optimism, and a firm resolve that does not easily give up. Furthermore, the second dimension is the perseverance of effort which involves the attitudes of patience and reliance on God (tawakkal). Both of these dimensions are clearly reflected in the attitudes and actions of Prophet Muhammad Saw and his companions during the Battle of Badr. The implementation of the grit concept in Islamic education can help shape the character of students who not only possess strong religious knowledge but also have the mental and spiritual resilience required to face various life challenges.

Determinant of Employees’ Decisions to Pursue Master’s Degrees through Recognition of Prior Learning: A systematic Literature Review from a Public Administration Perspective Yetti Ambarsari; Muslih Faozanudin; Riki Imirya Heidiyanti
The International Journal of Education Management and Sociology Vol. 5 No. 5 (2026): September - October : The International Journal of Education Management and Soc
Publisher : PDPI (Perkumpulan Dosen Peneliti Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58818/ijems.v5i5.379

Abstract Recognition of Prior Learning (RPL) can convert experiential and workplacelearning into recognised academic value, but an RPL policy alone does not ensure uptake. This systematic literature review identifiel the determinants shaping employes’decisions to pursue master’s-level study through RPL and interprets them from a public adminstration perspective. Following PRISMA 2020 procedures, 99 record from a document reference set were audited; after removing duplicates, 90 unique records were screened, 24 reports were assesed in full, and 20 peer-reeviewed articles publised between 2016 and August 2026 were retained for synthesis. Thematic synthesis identified four interacting domains: individual and learner readinness, employment and career incentive, institutional and procedureal accessibility, and policy and governance conditions. Across these domains, the review identifies an awareness-access-uptake gap in which weak informations, uncertain recognition of experiential learning, administrative burden, inconsistent guidence, and fragmented governance interrupt progressions from policy availability to RPL use and postgraduate participations. The review contributes to public administation by reframing postgraduate RPL as a multilevel implementation and service-acces problem.

Local Wisdom-Based SWOT Analysis Learning A Model for Strengthening the Managerial Competence of IAILM Suryalaya Tasikmalaya Students Asriadi; Aris Setyawan; Jaya Sukmana
The International Journal of Education Management and Sociology Vol. 5 No. 5 (2026): September - October : The International Journal of Education Management and Soc
Publisher : PDPI (Perkumpulan Dosen Peneliti Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58818/ijems.v5i5.382

This study explores the implementation of local wisdom-based SWOT analysis learning as an innovative strategy to strengthen the managerial competence of students at Institut Agama Islam Latifah Mubarokiyah (IAILM) Suryalaya, Tasikmalaya. By integrating strategic management principles with the core values of Islamic boarding school (pesantren) culture, such as Akhlakul Karimah and community-centered ethics, this model addresses the need for contextually relevant higher education strategies. Using a qualitative approach with a case study design, data were collected through classroom observations, in-depth interviews with lecturers and students, and documentary analysis. The findings indicate that contextualizing SWOT analysis within local socio-cultural dynamics enhances students' critical thinking, problem-solving skills, and strategic decision-making. Furthermore, this integrated learning model bridges theoretical management concepts with practical applications, preparing graduates to navigate complex organizational challenges while upholding Islamic values. This research offers a framework for higher education institutions seeking to balance modern managerial training with local cultural heritage.

Teachers' Strategies for Addressing Digital Learning Challenges in Schools Located in Frontier, Outermost, and Disadvantaged Regions Sutarman
The International Journal of Education Management and Sociology Vol. 5 No. 5 (2026): September - October : The International Journal of Education Management and Soc
Publisher : PDPI (Perkumpulan Dosen Peneliti Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58818/ijems.v5i5.393

This study explores teachers' strategies for addressing digital learning challenges in schools located in frontier, outermost, and disadvantaged regions. Despite rapid technological advancements in education, schools in these remote areas continue to face severe structural barriers, including unstable internet connectivity, inadequate digital infrastructure, and limited digital literacy among students. Utilizing a qualitative approach with a multi-case study design, data were collected through semi-structured interviews, classroom observations, and document analysis involving teachers across selected remote schools. The findings reveal that educators employ various adaptive strategies, such as developing offline-compatible digital modules, implementing flexible blended learning models, collaborating with local community centers for resource sharing, and contextualizing digital content to fit students' immediate surroundings. Additionally, peer mentoring and self-directed professional development serve as crucial mechanisms for teachers to enhance their own technical skills. This research highlights the resilience of educators in resource-constrained environments while demonstrating that sustainable digital transformation requires systematic government intervention, equitable infrastructure distribution, and localized teacher training.

Development of Mobile Application-Based Interactive Learning Media to Enhance Conceptual Students at Elementary School in Cimahi City Neneng Sulastri
The International Journal of Education Management and Sociology Vol. 5 No. 5 (2026): September - October : The International Journal of Education Management and Soc
Publisher : PDPI (Perkumpulan Dosen Peneliti Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58818/ijems.v5i5.394

This study aims to develop mobile application-based interactive learning media designed to enhance conceptual understanding among elementary school students at Public Elementary School 1 (SD Negeri 1) in Cimahi City. The research followed a Research and Development (R&D) framework utilizing the ADDIE (Analysis, Design, Development, Implementation, Evaluation) model. The developed media was systematically evaluated for validity, practicality, and instructional effectiveness. Expert evaluations from media and subject-matter specialists demonstrated that the mobile application met high standards of technical design and pedagogical alignment. Practicality assessments, gathered through teacher and student response questionnaires, confirmed high usability, user-friendly navigation, and strong learning engagement. Furthermore, the effectiveness of the application was tested using a one-group pre-test and post-test design with fifth-grade students. Statistical analysis revealed a significant increase in students' conceptual understanding, supported by a high average normalized gain (N-gain) score. These results indicate that mobile application-based interactive learning media is a valid, practical, and effective tool for improving conceptual understanding in elementary school education.

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Home Page

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Editorial Team

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Contact Name Slamet Riyanto

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Editorial Address PDPI (Perkumpulan Dosen Peneliti Indonesia)

Location Kab. tangerang, Banten INDONESIA

Abstract

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Contact Name
Slamet Riyanto

Contact Email
slametriyanto151sdk@gmail.com

Phone
+6282113579961

Journal Mail Official
nasirmuning@gmail.com

Editorial Address
PDPI (Perkumpulan Dosen Peneliti Indonesia)

Location
Kab. tangerang,

Banten

INDONESIA